school project Ângelo de sousa - boriss bērziņš

8/9/2019 School Project ngelo de Sousa - Boriss Brzi

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Students Gaze overworks by ngelo de Sousa

and Boriss Brzi

Visual Art Education projectPortugal Latvia 2009-2011


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Associao de Profesores de Expressaoe Comunicao Visual ( www.apecv.pt)

LAT-InSEA Association of Art Educatorsof Latvia
http://www.apecv.pt/http://www.apecv.pt/


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Visual culture encompasses all visual imagery and theircircumstances. Considering the gaze focuses attentionupon us, the viewer and our relationship with what they

see. We are invited by images to see in a particular way,but we also come to them with already existingrelationships to what we see. The gaze is therefore acrucial way in which to understand ourselves asindividuals and as a society. It offers a significantlydifferent orientation than most thinking about fine art,

which tends to focus on the image-makers anddescribing, interpreting and evaluating their work withoutnecessarily considering what we ourselves bring to theimage.


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The project proposes the works ofpainters Angelo de Sousa ( Portugal)andBoriss Brzis ( Latvia) to beinterpreted by students between

Portugal and Latvia. Portuguese andLatvian students must study the worksof both artists Boriss Berzins andAngelo de Sousa . The aim is toprovide multicultural experiences and

contemporary art appreciation amongstudents of both countries.


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Project coordinators:Dace Paeglite (Latvia) and Teresa Torres de Ea (Portugal)

Art Teachers/Schools:Portugal: Escola Secundria Damio de Goes (Alenquer)- Zulmira

Belo and Escola Profissional de Paos de Ferreira- Lurdes GomesLatvia: Pardaugavas Music and Art school ( Riga) www.pmms.lvDace Paeglite

Riga Centre Applied Art schoolwww.rcdp.lv (Riga)

A.Liberte LasmaneLiepaja Art schoolwww.lbms.lv ( Liepaja)Ilze Elizabete Rasa
http://www.pmms.lv/http://www.rcdp.lv/http://www.lbms.lv/http://www.lbms.lv/http://www.rcdp.lv/http://www.pmms.lv/


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Aims: Enable students to studythe work of a contemporary

artist from another countrytaking into account the gaze ofthe viewer

Objectives: Interpretation of the

artwork taking into accountthe context where it wasproduced and where it isdisplayed by visual and writtenmeans.


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Some Pedagogical Approaches

Ask the students to look for background information about theartworks in Museums , books and internet . Questioning all the timethrough continuous conversations with and between the studentsabout what they see, what they had learned from the documents,what they feel and what they think about the artworks. Help them tounderstand the contexts, historical background, the culture of the

country, what happened in the world when the art work wasproduced, the art period where it is categorised , the style, thetechniques, the meaning , etc. Let the students to express theiropinions and their interpretations , let themstart with an image andsee what associations they can make ( brainstorming) . Dont worryif this will leave to other domains of knowledge or disciplines , this isan interdisciplinary project.


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Students may interpret he artworks using metaphorical orIntertextuality processes . Intertextuality is based on the structure ofa rhizome, the same structure as grass or the Internet. Both grownot because of deep roots but by means of connecting nodes.Intertextuality connects through associations, either intended by themaker or constructed by the viewer. Viewers s make associations

with imagery according to their own interests and knowledge.Associations are brainstorming exercises very easy to implementand develop creative thinking helping them to understand theculture in their contexts of production and appreciation.

So, by introducing a foreign artist to the students we want them tomake free associations and to express their own feelings and views

by visual quoting or visual appropriation, it is not only a process ofcopy it must be a process of re-creation and invention through self-references.


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ngelo de Sousa


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Angelo de Sousa was my teacher of ETCHING in the Fine ArtsSchool of Porto in the late eighties . I remember him as avery exigent artist . He was able to talk about art as acontinuous discovery , a reflection of everyday life uponthe obvious. Shape, colour , line, texture he spoke about itin a very simple way, without any arrogance or pretensionslike things that need to be studied, like a scientist he waslooking for the unknown, the hazardous. He was alwaysquestioning everything and challenging routines. What Ireally enjoyed in his classes was that he was able tomotivate us by talking positively about our students workand transmit the need to go further, to do better and neverbe satisfied in the first attempts .What I really enjoy in hisart works is the freshness , the rhythm of the forms, thecleanness of shapes , the way he plays with simplematerials and the way makes us feel the beauty of them.

