Future Remains: The 2024 Macfarlane Commissions Exhibition Kit

Future Remains: The 2024 Macfarlane Commissions is the fourth edition of a multi-year partnership between ACCA and the Macfarlane Fund which supports ambitious new projects by emerging to mid-career artists. 

This edition showcases seven artists from across Australia – Kim Ah Sam, Andy Butler, Teelah George, Alexandra Peters, Nicholas Smith, Joel Sherwood Spring and Salote Tawale. 

Engaging a broad range of historical reference points, from personal and familial, cultural and artistic lineages, to more official archives and collections found in our public institutions, Future Remains reflects on the ways that the past is felt in the present. 

Curator Shelley McSpedden notes, ‘Many of the works in Future Remains are deeply personal,  exploring sexuality, queer identity and memory, baring traces of the artist’s hand, their body, their life. These intimate specifics provide a starting point to reflect on broader social and political conditions.’

The exhibition invites us to contemplate the gifts and burdens of these histories and personal legacies, alongside the promise of their reconfiguration for the future.

The Macfarlane Commissions

The Macfarlane Commissions are supported by The Macfarlane Fund to enable the production of ambitious new work by emerging to mid-career contemporary artists. Each artist is offered a generous artist fee and production budget, with the intention of commissioning a major new body of work especially for the exhibition at ACCA.

Curator: Shelley McSpedden

Wall labels

Artist Interviews

Artist Talks

How to use this kit

This exhibition kit has been written by ACCA Education to support learning alongside Future Remains: The 2024 Macfarlane Commissions. Three key artists and artworks from the exhibition have been highlighted, with discussion questions to prompt thinking with students. Primary and Secondary activities, are mapped to the Victorian and Australian Curriculum and can be found in the section For Teachers. VCE students and teachers can view Support Material for further reading and teaching notes from ACCA’s VCE Programs.

About the artists

Feature Artists

Nicholas Smith

Born 1990, Djilang/Geelong, Victoria. Lives and works in Naarm/Melbourne.

Nicholas Smith investigates sexuality, queer identity and memory in his works, employing diverse media including ceramics and found materials. His materially rich assemblages weave references to his personal aesthetic and material inheritances, including the interiors and decor of regional suburban homes, symbolism and imagery associated with the Roman Catholic Church, crafts that have been passed down by maternal family members, along with 20th-century décor and art lineages. These specific reference points can be read as deeply personal, but also speak to broader communal experiences.  

Nicholas graduated with a Master of Fine Art from ArtCenter College of Design, Los Angeles in 2022. Recent exhibitions include Idols, Hayden’s, Melbourne, 2023; The National 4: Australian Art Now, Museum of Contemporary Art Australia, Sydney, 2023; Queer: Stories from the NGV Collection, National Gallery of Victoria, Melbourne, 2022.

Nicholas Smith is represented by Hayden’s Gallery, Melbourne.

 

Salote Tawale

Born 1976, Suva, Fiji. Lives and works on Gadigal Country/Sydney.

Salote Tawale works across performance, moving image, painting and installation to probe ideas of self-representation. Humorously challenging stereotypes, she presents nuanced articulations of the complex negotiations around identity as a queer Fijian woman with settler-colonial heritage living in Australia. Salote’s recent works expand these concerns, acknowledging the growing significance of Indigenous knowledge systems to individuals living in the diaspora in navigating this particular time and space.

Salote received a Master of Fine Art, Sydney College of the Arts, University of Sydney in 2016 and a Master of Fine Art, RMIT University in 2006, having completed a Bachelor of Media Arts, RMIT University in 2004. Recent exhibitions include Hawai‘i Triennial 2025 (upcoming); 8th Yokohama Triennale: Wild Grass: Our Lives, Yokohama Museum of Art, 2024; PHOTO2024: Exquisite Corpse, Footscray Community Arts Centre, Melbourne, 2024; I remember you, Carriageworks, Sydney, 2023.

 

Kim Ah Sam

Born 1967, Meanjin/Brisbane. Kuku Yalanji and Kalkadoon. Lives and works in Tulmur/Ipswich, Queensland.

