overview
Lesson 1 | Summary
Activity Pages
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lesson 1 | remaking myths
activity | building a world
Since the beginning of time humans have struggled to understand
the nature of the complex world we live in. The fields of literature,
science, and religion have all sought to explain the mysteries of
the universe, and the nature of our humanity. Artists have also
been involved in these pursuits Their efforts take these questions
on in visual form, attempting to represent what is often considered
unimaginable. Trenton Doyle Hancock and
Matthew Ritchie illustrate specific narratives
about the world around them based on information systems and visual
narratives of their own design.
Matthew Ritchie’s paintings and installations attempt to describe
and comprehend the vastness of the universe. For Ritchie, these
stories are less personal than universal, weaving together aspects
of philosophy, science, and theology. In his work “Proposition
Player” Ritchie identified 49 properties or characters
that represent a particular function of the universe. Conceived
as a game, “Proposition Player” established a unique
narrative for each 'player' or gallery visitor based on the assignment
of one of these attributes on a playing card distributed upon entry
to the gallery. These playing cards assign a specific character
or property which can then be altered and combined with other properties
by rolling specially designed die. Ritchie says, "The most
important cards are the four aces—they represent the four
fundamental forces in the universe: weak force, strong force, gravity,
and light. There are only four forces in the universe, conveniently
enough for me. They underlie everything, tie everything together.
So in this room, everything in my show, everything in your life,
everything is held together by the four forces. And the four aces
generate the four units of measurement, which are progressively:
time, mass, length, and temperature."
Ritchie's intention is to create a game that becomes an infinite
series of unique narratives describing the universe in which players
come to realize they play an essential role. Describing “Proposition
Player,” Ritchie says:
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"You’ve
got a card, you take it in, you give it to a guard, and he’ll
let you play the game of chance—the dice game—which
is also called 'Proposition Player'. The game builds up into
all of the elements in the paintings, which take you through
this narrative that describes the evolution of the entire
universe. You’ve started out as the smallest element,
and gradually you see how essential that particle is to everything
else. This is literally a little way of representing you in
a giant game. Come in. Put your card on the table and play.
It’s really just taking the traditional aspect of confronting
large complex ideas about the universe—which is one
of awe—and inverting it to one of play. You already
own this—your body is already filled and saturated with
every single thing going on in the universe...so you may as
well enjoy it. You don’t need to live in fear and shame
about your relationship to this larger structure. It should
be about joyous participation!" |
Using characters such as Painter, Loid, and the Mounds, Trenton
Doyle Hancock has developed a more personal narrative— a creatin
myth and epic story where good and evil are constantly at odds.
Incorporating Biblical elements learned in the religious community
he grew up in and personal references to his childhood and family,
the story includes fictional and non-fictional elements. Placing
himself within the center of this story, Hancock is both its creator
and its protagonist in the character of Torpedo Boy. Hancock's story
follows Torpedo Boy's attempts to rescue the good and essentially
helpless Mounds as they are attacked by evil characters called Vegans.
In works such as “Bye
and Bye” and “The
Legend is in Trouble,” Hancock depicts the death of one
of the oldest Mounds and the animals of the forest that come to
pay tribute. Reminiscent of the biblical story of Noah's Ark, each
of Hancock's images contributes to his ongoing narrative.
Each work of art that Hancock creates contributes to the story and
propels it forward. Hancock explains:
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"The story comes
to me, I like to refer to it as visions. But when you break
it down, you can actually break down a vision into a series
of questions. Like after I realized what Mounds were, I had
a lot of questions for myself. So where do they come from?
How tall are they? Do they eat? Like just all of these types
of things. In asking a question you can then have an epiphany
because it’ll open up the floodgate to twenty new questions.
And from there you just keep going and it snowballs. And to
me that’s what the vision is all about. It’s taking
notice of things that are around you and then questioning
them. And out of those questions will come answers but hopefully
a lot more questions. And from there you can just keep your
vision growing." |
Introduce these two artists to your students using the Art:21 Season
Two Stories hour (Hancock segment) and the Art:21 Season Three Structures
hour (Ritchie segment). Have students read the artists interviews
and view images of their work from the surveys of their artwork
(see links above), taking note of the different characters, symbols
and visual signs that the artists incorporate in their imagery.
Discuss the use of visual signs and symbols that help describe the
actions and characteristics of the people who are involved in each
artist's visual narrative. What are the differences between visual
signs and symbols? What do they communicate and how?
Have students research a number of belief systems from around the
world that include different cosmological elements (see links above).
Compare and contrast cosmological elements such as the four elements
from ancient Greece (earth, air, fire, water), the five elements
of the Chinese I Ching (earth, water, fire, metal, wood), or the
five elements central to Hindu belief (earth, fire, water, air,
ether). Have students design a series of visual icons inspired by
the elements in these myths and their own lives. First have students
identify the elements that are central to their existence. These
can be as broad as examples from traditional myths (air, water,
earth, etc.) or ideas or object more specific to their daily lives
such as types of food they eat; their urban, rural, or suburban
surroundings; the hobbies they enjoy, etc. After selecting their
elements, have students design a unique symbol to represent each
one. Encourage them to consider how others will be able to 'read'
the image and what visual clues they can create to effectively represent
them. Have students share their symbols with the class and write
a narrative about how they selected their elements and chose to
represent them. |
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