Teresa


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Bibliography

Angelo 1993 Uma antolgica Fundao deSerralves ; 14 de Outubro de 1993

ngelo de Sousa Sem prata Museu Serralves ; 18

de Novembro 2001

Nazar, Leonor ;ngelo de Sousa com um mnimode gritos ; Edies Caminho


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Boriss Brzi


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Pardaugavas Music and Artschool ( Riga)

www.pmms.lv
http://www.pmms.lv/http://www.pmms.lv/


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Inspired by ngelo de Sousa

Dace Paeglite


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Liepaja Children Art school-

Angelo de SousaSintija Kurvina


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PMAS Interpretation of Angelo

de Sousa art.Dace Pudane


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Children from Pardaugavas Music and Artschool making 3 dimension objects-

interpretation of Angelo de Sousa works.Teacher Agnese Stage


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Agate Lielptere, teacher Dace Pudne


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Angelo de Sousa-Signija-teacher Dace Pudne


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Angelo de Sousa-Solveiga-teacher Dace Pudne


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Teacher Inese MargevicaMartins


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Inspired by Boriss Berzins


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Escola Profissional de Paos de Ferreira- Portugal

Teacher Maria de Lurdes A.M.S. Gomes

The students are in a furniture design course in a vocational school,they inspired themselves in the Latvian artist shapes to create 3Dobjects


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Riga Centre Primary School ofApplied Arts, 8 th class.

Teacher Laima Akmentia

People. Boriss Brzi and us.


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Endija


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Katrna Kurpe, teacher Laima


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Agate Lielptere, teacher Laima Akmentia


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Stella Kaprne, teacher Laima Akmentia


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Pardaugavas Musica and Artschool-Paintings created by

watching art of Boriss Brzi.


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B.Brzi-Ieva-teacher Dace Pudne


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B.Brzi-Annija-teacher Dace Pudne


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B.Brzi-Solveiga-teacher DacPudne


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B.Brzi-Signija-teacher Dace

Pudne


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B.Brzi-Anete-teacher DacePudne


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B.Brzi-Inga-teacher Dace


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Teacher Laine Kainaize, 7 thclass of Riga Centre Primaryschool of applied arts


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Laima AkmentinaRiga Centre Primary School of Applied Arts


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Boriss Brzi. Still life with spoiled fruit. 1990


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Boriss Brzi. Still life with potatoes


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Pupils of Riga Centre primary school of applied arts become acquainted withBoriss Brzi works


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Arturs_Velikotnijs teacher Ilze Kupca


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Inga Zotova teacher Ilze Kupca


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Ingrida Meza violin teacher Ilze Kupca


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Solveiga Kalva teacher Ilze Kupca


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Ingrida Meza teacher Ilze Kupca


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Teacher Inese Margevica Jekaterina onufrijeva


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Teacher Inese Margevica Elizabete Grinblate


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Teacher Inese Margevica Santa Cera


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Teacher Inese Margevica Edijs

Bunduls


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Una Vagale teacher Dace Paeglite


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Una Vagale 2 teacher Dace Paeglite


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Ieva Gavare teacher Dace Paeglite


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Elizabete Grinblate teacher Agnese Stage


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Leskova Vikktorija teacher Dace Paeglite


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Oskars Kalva teacher Dace Paeglite


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Madara Grike teacher Agnese Stage


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Teacher Inese Margevica Patricija Pakalniete


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Liepajas Children Art school-Boriss Brzi


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Pardaugavas Music and Art schoolArt division


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Art divisionStudents statements about B.Berzins

I likeI like all his drawings. Fat ladies and coffee can, especially the tools.I like items without shadows in his pieces. That makes them morebeautiful.He has got too much warm tones.I like that his pieces are abstract and that they have extraordinaryatmosphere.We can see the ugly and the beautiful in his pieces.I like abstraction very much. That makes people watch the piece for a bitlonger time to understand what the piece is depicting.I loved his invoices, very careful and interesting.The pieces are strange and painted in beautiful colours. Veryharmonized colours.

Colours beautifully flow, like amber.Its interesting, that his pieces are divided into squares, but others werenot understandable at all.


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I dont like

I dont like the paintings if I cant understand what isdepicted.I didnt like the depicted people, they seemedvery chubby.

I didnt like those paintings were everything was in coloursquares.

I didnt like that people depicted were so explicated.Its strange that he likes big women.

His pieces are inspiring and interesting. watching themmakes new thoughts and ideas.

I was shocked


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Why brown colours?

Boriss Berzins pieces were a little shocking!!!

I am shocked by the style Boriss Berzins paints.

I am shocked that he can reflect one thing so often andinteresting.