Kim Ah Sam’s multidisciplinary artistic practice spans weaving, printmaking and sculpture and is underpinned by a desire to strengthen her ties to the people and land of her grandmother’s Kuku Yalanji Country, and her father’s Kalkadoon Country, from which she was estranged in her early life. Her improvisational weaving technique is characterised by her experimental use of found and sourced materials to create forms that suggest the topographical features of her Country. Overlaying these landscapes with references to her own body, Kim entwines herself into these new representations of Country and kin. 

Kim graduated with a Bachelor of Fine Art (Honours) from Queensland College of Art, Griffith University in 2018, having obtained a Bachelor of Contemporary Australian Indigenous Art in 2017.  Recent exhibitions include Woven Identity “it’s not only me”, NorthSite Contemporary Arts, Cairns, 2023; YARN, Craft Victoria, Melbourne 2023.

Kim Ah Sam is represented by Vivien Anderson Gallery, Melbourne.

 

Key Artworks

Future Remains: The 2024 Macfarlane Commissions 2024, installation view, Australian Centre for Contemporary Art, Melbourne. Courtesy the artists. Photograph: Andrew Curtis

Nicholas Smith, a gentle hesitation between 2024 (installation view, focus artworks visible in foreground). Future Remains: The 2024 Macfarlane Commissions 2024, Australian Centre for Contemporary Art, Melbourne. Courtesy the artists. Photograph: Andrew Curtis

idol 2024
burnished terracotta, beeswax; foam (salvaged caravan cushions), floristry ribbons (inherited from artist's grandmother); pine, cardboard
195.0 x 80.0 x 55.0 cm (irreg.)

screen 2024
synthetic polymer paint on automotive upholstery vinyl; floristry ribbons (gifted from artist's grandmother); steel
750.0 x 555.0 cm

Key ideas/concepts: Sexuality, queer identity, decor, memory, heirlooms, inheritances, found materials.

Nicholas Smith investigates sexuality, queer identity and memory in his artworks. Ceramics form the basis of his practice and are often displayed with painting and sculptural elements fashioned from found materials. His materially rich assemblages (terracotta, vinyl, foam, cardboard etc) weave references to personal aesthetic and material inheritances. 

In a gentle hesitation between 2024, twisted, bulbous ceramic vessels are displayed like bodies or organs precisely positioned across a staged set. These hand-built forms are made using a coil-pot technique, the clay burnished with water, oil and then beeswax to draw out the lustre of the terracotta. The sculptures are tactile, with the residue of the artist’s fingerprints embedded across their surfaces. With an interest in histories of décor and the domestic, Smith has constructed a tableau with the ceramics arranged in dialogue with sculptural objects and plinths made from ‘poor’ materials, including vinyl, cardboard, salvaged timber and foam. The assembled forms encompass both the utilitarian and the highly decorative, the ornamental and the functional. Imbued with personal and cultural connotations, they question notions of status and hierarchy within artistic production and culture more broadly. A large piece of vinyl automotive upholstery simultaneously references aspirational middle-class desires and queer sexuality through its resemblance to leather. Tightly wound ribbons, which Smith inherited from his grandmother and were once used for floral arrangements at his family’s church, recall the restrictions of his religious upbringing, while flourishes of bows speak to the liberation afforded by the craft passed down by his mother and grandmother.

Discussion questions

  • Describe the textures you can see in this work. How do each of these relate to the others? How do they allow the artist to convey aesthetic qualities and ideas?
  • Why do you think the artist has chosen to use a combination of traditional (e.g. ceramics) and less conventional (e.g. cardboard, foam, etc.) materials in this installation? What is the effect of these varied materials?
  • Each individual artwork is part of a larger body of work. How has the artist created a sense of unity within the whole installation?
Kim Ah Sam, Our journey is our story 2024, installation view, Australian Centre for Contemporary Art, Melbourne. Courtesy the artist and Vivien Anderson Gallery. Photograph: Andrew Curtis

Kim Ah Sam, Our journey is our story 2024, installation view, Australian Centre for Contemporary Art, Melbourne. Courtesy the artist and Vivien Anderson Gallery. Photograph: Andrew Curtis

bailers twine, raffia, emu feathers, aluminium frame
3 panels, variable dimensions: 130.0 x 340.0 cm (overall)
Aluminium frame fabrication: Dialogue Office

