We respectfully acknowledge and thank the Traditional Owners of the land, waterways and sky of the Wurundjeri Woi-wurrung and Bunurong / Boon Wurrung peoples of the Kulin nation. We pay respect to their Elders past and present and acknowledge that sovereignty was never ceded. Thank you for allowing us to create, dream and play on these lands.
Across two days, Barking Spider Creative artists have planned, plotted and prepped for our final day of the Dreaming of the ArtPlay New Ideas Lab.
Artists on the project are:
Jason Lehane - Designer/lighting design
Laura Aldous - Play designer and facilitator.
Justin Gardam - Sound Design
Charlie Clark - Sound design assistant
Yuhan Ye - Big dreaming expert and creative associate
Penelope Bartlau (yours truly) - Artistic Director, puppeteer and puppet maker.
Tarkin Watt and Rinske Ginsberg from ArtPlay
DAY 1 - MARCH 13th
MORNING BRAINSTORM SESSION
These are the conversational thoughts exchanged in our first time together
Creating sounds that are responsive to and within the world
We don’t start off in a harmonious world – like a radio station we tune into the radio station, you can be in the scratchy zone before you evolve into the world.
· Desolate
· Sparse
· Discordant
Building something sonically one little thread at a time. Sound evolves additively – arises organically.
Kids need to be connected to the creature
Does the whole thing start with the story of Endling - David Attenborough style?
Does Endling have different iterations?
Show Endling come out of hibernation for a moment at the start – intro.
Lighting puppet so audiences focus in on Endling?
Create a slide show of Endling, narrative structure world set up?
Are we concerned that the world presented in the slide show might be too prescriptive?
This age group has HUGE imaginative capacity.
No context for creation? The act of creation is the prompt itself. Polyglot’s We Built This City worked this way.
How do we create the context for children to build an environment to support life?
Ending is a creature, the co-dependency of creatures - life to environment and vice versa.
Peter Day’s Brolga project at Beeac Primary School: Farming kids were inspired by Brolgas and their local environment to protect brolgas - an artistic and political work.
AFTERNOON - PUPPETRY & DESIGN
(Pictures are worth 1000 words - or so they say! Please check out the gallery above to see what we were doing)
The artists separated into two groups: Jason and Justin, with ArtPlay’s Rinske Ginsberg, explored materials - visual capabilities and sonic qualities, and also space set up for Thursday’s session with the 5-7 year old children coming from Woodline Primary School.
Penelope, Laura and Yuhan worked upstairs with the Endling puppet. Penelope delivered a crash course in puppet manipulation, and the three explored the dynamics and possibilities of Endling’s range of movement, plus some vocal ideas.
DAY 2 - MARCH 14th PREP
Today was prep and set up for tomorrow’s workshop with the 30 children from Woodline. Laura and I (Penelope) spent quite a bit of time detailing the workshop, while Jason and Yuhan worked on design and set up. Tarkyn (from ArtPlay) was with us today and was so wonderful! Their ideas and assistance really bounced the process along.
DAY 3 - MARCH 15th DREAMING WORKSHOP
The day of the World Dreamers
After final checks and a puppet rehearsal and walk through, the children - World Dreamers - teachers and some parents of Woodline Primary arrived. After Tarkyn introduced everyone to the site, Laura ran a physicalised acknowledgment of country, we (artists) introduced ourselves, and we were off!
Laura ran a physical theatre game for for movement, body awareness and play. I (Penelope) lead a discussion about the children’s world (Yuhan, Jaon and and Laura scribing the children’s descriptions to capture this for our next creative steps. The discussion circled around these sorts of questions / prompts. Where you live:
o What do you observe?
o What do you observe changing/happening?
o What do you think animals, creatures, human need in the world?
Than, we introduced Endling (puppet). Laura interacted with the puppet while I operated, and we improvised a meet and greet so the children could identify Endling’s current “state of being” - how and where she lives etc, to lead us into the next step, where children considered what Endling’s needs are.
