LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ

GROUP TASK - COMMON ART RESEARCH

ART RESEARCH ​-​ ​what about land art? 

WHAT IS LAND ART? WHICH IS THE ORIGIN OF LAND ART?
Nature has been present along history of art. However, the moment in which this topic started
to take importance was during Romanticism. Despite that fact, it is the Impressionist Movement
the most representative period in terms of nature as the focus of artistic expression. It is a
revolutionary movement in which artists considered that a change in art was needed and they
wanted to break away from the traditional style of painting. The most important artists where
Claude Monet, Pierre-Auguste Renoir and Alfred Sisley. Impressionist painters used rapid,
spontaneous, loose, large and visible brush strokes. The main aim was to capture the moments.
Lighting was on the focus and they used vibrant colors in their paintings. Until that moment
painters do all their creations in closed spaces whereas Impressionist artists started to go out in
order to get the essence of the landscape surrounding them. In the end, the main aim was to
capture the momentary, sensory effect of a scene. It supposed a radical change in art.

During the sixties, some contemporary artists criticised the commercialization of art. They
considered that art was not valued as an object from the culture. Because of that fact, they
started to see the nature as an exhibitionist environment. From this ideology, Land Art started to
arise.

The main characteristics of this artistic movement are:

- The context in which artworks and interventions are done is the nature, either from a
respectful way or alternating nature and the artwork.
- When industrial processes take place, we can talk about ‘Earthworks’.
- The creations tend to be on large scale.
- They are ephemeres which means that they disappear over time. The only evidence that we
have from those artistic creations are photographs or videos. Despite that fact, we can also
find out artists who work with natural elements and they are exhibited in museums.
- The process and the final result are both important.

Therefore, ​Land Art ​also known as ​Earth Art ​or ​Earthwork ​is a contemporary artistic movement
in which the environment in which the artwork is placed and the own creation are closely
interrelated.

MAIN ARTISTS
Land art ​takes ​nature as the main element of artistic representation. It is the focus for many
artists. During the mixt-sixties, some artists decided to leave their studio and started to look for
other context where they could work. The main aim was to rethink the artistic practice. Although
there was a general idea, their purposes were diverse. Each artist look for the most suitable
alternative and thus the works took different forms depending on the artist. In the end, as
Ginsburgh, V., & Penders, A. F. (1997) stated ​“​Land Art is hardly a movement with codes and a
manifesto, but more a group of individuals working and finding their inspiration.”

Some artists like ​Andy Goldsworthy transform the territory with elements they can found there.
Other artists such as ​Agustín Ibarrola modify the are in order to give an artistic value to it. On
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

the other hand, they can also use natural elements together with industrial or modified
elements in order to express some of their ideas. An example of that is ​Robert Smithson​. Finally,
Richard Long​, for instance, carry out specific “actions” or “happenings” in outdoor places instead
of in a museum. As it can be seen, there are different ways to deal with land art. Despite the
essence is the same in all of those artists.

ANDY GOLDSWORTHY
“We often forget that we are nature. Nature is not something separate from us. So when we say
that we have lost our connection to nature, we have lost our connection to ourselves”

Andy Goldsworthy (Cheshire, Inglaterra, 1956) is an artist that reinterprets the reality through
natural geometry. In all his artworks he uses circles, spirals and lines made of stones, wood or
flowers. From all these forms the essence of this artist emerges. His artistic creation is based on
ephimer productions that brings together art and the human action. For this artist, nature is
everywhere and it becomes a way to express art. In the same way, art can be used to understand
nature. Moreover, another important aspect to be highlighted from his artwork is that the
audience is also part of it. Art is done in places where it needs interaction with people. He says
that “​Human nature gives a pattern and energy [...] There is an incredible conversation between
art and live. Human action can provide live.” ​(​Andy Goldswothy: ​«e ​ l Arte Es Una Forma de
Entender La Naturaleza​»  ​ELENA CUÉ -
http://www.abc.es/cultura/arte/abci-andy-goldsworthy-arte-forma-entender-naturaleza-20170
3050056_noticia.html​)
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

AGUSTÍN IBARROLA
Agustín Ibarrola (Bilbao, 1930) is a engraver, sculptor and painter that founded the ​Equipo 57​. It
is a group of artists who looked for the renewal of artistic languages. Their artistic purposes
were: the denunciation of production and market mechanisms, the desire to renew the current
artistic situation and the search for social function to art and the integration of artist in society.

