A Biography of Daphne Exhibition Kit

A Biography of Daphne is a thematic group exhibition that has been developed for ACCA by guest Romanian curator Mihnea Mircan. The exhibition takes as its starting point the Classical myth of Daphne, which tells the story of Daphne, a nymph who transformed herself into a tree to escape the unwanted advances of the god Apollo. Over the course of Daphne’s representational history countless artists and authors have reimagined and reshaped the myth through imagery, translation and sculpture. A Biography of Daphne contains 23 historical and contemporary artworks by 25 Australian and international artists, and through these works explores ideas of metamorphosis, symbiosis and transformation. We are introduced to Daphne as a complex figure who is symbolic not only of crisis, but also of transformation, freedom and radical resistance. The allegory of Daphne also lends itself to a consideration of important contemporary socio-political and environmental issues, which the exhibition addresses through the inclusion of artworks that engage with climate change and conversations around the prevalence in society of violence against, and misogynistic attitudes towards women.

How to use this kit

This exhibition kit has been written by ACCA Education to support learning alongside the ACCA exhibition A Biography of Daphne. Three key artists and artworks from the exhibition have been highlighted, with discussion questions to prompt thinking with students. Primary and secondary activities, mapped to the Victorian and Australian Curriculums, can be found in the For Teachers section. VCE students and teachers can view Support Material for further reading and teaching notes drawn from ACCA’s VCE Programs.

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About the artists

Lauren Burrow

Born 1992, Larrakia Country, Darwin; lives and works in Melbourne

Lauren Burrow is an artist based in Melbourne who works across sculpture, installation, drawing and text amongst other artforms. Burrow‘s practice is research-based and often takes the form of conceptually defined projects that engage social issues ranging from  ecology to the wide-spread use of prescription medication in our society.

She has exhibited at the Hessell Museum of Art, Coconut Studios, TCB Art Inc., Milani Gallery, BUS projects, and Westspace amongst others. Burrow undertook a residency at the Physics Room in Christchurch, New Zealand and has contributed articles, interviews and artist pages to un Magazine for issues 9.1, 9.2, 10.1 and 12.1. She gained her undergraduate degree in Fine Art from Monash University, Australia, and a Master of Fine Art (Sculpture) from Bard University, New York, USA. Burrow also established and ran Pansy, a small gallery that operated from the backyard of her home.

Agostino dei Musi, Apollo and Daphne 1515, engraving, 23.0 x 17.0 cm image; 23.4 x 17.3 cm sheet. Art Gallery of New South Wales, Sydney. Purchased 1937

Katie West

Yindjibarndi. Born 1988, Boorloo/Perth; lives and works on Noongar Ballardong Boodja, in York, Western Australia 

Katie West is an artist who belongs to the Yindjibarndi people of the Pilbara Tablelands in Western Australia. West’s practice centres on the process of dyeing fabric using natural materials gathered from different areas of Country. West engages with dyeing not only as a studio process, but also as an embodied activity. This means that the walking involved to gather materials, and the physical actions of bundling fabric and heating water are equally as important as the exhibited objects. For West, the physical and intellectual processes involved in her work are inseparable, and she is interested in how her artworks can facilitate meditative, healing experiences for both Indigenous and non-Indigenous viewers.

Katie West has exhibited extensively including at West Space, Tarrawarra Museum of Art, Buxton Contemporary and as part of Next Wave Festival. West studied Fine Art at Edith Cowan University, Perth, before undertaking a Bachelor of Sociology at Murdoch University, Perth. West then returned to art studies to undertake a Master of Contemporary Art at the Victorian College of the Arts, Melbourne University, and upon graduation was awarded the Dominik Mersh Gallery Award. West is also one half of the collaboration Museum Incognita with artist and writer Fayen D’Evie.