QUOTE OF THE SESSION
“Endling needs a whole entire habitat to survive. We need to know whether Endling is cold blooded or warm blooded” (Lucy)
Children from Woodline Primary meeting Endling.
We moved into a second space, populated by tables and chairs, and in small groups, children imagined what Endling’s world should be like, and an adult at each table wrote down the children’s thoughts and imaginings - World Dreamers: What does Endling need in her world? Creating 7 dreaming posters. Following this, led by Laura, each group (with their posters as prompts) created a physical tableaux of this world.
During the break BSC artists + Tarkyn reset the space. The 7 posters were pinned to black curtain. The kids came back to thier tables after sitting and sharing/exploring at all the making materials, kids sit back around the tables. They began by collecting one material, at a time/each person, then it became free exploration of materials and collaborative world building. Once done, we set up the space as a gallery and each group explained thier creation and its purpose. We finished with a reflection. (See photos of the mind maps and the table-top installations below)
We learned a lot about what we are doing and what our next steps are for the Make sessions. We explored the kind pf responses that children have to the materials and the subject matter, and observed what they gravitate towards to, and what they exclude. Wew had thought that children would intuitively gravitate towards Maslow’s hierarchy of needs - the original version with 5 needs, which more-or-less they did. IN the lead up to Dreaming, Jason had researched a newer version of this needs pyramid with 8 needs (see pyramid).
In discussion, we realise that children implicitly gravitate towards some of the needs higher up on the updates pyramid; aesthetic, self-actualisation and transcendence. We have decided that we will provide the materials and design the space so that these higher up needs can be intuitively discovered and explored by the children, through play.
BUILD - MARCH 16TH
ARTISTS ONLY
SOUND:
Justin and Charlie collated all of the sound ideas and observations generated by the kids yesterday.
Are generating a Streamdeck with buttons to make sounds accessible for the kids to control.
Categorised different environmental landscapes.
Are looking at bass level (synth), melodic level (percussive quality like a woodblock), textural level, organic life and the environmental relationship with movement and sound.
Justin and Charlie discussed:
Where the sound should sit in the space, and decided the speakers will sit up pointing towards the roof to create spatial depth.
Questioned if the sound on Sunday is reactive to what the kids are doing and making in the space, or is it controlled by the kids with buttons (we will test this out).
The timing on Sunday of when sound comes in and at what level.
Sound to emphasise how our actions create change, painting the sounds in at the same time as the kids are creating - responsive sound.
Sound discovery on Sunday to be child led and child prompted and then artist led if it needs to be.
Experiment of Justin operating sound and Charlie on sound and child facilitation.
DESIGN:
Jason:
Created basic structure: front entrance, back play area wth two rostra and a white tree.
Experimented with a cubby, and this felt out of place. Instead, he tested a hanging structure (the pod) which feels more like Endling’s world and balances the space a little bit. The pod will be attached to a rope and we will test if children gravitate to this and pull it up without prompting.
Suggested a “pop-up’ book mechanism (floor based) with blue fabric, so kids could pull a river out or create a lake from the blue fabric. Penelope thought that it’s less prescriptive if we cut this blue fabric up into smaller pieces and the kids can initiate this element.
We all agreed:
Green plastic leaves, do we like them? We don’t like the leaves! They’re too overt where the other materials can be more abstract. Rubber rocks can stay though..
We love the white arch - it’s magical! Adds dimension.
Get rid of cushions as they don’t fit - too human-made/out of world.
We have overhead projectors and would like to use these.
Laura & Tarkin:
Sourced materials from the artplay store: cushions, inflatable clear balls (which we can half inflate for better construction potential), stepping stones (blocks), black netting that could be suspended for kids to tie materials to adding texture. Fleecy baby blankets, balls of wool in the right colour palette, polystyrene white balls, cardboard cylinders, disco balls (not sure), fairy lights (not sure).
