Yhonnie Scarce: Missile Park Exhibition Kit

Yhonnie Scarce is known for installations that combine archival photographs, found objects and hand-blown glass, ranging from intimately-scaled assemblages through to architecturally-scaled public artworks. Scarce belongs to the Kokatha and Nukunu peoples, and her artwork is conceptually and structurally informed by her connections to personal and communal Indigenous cultural histories.

Yhonnie Scarce: Missile Park explores the devastating impacts of colonisation, medical testing, religious missionaries, and missile and nuclear bomb testing on her Country and people. The exhibition title is taken from an outdoor tourist attraction in Woomera, where Yhonnie Scarce was born, that displays a selection of the bombs, missiles and aircraft that have been tested on Scarce’s Country since the 1950s, a practice that continues today.

Missile Park is a focused survey, spanning Yhonnie Scarce’s output from art school right up to a major new commission, and the largest exhibition of Scarce’s artwork to date.

Yhonnie Scarce: Missile Park was developed by ACCA in partnership with the Institute of Modern Art, Brisbane, where the exhibition will be presented from 17 July to 18 September, 2021.

How to use this kit

This exhibition kit has been written by ACCA Education to support learning alongside Yhonnie Scarce: Missile Park. Three 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 Curriculum, 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.

Download PDF Exhibition Kit »

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About the artist

Yhonnie Scarce

 

Yhonnie Scarce was born in Woomera, South Australia, in 1973, and belongs to the Kokatha and Nukunu peoples. Scarce’s work references the on-going effects of colonisation on Aboriginal people and Country, and her research has explored the impact of nuclear testing, the displacement and relocation of Aboriginal people from their homelands, and the forcible removal of Aboriginal children from their families. Family history is central to Scarce’s work, which draws on the experiences and strength of her ancestors, and she sees herself as a conduit to share their important stories.

 

Yhonnie Scarce has been a practicing artist for fifteen years. Scarce has exhibited nationally and internationally and her work is held in numerous collections in Australia and overseas. Scarce was the winner of the Yalingwa Fellowship, 2020, and was selected, in collaboration with Edition Office, for the National Gallery of Victoria’s Architecture Commission, 2019, which received the Small Project Architecture Award, 2020, at the National Architecture Awards.

Key Artworks

Yhonnie Scarce, The day we went away 2004 installation view, Australian Centre for Contemporary Art, Melbourne. Private collection, New Zealand. Photograph: Andrew Curtis

The day we went away 2004

hand-blown glass, found suitcase

The day we went away is the earliest artwork in Yhonnie Scarce: Missile Park and was made by Scarce when she was in the final year of her undergraduate degree at the South Australian School of Art. The work consists of a small, found suitcase, perhaps designed for a child, which is filled with forty hand-blown, transparent and colourless glass elements in the form of bush bananas. Rather than being placed on a plinth or housed safely in a protective acrylic case the artwork is set directly on the gallery floor, with the lid of the suitcase leant against the wall. This placement, where the piece can be easily overlooked or even accidentally stepped-on, creates a very vulnerable situation for the delicate glass forms inside.

The effect of near-invisibility and defencelessness created by this visual language can be understood in relation to the subject of the piece, the Stolen Generations, which refers to the forcible removal of Aboriginal and Torres Strait Islander children from their families to live within colonial households. These children, often infants, were frequently exploited as unpaid labour in the homes of non-Indigenous families, while also being prevented from seeing their parents, speaking their language or maintaining cultural practices. 

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

  • Have you seen a suitcase like this before? Do you think the artist made the suitcase herself? If yes/no, why?
  • What kind of person do you think owns this suitcase – how old are they, and what makes you think that?
  • Why are bush bananas the only things that have been packed in the suitcase? What does the bush bananas’ materiality (the material they are made from – glass) add to the artwork? How is the choice of material significant?
Yhonnie Scarce, The cultivation of whiteness 2013 (detail), hand-blown glass, painted metal and found glass beakers. National Gallery of Australia, Canberra, purchased 2014. Courtesy the artist and THIS IS NO FANTASY, Melbourne. Photography: Janelle Low

The cultivation of whiteness 2013

hand-blown glass, painted metal and found glass beakers
60 glass sculptures in 60 beakers

This work comprises sixty glass bush bananas, each held separately in its own scientific beaker, lined up on a shelf. The forms are blown from dark coloured glass that has an iridescent mirrored surface. Each of the glass fruits has been damaged in some way–some are cut or cracked, and others completely shattered, with only shards remaining in the bottom of the beaker. 

The title The cultivation of whiteness refers to a racist belief held by nineteenth-century white colonists that ‘whiteness’ had to be protected from becoming ‘denigrated’ through mixing with Aboriginal people. This belief led to harmful practices being enacted upon Aboriginal people, including non-consensual medical experimentation and scientific testing. These pseudo-scientific (meaning falsely or mistakenly regarded as based on scientific methods) practices dehumanised Aboriginal people, and caused great physical and psychological harm. 