Regarding his artwork, there has done different works (paintings, murals, sculpture…). Among
all his projects, he has used nature to do artistic interventions. For him, the fact of painting with
nature makes him connect nature, live and people. Man can take advantage of nature and
maintain a relationship with it in order to give an aesthetic value to the natural experience. He
says that “​The landscape had been built by the human race from the very beginning of his
existence. The landscape that we see every single day has the geometry that humans have given
throughout history” ​(​Cubos de la Memoria
http://www.agustinibarrola.com/portfolio/cubos-de-la-memoria/​)

ROBERT SMITHSON
Robert Smithson (Passaic - New Jersey, 1938) is a pioneer of Land Art. Although his earliest
pieces were painting and collages, then he started to use sculpture focused on ​Minimalism and
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

Conceptualism​. However, his main earthwork is Spiral Jetty and it is well known to be a
provocative work. He has challenged traditional notions of art. In his works he deals with
complex oppositions such as nature/culture (​Aerial Map-Proposal for Dallas - Fort Worth
Airport​), language as material (​Heap of Language​), space and time (​Spiral Jetty Film),
monuments and the anti-monument (earthworks such as ​Spiral Jetty​), displacement and
landmark (​Map of Broken Glass, Atlantis​). For him, the space needs to be used to experiment,
and that is exactly what he does creating ephimer art placed on a particular place. He alters the
landscape itself by the removal of materials. In the end, he is reshaping the land and in his
artworks, the relationship between the elements used and the space is essential for its meaning.

RICHARD LONG
“My work has become a simple metaphor of life. A figure walking down his road, making his
mark. Iti is an affirmation of my human scale and senses”

Richard Long (Bristol - England, 1945) is a contemporary artist. He did his work called ​A line
made by walking in 1967 and from that project, he became on of the most important artist in
land art. Walking around spaces is one of the easiest way to interact with nature. The art of
Richard Long consist on walking in nature in a way that he can articulate his ideas on space and
time and project them in an artistic creation. He takes photographs from his own interaction
with nature and the landscape but also he uses natural elements to create something. In the
end, he brings nature and the relationship between humans and the natural environment in an
exhibition hall.
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

http://repositori.uvic.cat/bitstream/handle/10854/2519/trealu_a2013_cardona_paula_land_art.pdf?sequ
ence=1

PEREJAUME
Perejaume (Barcelona, 1957) is an artist who develops his work in the visual but also in the
literature field. In the visual field, he uses different materials in order to represent what nature
transmits to him. Instead of using what nature offers to us, he relates objects of industrial
production with nature. One of the most important works he has carried out is called ​Butaques
al delta de l’Ebre​. he brings together conceptual action, photography and land art. He placed 35
armchairs from ​Palau de la Música Catalana ​in a waste ground at the middle of ​El delta de l’Ebre​.
He took a photo of that in black and white. The main aim was to make a contrast between the
modernist scenery and the set of colours found in the space. He makes a contrast between
human action and the beauty of nature.
 LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

REFERENCES:

- Andy Goldswothy: ​«​el Arte Es Una Forma de Entender La Naturaleza​» ELENA CUÉ - Retried
from
http://www.abc.es/cultura/arte/abci-andy-goldsworthy-arte-forma-entender-naturaleza-20
1703050056_noticia.html​)
- Agustín Ibarrola ​Retried from​ h
​ ttp://www.agustinibarrola.com/
- Ginsburgh, V., & Penders, A. F. (1997). Land artists and art markets. ​Journal of Cultural
Economics​, ​21​(3), 219-228.
- Robert Smithson: Earthworks​ ​https://www.robertsmithson.com/earthworks/glue.htm
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

HOW TO WORK LAND ART WITH CHILDREN

First of all, we would like to mention this quote from Columba (2018) because we think that it
defines clearly what we understand about arts related to education.
The arts not only enrich our lives, communities and culture, but they are ​vital to a child’s
education​. A strong arts education promotes the skills children need to be successful. A
growing body of studies presents compelling evidence connecting student learning in the arts
to a wide array of academic improves school attendance and sharpens critical and creative
skills. Additionally, research has shown that what students learn in the arts may help them to
master other subjects, such as reading, math or social studies. The evidence is clear: study of
the arts contributes to ​student achievement and success in school and beyond. ​(Columba,
2018).