I was shocked

Boriss Berzins is


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Boriss Berzins is

Boriss Berzins is an artist, who had achieved success and popularityby his paintings.The artist was not afraid to experiment and drew one and the samein different pieces.He is called Latvian Ruben because of womens silhouettes. He isalso called Latvian Rembrandt.The Artist with the capital letter.The pieces are thoughtful, philosophic and make to think.Brown colours in his pieces are warm and pleasant.He is a talent and ability to create so many tones of brown colour.How could he create so many pieces? Wasnt it boring?

Would Boriss Berzins like my


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paintings?

It would be funny to see if he watched ourpaintings for a long time to understand themain ideaI have no idea what he would think.Perhaps he would enjoy!I think he would find something he would

like in every students work, but others hewould probably curse.

Riga Centre Applied Art school students about Boriss Berzins


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Lana Birska, 8th grade:I was surprised. Especially I liked the piece Pigs head, becausethere was the green and the white colours. An appearance in thispiece reminded me of a mountain with a green outline. I was a bitshocked, but I liked the piece Drunkard. I liked its colours, but its

title created a feeling of disgust. I loved the long eyelashes and formof lips. And I also was shocked by the small sheets of paperspainted next to lips, ears, eyebrows, hair, for instance nits,nicotine. All in all while watching at the pieces I noticed lot ofbrown tones and abstract forms.


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Helena Bindemane, 8th grade:I loved that the pieces are not artificialand scamped. B.Berzins paints what he

sees, hears and feels. Simplicity is hiselement, at least at a glance. Its possibleif I watched for a longer time period, I

would find the souls of each piece. Thetechnique is interesting its with stripes.


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Nauris Martinsins, 8th grade:B.Berzins pieces are simple, but at thesame time they are interesting. The same

tones are used in each piece. The colourcovering is not thick, but transparent. I wassurprised by so simple, but so effective

way of painting and forms.


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Luize Ruksane, 8th grade:He has many ways to display the art, freeflows of feelings, made by confident and

fearless hand. There are lot of circle andplump women forms.


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Endija Stepanova, 8th grade:I was impressed by the colours and thedark. Frequent bowings, black lines, made

the piece closed, but at the same timethey attracted me.

Liepaja Children Art SchoolSt dents statements abo t Boriss Ber ins


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Students statements about Boriss Berzins

Most of the students did not know anything about the artist so far.Some of students had heard a little about the artist, when teachers were telling abouthim at the lessons of painting.Watching closely at reproductions, students admitted, that they were inspired by theartists mastery skills, different techniques and different materials used.The artists drawing skills, special line rhythms and winds were especially highlighted.I think its interesting that the artist can make his works complicated just by simplelines.

Boriss Berzins hadnt tried to depict somebody, but had put his own ideas in hisworks.The pieces emanate light atmosphere, stability and a feeling of safety.Students expressed a wish to inherit Boriss Berzins experience in their own pieces.I could use Boriss Berzins different techniques, accuracy and the ideas to dare in myown pieces.


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Interchange cultural with

LatviaEscola Secundria Damio de

Goes

Alenquer

Portugal

I th d i


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In the drawing

class 10th J

Orientation: teacherZulmira Belo

Interpretation of Boriss Berzinsk


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work

Personal interpretation of the work of Boriss Berzins:

The painting I chose was Summer solstice", which in Portuguese is "Revellers in Summer Solstice."

I chose this specific painting because I liked it with its mixture of green and yellow shades.In my work I represented the image that drew my most attention and for it to resemble the picture, but

with my interpretation, I glued leaves to the "hair" of the characters and painted leaves that I eventuallytransferred to the painting.

Helena Santos


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Adriana


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Mariana Barreto


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Reclining Woman

As the painting was very dark and little could be defined, Idecided to do something different: I portrayed a woman on abeach, I changed the scenario into something much lighter so thatone could see what was there.

The woman is reclining on a beach chair by the sea, the colorsare more vivid than the original painting, red, blue, white, lilac,skin colored shades (light and dark), black and orange.

The space is wider and clearer.To make the sand I used sand mixed with glue and paint,

almost in the same color.

Rhayanne

Th Y d


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The Yard

My interpretation of "The

Yard" was to create a backyardof a house that resembled theoriginal work. As for materials I

used acrylic paint, wood glueand even sand. The title I

suggest for my painting is "TheYard".

Helena Dias


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Lino Scheideker


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Daniela Marques


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David


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Guilherme


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In my work I maintained thesame forms, changingcolors and adding somedetails.The technique that wasused: acrylic paint oncanvas.