In this work, each bush banana can be understood as representing an individual who has sustained some sort of injury as a result of ‘scientific racism’, and the practices carried out in the name of the cultivation of whiteness.

The cuts to the glass, made by the artist using an angle grinder, are metaphoric of medical experimentation – like scars left after a serious operation. Similarly, the shattered fruit can be thought of as instances when an Aboriginal person has not survived the violence they sustained, but whose story and memory persists. Finally, by catching the viewers’ reflection and bouncing it back at them, the mirrored finish on the glass forms prompts them to consider how their own history is entwined with the histories of the unnamed people on which the work is based.

Discussion questions

  • Have you ever seen a mirror used in an artwork before? How does the presence of your own reflection make you feel when looking at this artwork?
  • Why do you think Yhonnie Scarce has chosen to use readymade scientific beakers rather than blow her own? What special meaning or associations do they bring to the artwork?
  • Yhonnie Scarce has used bush foods to represent her people in this artwork. What is another form you could use in your own artwork that could stand in place of an actual representation? What metaphorical significance does your chosen object have?

 

Yhonnie Scarce, Missile Park 2021, installation view, Australian Centre for Contemporary Art, Melbourne. Courtesy the artist and THIS IS NO FANTASY, Melbourne. Photograph: Andrew Curtis

Missile park 2021

zinc sheet, steel frame, earth magnets, bitumen paint, shellac,
hand-blown glass

Missile park is a large-scale installation in three parts, each taking the form of a rudimentary (meaning limited or basic) shelter, constructed from corrugated zinc sheets and painted in bitumen. From outside, the only noticeable difference between each is the different roof type – one is flat, another is peaked, and another is curved. The door to one structure is closed, but visitors can enter two at a time to view the interior. Inside the structure is darkness, with holes left by past screws in the zinc the only source of light. These pinpricks appear star-like, reproducing the experience of a night sky in the desert, far away from city lights. Also inside is a heavy steel table on which 20 large, grey glass orbs rest. Each globular form has a long glass tendril rising from the top. These are reminiscent of either bush plums, which Scarce has included in past works, or cartoon-like bombs, with fuses ready for lighting. The door to the another structure is off its hinges and leaning to the side of the opening, while the door to the last structure is ajar and loosely chained. Each of these also contain twenty of the grey glass forms, also atop steel tables.

 

Scarce has a research driven practice and travels often, recently she travelled around remote SA with the exhibition curators Max Delany (ACCA’s Artistic Director), Liz Nowell (Director of the IMA), and Lisa Waup (Artist and past ACCA exhibitor), to garner inspiration for this new commission and to research family history. The structures in the work are based on vernacular (common/everyday) Australian architecture, particularly temporary buildings established by the military at Maralinga during nuclear testing in the region during the 1950s. The bitumen finish has a dual significance. First, it references a dark, oily substance that reportedly fell onto these buildings as part of the fallout during the nuclear testing period. Secondly, Scarce’s father helped build the roads in Woomera, and so bitumen becomes an important reference to the artist’s personal and family history. Scarce has also travelled internationally for fieldwork to research memorial sites of nuclear trauma, Indigenous genocide and cultural erasure; she has travelled to Auschwitz, Chernobyl, Fukushima, Hiroshima, Maralinga, New York, Wounded Knee and former Yugoslavia.

Discussion questions

  • What does it mean for a material to be ‘corrugated’? What is the structural benefit of corrugated materials? Can you list two materials that can be corrugated?
  • Why do you think an artist would be interested in Australian vernacular architecture (sheds/old buildings)?
  • How do you think the artist has made these structures and their contents? Are they artworks or architecture – or both? 
  • How has Yhonnie Scarce embedded/represented Australian history in her new commission? How is this relevant to your own context?

 

Support Material

 

ADDITIONAL RESOURCES: 

  • Learn our Truth Resources: The Learn Our Truth campaign calls for Aboriginal and Torres Strait Islander led histories to be taught and learnt in schools. Founded by NIYEC, the campaign and resources advocate for the importance of learning ‘true’ history in schools: https://learnourtruth.com/about/  & https://www.niyec.com/resources
  • Common Ground: The First Nations Bedtime Stories initiative is aimed at maintaining and strengthening First Nations cultures. In this video resource First Nations Elders and knowledge custodians share non-secret Dreaming stories. These stories are accompanied with educational resources mapped to Primary F-6 school curriculum and Early Learning framework for Australia: https://www.commonground.org.au/firstnationsbedtimestories

 

For Teachers

Primary activities

STEM in ART: architectural sculpture

This activity responds to Yhonnie Scarce’s research-driven practice and Missile Park. Using the built environment as inspiration, students will create their own sculpture (monument, structure, or architectural model) with recycled cardboard and a series of joining techniques. Students collect a range of recycled cardboard and investigate/research the structural and aesthetic properties of the material, and the various ways it can be joined – fold, tab, bracket, bend, flange, brace, slot, gusset. Students may use minimal amounts of tape/glue/staples to secure braces, folds and brackets, and should also explore textural additions to their artwork by scratching, peeling and perforating the cardboard. Students may research and draw their surrounding built environment before designing and building their structure. In a group, reflect on the artistic/design process, and discuss what each artwork might memorialise. 

