These two oil paintings contrast an interior and an exterior, both of which focus on the objects observed within the scene. The interior shows the Head of Christ with Crown of Thorns (wood) (GR346) (FLOWERS AND STILL LIFE) that can be seen in the collection and the painting is photographed with the artist in ‘A Shared Vision’ (P41). The exterior shows a garden full of pots containing plants and is interesting because it shows a still life out-of-doors. Both of these pictures have lively compositions crammed with incident, patterns and bright colours. Pupils can try to emulate these by selecting, arranging and recording a large scale still-life in, for example, their bedrooms or back gardens.

These three still lifes show smaller scale arrangements, selected from both natural and man made objects that are set up to consider composition, texture and regular/irregular shapes. Pupils can build these domestic scenes with a small group of objects either in class or at home – a group of bottles or a drawing of the medicine cabinet or mug with toothbrushes/toothpaste etc. The idea of collecting, arranging and displaying objects could be discussed (as in the role of museum curator) pupils could discuss (and draw) what they collect or could be encouraged to collect a variety of natural and made objects in a matchbox.

These small-scale, simple shapes can be copied by pupils in clay with either access to a wheel or using simple coil techniques and can be used to hold money and valuables or to give as an Easter present.

This uses simple zigzag patterns to create an effective decorative motif. It also helps to study the idea of containers designed for a purpose. This box was designed to keep gold dust in and therefore brings up the idea of safety and the storage of small precious items.

Pupils could be asked to list containers (illustrate from catalogues) e.g. bread bin, washing basket, to discuss the materials they are made of and what properties are needed in the design for what they will contain (e.g. waterproof).

This piece could also inspire activities for Easter.

Research contemporary design in IKEA or Argos catalogues, Crafts Council websites.
 

Find the container (basket) – presumably to carry home produce but on way to work is used as a sunshade by wearing it on her head.

Burne-Jones is an excellent example of an artist and illustrator (born in Birmingham) who worked with myths, stories and legends and had his work turned into textile pieces. He can be followed up through internet links and books to research his relationship to the work of the Pre-Raphaelites and his designs produced for William Morris and his arts and crafts company.

Shahn is an illustrator and painter of social realism.

I liked the idea of using text in a textile piece (perhaps based on pupil names or initials) and using simple animal shapes or books for inspiration.

Italian ‘Mitre’ (copper, gilt and inlaid stones) GR348 (RELIGIOUS ART)

These three pieces could inspire study of both medieval and religious artefacts drawing inspiration from the religious themes and symbols and from rich use of colour, gold and fabrics. Pupils could stitch together their own hat or sash.

An illustrator of Victorian children’s books she was hugely influential on children’s fashions in the 19th Century. There were traditional Victorian Fashions or the more modern Kate Greenaway style of dressing your children. There are modern spin-offs of this type of fashion with Holly Hobbie and Polly Pocket doll designs using pretty colours and patterns.

This picture was used as inspiration for an Entitlement Box textile project that took groups of pupils to look at the local Shelfield beauty spot and produce fabric work based on silk paintings, appliqué, embroidery and weaving using natural materials (reeds woven on a twig-frame). This resource available from Walsall Education Development Centre, Manor Farm, Rushall will provide an excellent inspiration for this summer activity.