On the same way, if we turn around and we look to nature and its importance in education we
find interesting quotes about its significance during the educational period in the school:
“​Environmental education provides important opportunities for students to ​become engaged
in real world issues that transcend classroom walls. They can see the relevance of their
classroom studies to the complex environmental issues confronting our planet and they can
acquire the skills they’ll need to be ​creative problem solvers and powerful advocates​.” ​— Ms.
Campbell, California’s Superintendent of San Mateo County Schools

Moreover, the themes of sustainability, diversity, and respect for environment are easy to be
introduced when working about nature in order to make students reflect on their roles as
responsible citizens.

We have found engaging to combine both topics and do a research in land art, because we
consider that it is a topic that it is not really worked in schools and it should be strengthen
during children’s education paths. In order to develop the section of how to introduce ​land
art in schools we have found interesting to quote some experts and users of land art to
better present their opinion regarding its benefits and uses. According to Sorenstuen, J.
(n.d):
What is missing in schools and in kindergartens are ​strategies in defining how we can build
up the aesthetic experience which nature offers​, and the many aesthetic forms of expression
we are confronted with. In order to recreate a feeling of identity and belonging between
humans and nature we must have clearer guidelines for the ​strengthening​ of these ties.
The same author also states that:
Art creates new ways of observing, and examining art can act as a model for seeing one's
own everyday surroundings in a new way, ​enriching one's knowledge, ​experience and
understanding​. It is vital that small children discover nature through spontaneous play and
through the aesthetic challenges pre-school teachers adapt for. Many people wish to break
barriers for what to any given time is defined as curriculum, in order to pave way for new
ideas​.

According to Vallejo, S (2015), there are so many activities we can do at class to promote
creativity as well as to strengthen the relations between students and nature. Here there are
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

two pictures of activities this author was presenting on her ​TFG in the ​International
University of La Rioja​.
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

Sorenstuen, J (n.d) also proposed ​some activities to develop within students in Primary
Education when having the opportunity to work through nature. In the article of the
reference list there are some pictures of the final results of students. These ones are some
activities the author proposed:
1. Study the beach and find out which forms and lines are already present. Highlight these
forms and lines by use of a new material.
2. Sort sand and pebbles and use it as if you paint a self-portrait in the sand or on a flat stone.
3. Use a bucket and a spade and build the mountains you see in the distance: Hugltinden,
Breidtinden, Breidtomma, Tomskjevelen, Handnesfjellet.
4. Choose one of large stones and put smaller stones in dumps and cracks.
5. Stack stones on top of each other. How do you make a tall stack?
6. Fill the gaps between large stones with fish skulls.
7. Clear a piece of the beach with a rake and lay down straws in a fan-shape.
8. Lay burnt wood in a fan-shape with the burnt edges facing each other in the centre.
9. Find a large stone and put dandelion flowers in the indentions and dandelion leaves where
the form bulges.
10. Study the rock slope and put dandelion flowers in all indentations and crevices.
11. Take sorted beach materials and lay different materials in each square in the manhole cover.

The following lines are some answers to the question ​why land art?​ posed by the same author.
- It is important to become aware of a location’s aesthetic qualities in form, line, colour,
texture, materiality and room in nature, and that these possess aesthetic power in that they
for instance can be highlighted and accentuated. Furthermore, patterns and formations can
be made, e.g. by sorting materials.
- Nature and its materials provide direct sensory experiences, sharpen perception and
challenge the ability to construction and composition using available materials.
- Nature gives us the possibility to work in large scale, and to discuss formalistic problems.
- Making use of the contrast between an organic and a geometric style in nature provides new
aesthetic challenges and possibilities.
- It is important that children get excited about aesthetics in nature. By using it through play
we can develop children’s ability of aesthetic perception. This type of activity lies near
children’s play and creative expression.

Finally, we also consider that Land Art should follow constructivism philosophical tendency as it
is a learning that requires an active role from the student as well as from the teacher.
Activities should be part of a significant context and learning should be produced from
discussions and communication. In this way, we can work the relationship between space
and time, the creative and expressive ability and self discovery.
LAURA BEDOGNI, MAR GARCIA, EULÀLIA GODÀS, NÚRIA MORELL AND JÚLIA RODRÍGUEZ
GROUP TASK - COMMON ART RESEARCH

REFERENCES:
- Sorenstuen, J. (n.d). ​Dacncing flowers. To discover nature through art and art through
nature. ​ University of Agder (UiA) Available in: ​https://home.uia.no/janes/Dancing-ny.pdf​ )
- C. (2018). Why the Arts? Retrieved from ​https://artsforlifeaward.org/why-the-arts/
- P. (2017). Why Environmental Education is Important. Retrieved from
https://www.plt.org/about-us/why-environmental-education-is-important/