Extension: Create another artwork to sit inside the architectural sculpture, responding to ideas of family, ancestry, and culture.

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)

 

Australian Curriculum / Design and Technologies / Design and Technologies Processes and Production Skills / Levels F-6

Investigate:(ACTDEP005) (ACTDEP014) (ACTDEP024)

Generate: (ACTDEP006) (ACTDEP015) (ACTDEP025)

Produce: (ACTDEP007) (ACTDEP016) (ACTDEP026)

Evaluate: (ACTDEP008) (ACTDEP017) (ACTDEP027)

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)

 

Victorian Curriculum / Design and Technologies –  Creating Designed Solutions / Levels F-6

Investigate: (VCDSCD018) (VCDSCD028) (VCDSCD038)

Generate: (VCDSCD019) (VCDSCD029) (VCDSCD039) 

Produce: (VCDSCD020)(VCDSCD030)(VCDSCD040)

Evaluate: (VCDSCD021)(VCDSCD031) (VCDSCD041)

Curriculum Interpretation

This activity is devised in response to Yhonnie Scarce’s installation Missile Park, 2021 and the personal, ancestral and historical references within this work. Students are encouraged to manipulate and experiment with cardboard and specific joining techniques to create an outcome that references both their built environment, and their personal history and that of their community. 

By undertaking these activities, students:

  •       investigate their built environment, their lives, families, and ancestry.
  •       select and experiment with forms, styles, materials, and technologies.
  •       apply specific joining techniques.
  •       make a 3D artwork.
  •       reflect on artworks created at ACCA and back at school.

Secondary activities

STEM in ART: architectural sculpture + extension

Yhonnie Scarce’s artwork is politically motivated and emotionally driven. Her practice is autobiographical and draws on her ancestry with her work often referencing the hidden histories and the ongoing effects of colonisation on Aboriginal people and Country. Create another artwork to sit inside the architectural sculpture, responding to ideas of family, ancestry, and culture.

  • Students reflect on the sculpture they made using cardboard (see primary activity to the left), ask: what is something important to you that it could hold?
  • Students research and create a small sculpture to sit within their larger sculpture. They could research their personal life and family, historical details of their ancestry, and environmental factors such as place and surroundings.
  • Students reflect on the best features of their final artwork, and discuss how personal, historical, and environmental contexts inform specific features within their work.
  • Students should consider and explain the audience for their work.
  • Students consider modifications they could make to to their exterior sculptures to unite both elements of the overall artwork – how would they do this?

Australian Curriculum / Visual Arts / Years 7-10

STEM in ART cross-curricular links

Students follow a design process:

Investigate: Critique needs or opportunities; Generate: Generate design ideas; Produce: Produce designed solutions; Evaluate: Processes and solutions.

 

Design and Technology / Design and Technologies Processes and Production Skills / Years 7-10

Investigate: (ACTDEP035)(ACTDEP048)

Generate: (ACTDEP036) (VCDSCD062)

Produce: (ACTDEP037) (ACTDEP050)

Evaluate: (ACTDEP038) (ACTDEP051)

Victorian Curriculum / Visual Arts / Levels 7-10

Victorian Curriculum / Design and Technologies –  Creating Designed Solutions / Levels 7-10

Investigate:(VCDSCD049) (VCDSCD060)

Generate: (VCDSCD050) (VCDSCD061)

Produce: (VCDSCD051) (ACTDEP049)

Evaluate: (VCDSCD052) (VCDSCD063)

Curriculum Interpretation

This activity is devised in response to Yhonnie Scarce’s installation Missile Park, 2021 and the personal, ancestral and historical references within this work. Students are encouraged to manipulate and experiment with cardboard and specific joining techniques to create an outcome that references both their built environment, and their personal history and that of their community. 

By undertaking these activities, students:

  •       investigate their built environment, their lives, families, and ancestry.
  •       select and experiment with forms, styles, materials, and technologies.
  •       apply specific joining techniques.
  •       make a 3D artwork.
  •       reflect on artworks created at ACCA and back at school.

 

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 Yhonnie Scarce. The reproduction and communication of this resource is permitted for educational purposes only.

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