Jen-Luc Moulène

Born 1955, Reims, France; lives Saint-Langis-lès-Mortagne

Jean-Luc Moulène is a contemporary artist who works across photography, sculpture, drawing and installation. Moulène’s work is conceptually driven and materially diverse, he thinks of himself as a type of poet, and approaches his art practice as a way of ‘giving form to thoughts’. As a consequence, his work engages a broad range of intellectual and conceptual subject matter ranging from mathematics, to knots, to elements of a plants’ structure, to the tension between the interior and exterior of objects.

Moulène has exhibited widely, including solo exhibitions at Sculpture Centre, New York, USA; Secession, Vienna, Austria; Centre Pompidou, Paris, France; and Centre for Contemporary At Kitakyushu, Fukuoka, Japan. He has also exhibited at major group exhibitions including the 58th Venice Biennale, Italy; Taipei Biennale, Taiwan; Sharjah Biennial, United Arab Emirates; and the Sao Paolo Biennial, Brazil.

Key Artworks

Jean-Luc Moulène, Fixed fountain 2021; La vigie [The lookout] 2004–10, installation view Australian Centre for Contemporary Art, Melbourne 2021. Courtesy the artist and Galerie Chantal Crousel, Paris. Photograph: Andrew Curtis

Fixed fountain 2021

found concrete statues, hardware.
170 x 115 x 70 cm
Courtesy of the artist and Galerie Chantal Crousel, Paris.

Fixed fountain 2021 was commissioned for this exhibition and is the latest in a series of sculptural artworks by Jean-Luc Moulène that first began in 2015. Each work in the series involves  a pair or group of ready-made concrete sculptures that are placed in situations that allow physical interaction between them.  This interaction often takes the form of mutual erosion or abrasion with the statues repeatedly rubbing against one another to create a new fused shape. In the instance of Fixed fountain the two statues were held in contact with one another as either the central upright figure gyrated in a circle, or the diagonally-tilted outer figure spiralled around the perimeter of the central one. The movement of the figures echoes the movement of a potter’s wheel, which also uses circular motion to create a streamlined vessel. The artist was conscious of this connection and deliberately chose statues that represent the ‘waterbearer’, a figure that represents fertility, and is identified by the water vessels that they carry – vessels produced using a potter’s wheel. Mihnea Mircan, the curator of A Biography of Daphne, sees a relationship between this artwork and the theme of his exhibition, whereby a figure changes, or adapts, its form under pressure. In the instance of Daphne, she transformed into a tree in order to continue to exist in an adapted manner that reconciled Apollo’s unwanted pursuit. In the case of Fixed fountain we see two figures, each adapting their physical form to accommodate the impinging pressures of the other.

The bush banana is an Indigenous food that grows on Yhonnie Scarce’s Country. Within this artwork you might analyse the suitcase contents, the bush bananas, as a way for the suitcase’s imagined owner to keep some part of their Country with them when they were taken away, as a precious, fragile connection to home.

Discussion questions:

  • What do you see here? 
  • How was this sculpture made? And from what materials?
  • What do you notice about the two urns and the arrangement of the sculptures?
  • How do you think this artwork connects to the larger curatorial themes of the exhibition?
Lauren Burrow, A stick developing eyes 2020–21, installation view, Australian Centre for Contemporary Art, Melbourne 2021. Courtesy the artist. Photograph: Andrew Curtis

A stick developing eyes 2020-2021

powder-coated aluminium trays, water, plastic crocodile eyes made from bioglitter of eucalyptus derivative and epoxy resin, tripod made from Plumwood trunk impressions, centrifugally cast in aluminium with black patina, dimensions variable
Courtesy of the artist

Lauren Burrow’s installation incorporates a group of sculptural forms that explore the story of the celebrated Australian environmental philosopher Val Plumwood. Plumwood famously wrote about her miraculous survival from an attack and death-roll by a salt-water crocodile in Kakadu in 1984.  Two water filled trays spotted with epoxy resin crocodile eyes sit on the gallery floor and reference the moment right before Plumwood’s attack when she was canoeing in Kakadu and noticed a stick resting on the water that wasn’t previously there. The stick quickly emerged from the water with eyes, and Plumwood realised it was a crocodile. It attacked her, death-rolling her onto the bank of the river, ‘the roll was a centrifuge of boiling blackness that lasted for an eternity, beyond endurance; but when I seemed all but finished, the rolling suddenly stopped’. 