Key ideas/concepts: constellations, personal journeys, familial histories, culture, Country, connection between land and body

Kim Ah Sam has a multidisciplinary practice that spans weaving, printmaking and sculpture. Her work is underpinned by a deep desire to strengthen her ties to the people and land of her grandmother’s Kuku Yalanji Country, and her father’s Kalkadoon Country, from which she was estranged in her early life. Through artmaking, she advocates for the power of storytelling and knowledge-sharing to foster and strengthen community and connection. Her improvisational weaving technique is entirely self-taught and characterised by an experimental use of found and sourced materials.

Our journey is our story 2024 is a three-part weaving that appears like a constellation or topographic map. It charts the artist’s life story, which has been shaped by her growing awareness and engagement with Kuku Yalanji and Kalkadoon culture. The undulating woven surface resembles topographical features of Country, such as termite mounds, watering holes, rivers and mountain ranges. These are overlaid with references to Ah Sam’s own life, as sections of coiled chaos and gaping holes allude to lost knowledge and relations, while unruly webs of twine suggest alternate routes for connection.  

These geographic and biographic references are embellished further with reference to the physical features of the body. Ah Sam explains:

‘it’s as if the surface of the land has a type of skin, and the land has rivers just like arteries and veins of the body. My sculptural weavings flow in the same way as the rivers interlace country, or the veins run through the body allowing movement.’

Discussion questions:

  • What materials can you identify? Why do you think the artist has incorporated recycled and repurposed materials into the artwork? Does this contribute to a particular idea/concept?
  • Do you think this artwork is representational? Why? What do you see in the work that helps form this opinion?
  • Consider whether there may be any gaps in your knowledge of your identity. Think about what you know about your family, culture, or the place you or your family are from. What might an artwork that acknowledges these gaps look like?

Salote Tawale, Constellation 1976- 2024 (detail), installation view, Australian Centre for Contemporary Art, Melbourne. Courtesy the artist. Photograph: Andrew Curtis

Constellation 1976- 2024
fabric, tarp, corrugated metal, synthetic rope, sound
dimensions variable
Sound design: Noica Omero

Salote Tawale works across performance, moving image, painting and installation to explore ideas of self-representation. Often humorously challenging cultural stereotypes, she presents nuanced explorations of the complex negotiations around identity as a queer, Fijian woman with settler-colonial heritage living in Australia.  

Constellation 1976- 2024 is both a self-portrait of the artist and a joyful monument to the collective energy of the diasporic community that has sustained her during difficult times. Representing a constellation of influences both historical and cultural, it weaves together seemingly distinct elements from Tawale’s past. The towering sculpture appears like an oversized beaded necklace, composed of culturally specific materials, including tarps, corrugated iron, Adidas tracksuits and patterned textiles all referencing elements of Tawale’s past. The sculpture is set within a soundtrack that playfully charts the artist’s life; composed of songs that she grew up listening to, it moves from reggae to 1990s rock to techno beats, with much else in between. Sounds of crashing waves and ebbing tides repeat throughout the soundtrack and for Tawale, the ocean is an important emblem of diaspora experience. 

Constellation 1976- reflects the individual nuance and shared human experiences of living in the diaspora – people living dispersed from their homeland. It also expands out to speak of a circle of people connected through experience and their support of one another. Building on Tawale’s previous work with wearable adornment, this installation is also designed as a talisman – a symbol of goodwill, spreading positive energy and protection to those who come into contact with it and beyond. 

 Discussion questions:

  • What different materials can you see in the artwork? How might these reflect the artist’s personal history and identity?
  • What effect does the large scale of this artwork have on how you interpret its meaning? 
  • Why do you think the artist has chosen to incorporate a soundscape as part of this artwork? What does the enveloping effect of sound add in terms of mood and/or ideas?

For Teachers

Primary activities

Culture, Community and Connection

This activity responds to Kim Ah Sam’s artwork Our journey is our story 2024. This activity emphasises the importance of engaging with local Indigenous communities, with a focus on cultural safety.