PLANS FOR THE REST OF THE DAY AND WEEKEND
Justin and Charlie are recording materials and collating sounds for Justin to work on tomorrow (Saturday) in prep for Sunday.
Jason is continuing to create and experiment, introducing large play elements (a tree and a floating pod). Jason also added in lights and created an Endling ending with the overhead projector.
Laura and Penelope:
Selected and set up materials working space + seating blocks for the audience.
Planned and walked through the sessions for Saturday which will be a template for Sunday, as Sunday will include a sound exploration station for the kids.
Did a big rehearsal, and revised the puppet’s intention. Penelope (I) introduced the idea that Endling is a wild animal - not tame - and can’t be communicated with or controlled in any human way. Laura adjusted her way of navigating the puppet, and this has shaped how we will share, present and show Endling (puppet) with the kids.
We have figured out the 3 act structure of Endling:
Problem - Endling’s world is uninhabitable - what do we know about our world and how can we fix it.
Solution - Build a new habitat for Endling
Outcome - Endling flourishes - new Endlings (bubbles, flying embryos - who knows!)
Below: Photos of artists at work on Make Day.
FEBRUARY 17th & 18th MAKE
Saturday and Sunday
The first workshop on Saturday was a by-the-seat-of-our-pants experiment. We had a plan to follow, and the premise of the work is very clear, but really, we in performance we were improvising and this really was a first test with an audience of people who didn’t know each other (unlike school kids who do know each other), and quite a small group (7 kids and 7 adults).
Everything went smoothly, but we picked up a lot of ideas - what worked/is working, and what we can add. We also have ideas about slightly shape-shifting the world in a nuanced way, and this is really in the way we are framing the world exploration with the children. One of the children said, mid Laura’s discussion moment about what environments do you know - what do you see, hear, feel - “Are we doing some making soon?”. A very clear signal that the “talky-talky” is boring/not engaging enough. Instead, we are going to get children to create these environments with the sonic elements, using their bodies and voices.
QUOTE OF THE SESSION
“I want to stay here and play with Endling for ever”
Questions to the children & their responses:
What do we need / what might Endling need?
Stream with rocks
Nest for birds
Beds
Cave
Leaves on the tree
A swing
Drums
Stairs
Friend for Endling
Watering holes
Vase of flowers
Bedtime toys and fairy floss
Sleeping spots
A Present Gift)
CHILDREN’S FEEDBACK ABOUT THE SESSION
Liked making things
Endling messed some stuff up
Phoenix wants to live here and see Endling have babies
PARENT FEEDBACK
QUOTE OF THE SESSION
“I felt really sad when Endling was playing all alone - which was the point. The message was really clear.”
Workshop 2
QUOTE OF THE SESSION
“When Endling was happy at the end, I felt happy. When Endling was sad I felt sad - my mum cries if I cry, even if I am not with her. I could feel Endling’s feelings”
(Charlotte - slight paraphrasing, but she touched her heart unconciously when she spoke about her feelings)
The second workshop followed a similar pattern to the first, but we added in a forest soundtrack to the space once the children had started creating it, which warmed the space up a bit. When we activated the children to create these environments with the sonic elements, using thier bodies and voices, it shifted the dynamic and was a much better choice.
Children’s input into environments they have experienced:
Rivers
Butterfly
Trees
Leaves
Smells
Flowers (colours). Smell
Stinky bugs
Crunched up leaves
What do we need / what might Endling need?
Water
Food
Plants
Homes
Keeping warm
Fruit
Sleep
Stars
Moon
Black
Clouds sometimes
THINGS CHILDREN MADE - ENDLING’S WORLD’S ELEMENTS
Food
Pets
A waterfall coming out of a tent
Beds
Leaves on the tree
Pillow
Toy
Rocky area for Endling to throw
bitey fish
Money
Water
Sandwich
A bow for her hair
Bush to hide from predators
Biting fish (there to protect Endling)
PARENT FEEDBACK
Wider colour palette - reds? blacks? (Can we address this with lighting? Do we want to? - The answer is no…)
What about a white wall that children can draw on?