 

Burrow’s artwork captures both the stillness before the attack and the centrifugal force of the violent encounter through the representation of a centrifugally cast aluminum Plumwood tree. The sculpture looks like a standing, spinning tree-like figure, with sucker limbs/trucks touching the ground and reaching out mid air. Burrow’s artwork also highlights how Plumwood’s encounter with the crocodile transformed her worldview, and she went on to radically critique ideas of human supremacy over the nonhuman world (Anthropocentrism).  

Discussion questions:

  • What does this work make you think of? 
  • What type of artwork has the artist created?
  • How would you create an artwork about a crocodile? What medium and materials would you use?

 

Katie West, Warna/Ground 2018; Hold 2018; Keeping pieces 2018, installation view, Australian Centre for Contemporary Art, Melbourne 2021. Courtesy the artist. Photograph: Andrew Curtis

Warna/Ground 2018, Hold 2018, Keeping pieces 2018

calico dyed with eucalyptus and puff ball
dimensions variable
All works courtesy the artist

Each of Katie West’s three artworks feature one square meter of calico arranged in a different manner. We can think about this feature of the works as being similar to writing, where one may find several different ways to articulate an idea through language, each alternate form bringing a different emphasis to the central idea. Here, instead of text, the artist is communicating her concept using visual language. The total size of the calico fabric in each work is a significant choice. West is referencing the way that colonial cartographers (map makers) systematically divided countries into precise areas of land. As a First Nations artist, who belongs to the Yindjibarndi people, West is critical of this approach because she sees this process of division as one that converts Country into ‘blank portions of property’. This is in contradiction to First Nations peoples understanding of Country, in which every part of Country is uniquely significant and is invested with culture, stories and spiritual significance. Equally, Country is not thought of by First Nations people as property, because it cannot be sold or purchased. Rather, First Nations people have an innate and inalienable (meaning unable to be removed) connection to Country that is continuous across generations.

Each piece of calico has been dyed by West using natural materials gathered by her from Country – including bark, leaves, fungus and blossoms, each of which impart a unique tone and hue to the fabric. West thinks about these works as ‘contact prints’ that record the contents and constitution of specific areas of Country. While we may not see an immediately recognisable ‘image’ of a landscape, these works perform as abstract ‘pictures’ of Country.

Discussion questions:

  • What plants, fruits or vegetables are known for causing stains on the clothes you wear? (grass, pollen, berries?)
  • Do you think all fabrics are dyed using natural ingredients? 
  • These artworks have been described as works without ‘edges’. What do you think this means?

For Teachers

Primary activities

STEM in ART: abstract contact print

This activity responds to Katie West’s process-driven practice. West sometimes thinks about her artworks as abstract ‘contact prints’, depicting elements and pigments from the environment through an abstracted photographic process. In this activity, students experiment with light-sensitive paper to create a cyanotype, transforming organic remnants of their environment and drawings of texture into a layered image. Investigate your school environment and collect samples of bark, leaves, stones, etc. On small pieces of transparency film, draw interesting natural textures with permanent markers. In the classroom, dim the lights and shade the windows, then arrange organic materials and drawings over sheets of light-sensitive cyanotype paper. Once arranged, place the compositions at the window sill in full sunlight and leave for 5-20 minutes. Then collect the compositions, remove items from the paper, and wash the paper as per the packet instructions. Hang to dry, then compare and contrast the prints as a class.

Extension: there are many STEM curriculum links and extension possibilities across the Sciences and Design and Technology: embed Science Inquiry Skills into your lesson; explore relevant Science as Understanding and Human Endeavour curriculum links; learn about the science of the cyanotype process (Chemical Sciences), test artificial light sources like UV LED lamps (Design and Technologies Knowledge and Understanding), and/or learn about the native plant species in your school’s environment (Biological Sciences).

