How Do We Look At Contemporary Sculpture: Meg Klosterman

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We are pleased to share the work of Meg Klosterman, a recent Masters graduate from the University of Arts London and an exhibitor at London Grads Now.21

Meg’s piece ‘For Estelle’ is ‘a memorial to her great grandmother “my Mammaw, Estelle Clark (B. Lee Country, Virginia; October 16, 1925- D. August 6, 2011). A decade after her death, the handkerchief is the way I can still touch her. I feel the forgotten power in the softness of the hankies. This work is ongoing. I don’t believe that it will ever be finished… I don’t want it to be.”

March 2020- ongoing

Begin to interpret the artwork using these questions…

Try asking the following questions when looking at an artwork, either as a group or as an individual. Remember that there is no wrong or right response.

What do you see? First of all, let’s make sure we have really looked at the artwork. Keep it simple. Tell it as it is: Can you tell what it’s made from? How big is it? What can you see? Ask these questions as a group and you’ll find the hive mind helps individuals with the group see things they wouldn’t have seen before.
What do you like? What does it make you think about?
What do you see which makes you curious?
What do you struggle with? Are there things which don’t make sense to you?
Can you find out anything about the artist or artwork? Does the title help? Does the artist share why they made the piece and what they were thinking?
Have your feelings changed towards the artwork since we started exploring it by asking questions?

'For Estelle' In Saatchi Gallery By Meg Klosterman Close Up Of 'For Estelle' By Meg Klosterman Close Up Of 'For Estelle' By Meg Klosterman


This is a sample of a resource created by UK Charity AccessArt. We have over 1500 resources to help develop and inspire your creative thinking, practice and teaching.

AccessArt welcomes artists, educators, teachers and parents both in the UK and overseas.

We believe everyone has the right to be creative and by working together and sharing ideas we can enable everyone to reach their creative potential.


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Creating Repeat Patterns With Rachel Parker

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“This is a great activity for really tuning into colour and shape. The process is ultimately quite a refined one (ie making a pattern balanced and repeated ‘correctly’) – but there’s plenty of scope for exploring pattern in a more experiential way prior to the refinement page. Try one of the recommended resources below to introduce pattern and begin with some open ended activities to build skill and confidence.” – Andrea, AccessArt

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Working collaboratively towards a shared aim provides an alternative experience to working on individual projects. Creating together encourages listening, peer feedback and creative problem solving – all of which are hugely valuable in all areas of education” – Rachel, AccessArt

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“The life of Madge Gill that Sophie Dutton recounts here gives us real insight into the challenges that Madge Gill experienced, and how these challenges would have been common among women at the time. When we study the work of Artists, it adds a rich context to our experience of their work to consider their personal history, and helps us ask questions like ‘why do you think the Artist painted in this way or was inspired by this subject matter?’ If you introduce your class to Madge Gill, begin with looking back over her younger life to try and better understand her motivations as an Artist” – Rachel, AccessArt

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“It’s really interesting to hear how the interest Liz has in the quality of light comes from a personal place and is something she has responded to since childhood. Seeing how her work has developed over the years is therefore a really positive re enforcement that individual creative journeys, where nurtured, are so central to a rich arts education. We also love hearing Liz is always on the ‘quest for knowledge’ – meaning she is open to her ideas constantly evolving and the process of gathering new information and inspiration never stops!” – Rachel, AccessArt

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“It’s interesting to hear Theresa describe Printmaking as a social activity, with the shared use of materials and equipment so central to the practice. This could be a positive way of working for lots of children in school, where instead of just working on individual art work, they can collaborate and embrace the creative sharing experience!” – Tobi, AccessArt.

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“The sentiment behind this resource idea is lovely and it provides an opportunity to really develop some fine motor skills as well as independence of approach. Taking ownership of the medal design means the sense of achievement is heightened beyond the children just being given one. You can really imagine the positive energy that would surround this activity within a classroom, with each child working on a shared project but embarking on their own creative journey.”  – Rachel, AccessArt

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