Can each kids show and tell what they have done (No).
Can we add scents? (We would love this - OHS issue though)
More moments of transformation like the tree and the pod.
I observed in myself how difficult it is to step back from my adult impulse, perspective and method
Enjoyed seeing different children’s personalities expressed through their creations and considerations
Loved the warm up and introduction
More sounds
ARTIST THOUGHTS
Jason: I am looking for the moment of transformation. The kids are loving making, and whether more things like the tree and the pod, or something that could open up in the middle of the space. This is kind of what I meant with the pop up book experience. If the blue fabric pokes out from underneath a rostra, it can be pulled. I have added two pieces to test out tomorrow. I noticed that all the pop up bits (except the tree) require prompting).
Penelope: I didn’t understand originally what you meant by “pop up”
Laura:
At the end - a transformation for Endling: stars in the sky. Family? (End with wonder).
I don’t like the idea of increasing the colour palette (we all agree - it would become a mess)
Penelope - What did you think about the lights?
Tarkyn - When it’s overcast it’s a bit gloomy, like a “stale church on a winter morning”
Jason - The lights lifted things, and taking them off the floor was more effective. I prefer a colour backwash than a frontwash. I am interested if some of the objects themselves are illuminated (with DMX control to shift colour - we all agree). It wouldn’t take any more than 4 lights. Some of the lighting stands, the nut doesn’t quite go all the way in, not perfectly countersunk, so they wobble a bit. I have sandbagged them so they are ok - but is there anything else?
We think it needs a real transformation at the end. Night time - birth, stars, wonder. We need to have a beautiful ending of awe and wonder to tie off the piece, (underscoring the premise).
Star curtain at the end would be beautiful.
The documentary will need to be in the introduction area.
Psyche wall at the back? Changing colour wash.
WHAT WE NEED TO CONSIDER IN THE SPACE FOR TOMORROW & SHOWING SEASON
More seating for parents - energy was flagging in the afternoon.
SUNDAY SESSION 1
QUOTES OF THE SESSION
“What happened to all Endling’s friends and family?” (Felix)
Felix: “The thing I didn’t like was when I had made something and someone dismantled it”
Laura: “What did you do about that?”
Felix: “I just went and did something else.”
Thanks Tarkyn Watt for the above photos
OVERALL ARTIST THOUGHTS FOR THE FIRST SESSION
Younger age works - we had 3-6 year olds, and the session worked.
Felix was asking the big questions “What happened to her friends and family”.
What do we think about rubber bands? Concern with babies - We can warn any parent with a baby…But we have decided no.
Let’s put the boxes out, in the space as the kids didn’t explore unprompted, and put tuille inside as a discoverable.
We will structure the piece to end at night time.
Materials are informing the cosy spots the kids are creating with the ArtPlay blankets - can we swap things out?
Colour palette - variations? Next one we add browns?
Structure - Maybe tree truck structures, or squat things. Also, we are missing the air element - clouds, bubbles.
Feedback session was boring for kids - for the Showing session, we might consider doing feedback in the foyer
Justin suggested bringing and i pad into the space so that he can move around and engage the children with sounds connected to what they are making. Also more speakers in and under things that connect to the space - probably connected to the pop up we will create. Justin’s going shift something from recognisable instruments in the entrance play space to wood and water based sounds, which will then be the bed flowing into the space. Sound will build to an end at night time - after Endling has entered the new world and explored,had a pat with the kids, it transitions to night so Endling can go to bed.
PARENT FEEDBACK
Way to attach things, tape and scissors. (We want to keep the tying aesthetic. Jason suggested wooden pegs, we will find some child-friendly equivalent.
More pop ups (stations for kids to discover and to build upon).