Start by researching the weaving practices in your local area. Keep in mind that Indigenous practices vary from place to place, and there is no one way to express Indigenous culture. If there is a tradition of weaving, what kind of objects are woven (e.g. baskets, mats, etc.), and what native local plants are used? If weaving is not a traditional practice in your area, spend some time researching the other existing art traditions, and use these as a starting point. Carefully consider the difference between inspiration and appropriation – you may like to look into cultural appropriation if you haven’t heard this term before.

Next, with the help of your teacher, respectfully reach out to local Indigenous artists or organisations, and see if there is a chance to connect and collaborate. For example, is there a local artist who could come to your school or engage the wider community in a paid weaving workshop.

If it isn’t possible to connect with local First Nations people, mindfully and responsibly explore YouTube for informative instructional videos that relate to weaving in specific places. Aim to find videos made on the Country that your school is located upon. This may require you to research the Sovereign Custodians of the land, and the language groups, related to your location. 

Imagine how this activity could become part of an ongoing project, which involves learning about the histories and traditions of local Aboriginal people, learning about the land and its plants, learning about Indigenous ways of caring for the land, and also considering how we can access Indigenous knowledge in ways that are respectful and not extractive.

Australian Curriculum / Visual Arts / Years F-6

  • 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 (ACAVAM110)
  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
  • Create and display artworks to communicate ideas to an audience (ACAVAM108)

Victorian Curriculum / Visual Arts / Levels F-6

  • Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)
  • Experiment with different materials and techniques to make artworks (VCAVAV018)
  • Create and display artworks to express ideas to an audience (VCAVAP023)
  • Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAR028)

Curriculum Interpretation

This activity is devised in response to Kim Ah Sam’s artwork Our journey is our story 2024.

By undertaking this activity, students:

  • Engage with and learn from local communities and artists.
  • Develop and deepen understanding of the history and traditions of local Indigenous people.
  • Build knowledge around the importance of cultural safety and understanding.

Secondary activities

Inherited Materials

This activity responds to Nicholas Smith’s installation, a gentle hesitation between 2024, including his use of inherited materials. Smith incorporates ribbons in this artwork, which reference his grandmother who was a florist. 

For this activity, you will need an array of collected materials (including everyday materials like cardboard, fabric, ribbon, etc.) combined with at least one material that refers to an aspect of your past or family history, the place you are from, or where you live. 

To begin, consider how you can use an artist such as Smith as inspiration. Smith was inspired by many Australian artists, including the painter Adrian Feint. At times, Smith even recreates Feint’s painted vessels in clay. Are there any particular artists who inspire you? Could you use an element or motif from their work in your own artwork? Aim to respond to their work by changing the art form and/or materials that you use. For example, if they work with photography, consider using drawing in your work.

Next, consider how you can combine more traditional materials (like ceramics) with less traditional materials. How can these less traditional materials function as a kind of physical support or way to display the work? For example, as a column or plinth, as in Smith’s artwork idol 2024, or a soft ‘bed’ for the work to lay upon, as in Smith’s artwork bed 2024.

Australian Curriculum / Visual Arts / Years 7-10

  • Explore how and why the arts are important for people and communities (AC9AVAFE01)
  • Experiment and play with visual conventions, visual arts processes and materials (AC9AVA2D01)
  • Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning (AC9AVA6C01)
  • Share and/or display artworks and/or visual arts practice in informal settings (AC9AVA4P01)

Victorian Curriculum / Visual Arts / Levels 7-10

  • Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create (VCAVAE021)
  • Experiment with different materials and techniques to make artworks (VCAVAV018)
  • Create and display artwork considering how ideas can be expressed to an audience (VCAVAP031)

Curriculum Interpretation

This activity was devised in response to Nicholas Smith’s installation, a gentle hesitation between 2024.

By undertaking this activity, students:

  • Explore how selection of materials can convey personal meanings, experiences and histories.
  • Experiment with ideas concerning traditional and non-traditional materials.
  • Consider the importance of artist inspiration in their own 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 Feedback Loops. The reproduction and communication of this resource is permitted for educational purposes only.

Supported by