Nicolas


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Pedro Menino


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Tiago


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Antiquity

This is a work of the artist Boriss Berzins,

and the title translated into Portuguese means"ancient." This title portrays the painting a bitbecause it shows us a naked woman on adeserted beach and no sign of modernism.This painting is a painting "with no color",which portrays the title "Antiquity." In the pastthere was no color photography so the artist

decided to do the work in greyscale. BorissBerzins used a mild stroke, resembling a pen.This framework is entirely composed of lines.I think this picture is one of the Boriss Berzinsbest, because it shows a landscape just withlines.I also liked that there was no sign ofmodernism.

In my interpretation, I changed the paintinginto one with colour, because the original isbased on gray. I also increased the outline,making it a little thicker and in the end I triedto portray the original painting.

Jos


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Sara Rodrigues


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This work composed of warm colors trasmits a feeling of

warmth. In this painting of Boriss Berzins varioustechniques such as gouache, dry pastel and pencil sepiawere used. In my own painting, I changed the backgroundand a bit of its expression, although I kept most of thecharacterizing features . The name "Crying Girl" means a girlcrying and that is exactly what the painting portrays as themain and only character has tears and a sad expression,

which leads us to conclude that she is sad.Perhaps the artist was having the same feeling when hepainted it. The tears are what gives greater expression to hiswork. Although his work is poorly detailed, I added a handholding a flower so that there would be a more complete andenjoyable composition.

Andr

My painting is entitled " ry ngGirl." That is "the girl who cries."

The original work is based on fourshades of brown, with clearly

defined lines and it represents the

I chose this painting because it was the onethat attracted my attention the most.

I used acrylic on canvas; I decided tochange it because I thought it was "lifeless"


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defined lines and it represents thesadness and anguish of a girl. In

my painting I changed some

features of its form and I changedto warmer colors, painting thebackground of red and the tone of

the face of the character in skin-colored orange.

Joo

g gand I transfomed the girl into a modern girlof today", using lighter colors and everydayaccessories.

Colors used: blue, pink, skin, orange, yellow,black and white.

Patrcia


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Still life with mushrooms

Painting: Still Life with MushroomsMaterial: Acrylic Paint

Wh I h thi i ti


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Why I chose this painting:I chose this painting because the fact that I could relate the mushrooms with thepitcher and the cup caught my attention.Personal interpretation:

The aim was to give the idea that a "hurricane" had passed through the painting,breaking the pieces and "vandalizing" the work.

Miguel Santos

.


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Still life with mushrooms 1955

This work by Boriss Berzins, represents a still life with mushrooms and various mixed

objects. In my painting I wanted to add some mushrooms, a window, a pitcher, and a table.

As a basis, I made several studies until I chose the best, to represent on the canvas.Ana Rita

Sara Franco


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I chose this painting because I wasadvised by someone superior to me. Thiswork contains feelings of sadness. In itthere are warm and cool colors which

represent mushrooms that are dead. Forme this painting is interesting, becauseof the illustrated expresson of its title.

Srgio Franco


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Pig slaughter

Pedro Geraldes

Interpretation of Tear 1990sFilipa Paixo

Analysis of my painting:

Boat in the Harbour


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The painting I chose was Barco noPorto- Boat in the Harbour. Myinterpretation was based on part of the

picture, where the horizon could be seenas well as the boats in the harbor.I made some changes such as the

sunset, the rocks, the clouds, thereflections and the shadows.

When looking at the painting we witnessa journey, happy, with no specificdestination, quiet and peaceful.

The power of the sun on the sea,

because the original was not very lively;there were too many boats, which allowedone to conclude that nothing could beunderstood in the background. It wassomewhat abstract, confusing, but happy.

Like the Titanic, whichultimately ends upsinking.

When you look more attentively, thisboat is also close, too close to the rocks,

which could have the same fate.It depends on the interpretation of each

person.

Vanessa Bailo 10J

Riga, 1st Exhibition


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g ,21 September 2010- 21 October

2011


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21 September, vernissage

with the presence of TheAmbassador of Portugal;Directors of the 2 Schools inRiga, Laima Slava ( author of

Boris Berzins Monography,head of Publishing HouseNeputns ) ;Representant of the LatvianNational Museum of Art; Artteachers involved in the project

from Riga; students, Latvianand Portuguese Coordinatorsof the Project.


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Thanks

Thanks

In Portugal the project was realized byAPECV, and supported by the Education


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APECV, and supported by the EducationServices of Centro de Arte Moderna Jos de

Azeredo Perdigo- Fundao CalousteGulbenkian

In Latvia project supported by: Monograph autor Mrs. Laima Slava Editional House Neputns Latvian National Art Museum.

school project Ângelo de sousa - boriss bērziņš

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