Australian Curriculum / Visual Arts / Years F-6

Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM107) (ACAVAM111) (ACAVAM115)

Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM106) (ACAVAM110) (ACAVAM114)

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) (ACAVAR113)(ACAVAR117)

Victorian Curriculum / Visual Arts / Levels F-6

Explore and Express Ideas (VCAVAE017) (VCAVAE021) (VCAVAE025) (VCAVAE029)

Visual Arts Practices (VCAVAV018) (VCAVAV022) (VCAVAV026) (VCAVAV030)

Respond and Interpret (VCAVAR020) (VCAVAR024) (VCAVAR028) (VCAVAR032)

Produce: (VCDSCD020)(VCDSCD030)(VCDSCD040)

Evaluate: (VCDSCD021)(VCDSCD031) (VCDSCD041)

Curriculum Interpretation

This activity is devised in response to Katie West’s artworks Ground, Hold, and Keeping pieces (2021), and her practice of collecting remnants from the environment to create abstract prints. Students use vegetal material gathered from ACCA’s surrounds to compose an unfixed collage on light-sensitive paper to create a cyanotype print. Teachers are presented with the opportunity to embed STEM ideas and principles into their lesson plan to develop students’ understanding about their artworks.

By undertaking these activities, students:

  • Experiment with the cyanotype printing process.
  • Select and experiment with forms, styles, materials, and technologies.
  • Consider Katie West’s practice and ideas for inspiration for their own art making.
  • Consider how STEM ideas and principles are embedded in art making processes.

 

Secondary activities

STEM in ART: abstract contact prints + extension

Developing artistic practice

Students explore the possibilities of research- and process-driven artistic practice. Secondary students should follow the process instructions for the primary activity to the left of this page to familiarise themselves with the cyanotype process. Students undertake research about the properties of native plants in their school’s local environment and the basic science of cyanotype printing. Students may then design their own plan to explore the creative possibilities of the cyanotype process, experimenting with different exposure times, testing the effect of artificial UV LED lights, using a mixture of 2D and 3D objects, and moving objects during their exposure. 

Extension: there are many STEM curriculum links and extension possibilities across the Sciences and Design and Technology: embed Science Inquiry Skills into your lesson; explore relevant Science as Understanding and Human Endeavour curriculum links; learn about the science of the cyanotype process (Chemical Sciences), artificial light sources (Design and Technologies Knowledge and Understanding) and the native plant species in your school’s environment (Biological Sciences).

Australian Curriculum / Visual Arts / Years 7-10

Experiment with visual arts conventions and techniques (ACAVAM118) (ACAVAM125) 

Develop planning skills for art-making by exploring techniques and processes used by different artists  (ACAVAM120) (ACAVAM127)

Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121) ​​ (ACAVAM128)

Victorian Curriculum / Visual Arts / Levels 7-10

Explore and Express Ideas

(VCAVAE033)(VCAVAE034)(VCAVAE040)(VCAVAE041)

Visual Arts Practices

(VCAVAV035) (VCAVAV042)(VCAVAV036)(VCAVAV043)

Respond and Interpret

(VCAVAR039)(VCAVAR046)

Curriculum Interpretation

This activity is devised in response to Katie West’s artworks Ground, Hold, and Keeping pieces (2021), and her practice of collecting remnants from the environment to create abstract prints. Students use vegetal material gathered from ACCA’s surrounds to compose an unfixed collage on light-sensitive paper to create a cyanotype print. 

By undertaking these activities, students:

  • Experiment with the cyanotype printing process.
  • Select and experiment with forms, styles, materials, and technologies.
  • Consider Katie West’s practice and ideas for inspiration for their own art making.
  • Consider how STEM ideas and principles are embedded in art making processes.
  • Develop their understanding of research- and process-driven art practice

 

Terms of Use

This education resource has been produced by ACCA Education to provide information and classroom support material for education visits to the exhibition A Biography of Daphne. The reproduction and communication of this resource is permitted for educational purposes only.

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