amenity space pleckgate stage 1 report lr

8/7/2019 Amenity Space Pleckgate STAGE 1 report LR

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ARTISTIC STRATEGY FOR PLECKGATE SCHOOLSTAGE 1

PREPARED BY AMENITY SPACEWWW.AMENITYSPACE.CO.UK

November 2010


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Artistic themesEstablishing an artistic ethos that embodies the school and the community

The main role of Amenity Spaceas lead artists is to establish a

core artistic strategy that linksthe school and the localcommunity.

We see Pleckgate School as themissing piece that connects thelandscape and the neighbouringhouses and as a convergencepoint for all aspects of thesurrounding communities.

There is a great opportunity forthe school and the communityto have a mutual symbioticrelationship where they bothcontribute and benefit from alarger ideal.

This project will focus onsynergies in the community, innature and in mathematics. The

project will aim to create worksthat allow for publicengagement and expresses theethos of the community.

Therefore the overriding themeis balance.


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Site analysisWhat are the potentials for art in and around the new school?

Pleckgate Schools rests within avalley and is surrounded by sports

fields. These is turn are flankedby houses on one side andcountryside on the other. Thisunique position makes the schoolvisible from many vantage points.

The following pages aim tobreakdown the new school siteinto areas that may benefit fromartistic input.

These are not definitive at thisstage but they will allow the leadartists to suggest appropriateworks for the areas that can beexplored in more detail during thepublic engagement stage.


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Learning zonesShould art be incorporated into the classroom?

The education zones that pluginto the main central area are

designed to provide teachingspace.

It is viewed that any artworks inthese area would be distracting ashould be kept to a minimum.Also again these areas are notaccessible to the widercommunity and so are notsuitable for public art.

If these areas are to have anyartworks we feel it should besoft.

The piece could be softwarebased that somehow usesinformation produced by thepupils as part of their curriculumto influence a larger artwork. Itwould then be this larger artwork

that would be visible to thepublic.


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Shared space with the communityHow will the community use the school?

The sports hall and reception areawill be accessible to pupils by day

and to the local community in theevenings and at the weekend.

This provides the opportunity tocreate a piece that can be seenand influence by pupils and thepublic alike.

There is yet to be a fixedprogramme of public events in

this space.

This area also gives the chance tocreate a community caf thatcould sell locally grown produce.


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Linking the school with the entranceHow can art connect the school and the street?

As the school is set so far from themain road the building lacks

street presence.

A public art piece could be usedto enhance this connection andhelp draw people into the school.

This could be achieved in anumber of ways:

It could be a large beacon at

the main entrance by thestreet.

A series of lights andmarkers along the entrancepathway.

Or the artwork could takeadvantage of the buildingsprominent position anddisplay a large piece on the

front faade.


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Linking the school with the wider communityHow can the artwork reach the residents?

The main role of any artwork inthe school is to connect with the

local community.

The schools prominent positionprovided the opportunity to dosomething bold that will be abeacon for the area.

This piece would give focus to thecommunity and be something thatcould respond to local events and

activities.


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External areas of interestExploring the outer edge of the site

The proposed and existinglandscape around the school is full

of interesting opportunities forpublic art.

The biological heritage siteis home to rare plant lifethat is alien to the area. Theplants have flourished andnow provide a habitat forlife. Comparisons can bedrawn to the local Asiancommunity.

The site has a public accessway through the schoolgrounds. This is veryunusual.

The new retaining wall thatstops the school from fallinginto the river is potentially ablank canvas for art.

The new landscape to thefront to front of the schoolwill be publicly accessibleand will affectively be a newpark in the grounds. We findthis balance interesting.

Biological heritage site

Public accessthrough the site

New retaining wall

Publicly accessibleparkland


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Linking the elements and developing a strategyCreating a cohesive artistic plan

We propose that the artisticelements are broken down into

two phases. This reflects thestages of the constructionprocess.

Phase 1 will look at the schooland how lightweight art can beincorporated. We envision thesepieces to use, lighting, software,projections and movableelements.

Phase 2 will focus on thelandscape. As this work has notyet started on site we can look todesign pieces that are more solidand fully integrated into thelandscape proposal.

Phase 1: The schoolTo be operational when theschool opens

Phase 2: The landscapeCompleted as part of thelandscape scheme


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Welcoming the communityShowing the building as a sociable place for all

The main entrance should takeadvantage of its elevated position

from the street to provide a warmwelcome for visitors.

The front elevation by the mainentrance could have a series oflarge images applied to it thatreflects the cultural diversity ofthe area.

By day the images represent thestudents in the school. By nightthe image could change by theuse of projection to showmembers of the community orsports groups.

Phase 1: The school

Proposed budget range:35,000 to 50,000

Community engagement and public artcommission opportunity.


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Allowing the community to contributeProviding a canvas for the community to paint upon

The community and the school aremade up of many small parts. Just

as these come together to createa single picture this piece, basedin the reception, will beaccessible to the pupils and publicand will encourage everyone tocontribute to a larger artwork.

The piece could scan peopleshand and project it onto thereception wall. When teamed upwith other hands a picture will beformed. This will change as morehands are added. The work couldalso be displayed on the LCDscreens around the school.

Phase 1: The school


Public and pupil engagement on dailybasis. Potential to be a temporaryinstallation. Constantly evolving.


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Encouraging communicationIntegrating art into everyday objects that promote discussion and interaction

The central spaces shouldencourage interaction and

engagement between pupils.

We propose to commission anartist/maker to create a series ofadaptable furniture pieces thatexplore the theme of balance.

These pieces should be based onmathematical principles andeither tessellate together to formone large artwork or change form.

The aim of this piece is to allowstudents to manipulate the workto alter how it and the space isused.

Phase 1: The school


Pupil engagement on daily basis.Constantly evolving. Re-appropriating anexisting budget.


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Broadcasting art to the communityCreating a beacon for the area

In order to create a boldstatement that reaches out to the

community we proposed toilluminate the winter garden roofwith colour changing lights. Thesewill make the roof glow like abeacon and will be visible formiles around.

The lights will be linked to abespoke software programme thatis designed to respond to theschool, community and culturalcalendars as well as the work ofthe students. Each night the lightswill change depending on whathas happened in the school thatday.

Phase 1: The school


Public and pupil engagement on dailybasis. Reflects the use of the buildingand promotes events. Becomes a beaconfor the area.


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Integrating art into the landscapePublic art in a public place

The artistic elements within thelandscape will be looked at in

more detail after the publicengagement stage. The designswill be worked up in collaborationwith the landscape team.

Current thoughts are: Interactive lighting Patterning inlayed into the

wall. Community activities based

on the local ecology Nature trails.

We will work the landscape teamto evolve the 7 elements within 1whole concept.

Phase 2: The landscape


Encourages public and pupil engagement.Opportunity for long-term artworkswithin the landscape.


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The next step: public engagementGiving the community the chance to get involved

Now we have consulted with thedesign team and defined the areas

where public art could beappropriate we will nowengagement with the localcommunity.

It is our aim to work with localresidents and students to create atemporary version of one of theproposed installations. This willallow us to meet the community,gage their reaction to theproposals and work with localpeople to create a piece of art.

This stage will then inform thefinal designs and provide us with agroup of residents who may wishto contribute to the finishedworks.

We will be contacting local people

and groups shortly to organise anevent. We will also need toengage with teachers and pupilsat Pleckate.

Public engagementEarly 2011

amenity space pleckgate stage 1 report lr

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