WORKSHOP 2 SUNDAY
QUOTE OF THE SESSION
“I’m seeing on the screen behind all of the element of endling’s world coming to life. that makes me feel happy” (Akira, 7 years old)
“My daughter is neurodiverse and she had a ball, i think it was perfect for 8 year olds” mum of a child.
ARTIST REFLECTIONS
Justin:
Child suggested there should be a sound inclusion of the howl of Endling, adn I’d like to integrate this, so that Endling can be heard far away.
Second session on Sunday felt like there was a proper shift at the end so we were in another world through sound transformation at the end.
Parent feedback suggesting there was more of a shift musically/ sonically at the end which we think is a good idea - making a whole moment of it.
Disperse the speaker system a bit more so the space can feel more and the environment can be enriched.
Laura:
Create a game that’s thematically relevant but serves the purpose of “Crunchy Pretzels” at the warm up - but, using environmental elements which are in-keeping with our theme. Then, when I ask about nature when the kids are siting, they will be able to spitfire more easily because they have just been physical/embodied the meaning. It’s important world set up.
The bones of what we have created is right for the next step.
We need to build in a moment of “huzzah!” Glowing descending orbs, bubbles, stars - absolute wonder at the end.
I’m really interested in the difference between morning and afternoon sessions, and I’d like to find a solution to this.
I want more magic - that will lift the ending of the work.
Jason:
I was out the back most of the time for Sunday number 2 playing with lighting and the images on the overhead projector.
The projector changes out the back are really working, the kids are amazed at the change. Endling number 2 (on the overhead projector) coming out at the end is a brilliant solve to how we make more Endlings in the world.
Projector, lights need to come down at the end as the kids leave the space, main illumination comes down, Endling herself glows from the inside, her world has fed her.
Not a complex lighting design, but couple of specific choices to enhance the story telling - need to be able to control the lighting state of the workshop space
Anything we want to experiment with / try next time?
More pop ups and glowing orbs, different Set pieces.
Penelope
More budget to hire a puppeteer so I can outside eye!
Really enjoyed taking the time with the puppet.
DREAMING & MAKING SUMMARY
ARTPLAY
What worked well and why….
We are an experienced team coming into ArtPlay, and knowing the staff, space, ethics, philosophy and style at and of ArtPlay means we could dive right in and start to create immediately.
Our artistic team worked beautifully with the ArtPlay team.
We felt cared for and respected thoughout our processes.
The parameters were provided by ArtPlay were very clear.
How delivering this creative experience informed our practice
Our practice methodology is well established, so what has been informed is how we make this particular work. We learned a great deal from the children and the parents/carers we co-created with, and this has deeply informed and shaped the future of the work. For example, we have changed the age we were originally pitching the work towards, from 5-7 year olds, to 4-8 year olds - a huge shift.
ABOUT THE PROJECT
We have come absolute leaps and bounds with this project. it’s interesting to me (Penelope), that our Dreaming stage of Wood Wide Web had some very clunky moments with the children/families we were creating with, which we then resolved during the Make. This time though, the progress has been steady and smooth (no clunkers) - which means it has been a different experience to last time so far: not better or worse, just a different process of creating/learning from/with the kids and families across the Dreaming and Making.
Our Showing is 6 weeks away, but we are clear on what we need to do in the interim, what we will create in the time we have at ArtPlay before we present, and and what we will test out. We will test different size audiences at the 5 showings so we know what the stretch is in capacity.
We have ditched some materials (stuff that didn’t work), but will re-use the things we brought across these first two stages. We had an idea of creating a documetary of Endling as an intro to the piece - but I am not convinced that we need it. We may not have enough time (with everything else going on!) to create this between now and April - but we will see.
I have just spent t=oday (February 19th) at the first day of the inaurgural RMIT Australian Posthuman Summer Lab. Endling is 100% en point for the themes raised in this academic and artists gathering. I think we are onto a good thing, and I hope that after the Showing, we have something beautiful, meaningful and playful to share with the world.