2:9:117Gloria Ojulari SuleBiography - PDF document

1 2:9:117Gloria Ojulari SuleBiography base
2:9:117Gloria Ojulari SuleBiography based artist who studied for a degree indual heritage (mixed race) and her interestGloria grew up in a childrenÕs home inSuffolk and she attended a village schoolnearby. Her mother was a white English woman, and her father a BlackNigerian man. Unfortunately her parents split up so she had to go into care.Gloria found the experience of living in the home unpleasant because therewas a complete lack of awareness about her needs as a Black child (likecommunity groups and organisations both locally and nationally. In theearly days she created many murals such as the one decorating theentrance of St. WerburghÕs Primary School, and the one in Brooke Road St.PaulÕs. Some of her paintings can be seen in Plantation Restaurant,Cheltenham Road. She published her own set of greetings cards in 2002and illustrated a book called Delicious by Doreen Baidoo in 2003.with artists from towns and cities that are twinnedin Europe and Africa. Beira in Mozambique, Africawas represented which is one of BristolÕs twincities. Three local schools, Luckwell, ColstonÕsPrimary and Henbury Secondary School are linkedcreate banners for the Throne of WeaponsOctober 2005. The throne was made of weaponsused in the Mozambique Civil War. GloriaÕs mural in Grosvenor RdPhoto courtesy of Gloria Ojulari Sule Photo courtesy of Gloria Oju

2 lari Sule A big inspiration to Gloria ha
lari Sule A big inspiration to Gloria has been discovering the culture of her Africanheritage. Her father comes from the Yoruba people in Nigeria who areresponsible for an outstanding, diverse and exciting art tradition. Althoughadult she was able to research her Yoruba background and now her artDakar, Senegal, Africa. There she met artists and organisers, reviewedexhibitions and made a film about her journey which she now takes toschools. She finds it important to look at modern African art to help herteach young people about art as well as refreshing her own work.One of GloriaÕs best known murals, pictured below, was painted on thewalls of a dentistÕs surgery in Sussex Place showing the diversecivic award for this beautiful work GloriaÕs mural in Sussex Place(sadly, since painted over)Photo courtesy of Gloria Ojulari SuleGloriaÕs message is:Children and young people shouldnt feel that becausethey cant draw they cant do art. TeachersÕ Background Notes 2:9 TeachersÕ Background Notes1996 when she graduated from Norwich School of Art and Design with adegree in Fine Art. Her work draws on her personal experience as a Blackidentity.Gloria grew up in a childrenÕs home in Suffolk and she attended a villageschool nearby. It was a fairly traumatic childhood and living in care andher parents splitting up affected both who she is and her

3 art. Her mother,a white English woman,
art. Her mother,a white English woman, and her father, a Black Nigerian man, faced manypressures in their mixed race marriage and this was the main reason whythey decided to separate. In the childrenÕs home Gloria found theexperience unpleasant because there was a complete lack of awarenessabout her needs as a Black child, for instance she remembers thatnobody bothered to understand how to look after her hair.community groups and organisations both locally and nationally. In theearly days she created many murals such as the one decorating the foyerof St WerburghÕs Primary School, which was designed with the help ofpupils. Another mural in Brooke Road, St. PaulÕs, was created in teamworkwith pupils from St. Barnabas School. One of GloriaÕs best-known muralswas painted on the walls of a dentistÕs in Sussex Place showing thecivic award for this beautiful work of art but sadly five years later the muralGloria treasures the many opportunities her art has opened up to her. Itwent to Gottenburg, Sweden for a Samporia event in 2000 to meet upwith artists from towns and cities that are twinned together in Europe andAfrica. One of the places represented was Beira in Mozambique, Africa,one of BristolÕs twin cities. Three local schools, Luckwell Primary,ColstonÕs Primary and Henbury Secondary schools are linked with schoolsin Beira and Glor

4 ia helped them to create banners for the
ia helped them to create banners for the Throne ofWeapons exhibition displayed at the City Museum, Bristol in October2005. The Throne of Weapons was made in Africa from weapons used inthe Mozambique civil war. A big inspiration for GloriaÕs art is discovering the creativity of her Africanheritage. Her father comes from the Yoruba people in Nigeria who areresponsible for an outstanding, diverse and vibrant art tradition.Unfortunately she was not aware of this part of her heritage as a childbecause her African background was completely ignored by the adultsaround her. When she was an adult she was able to research her Yorubaas African and Black British artists inspire her.African Art in Dakar, Senegal. There she met artists and organisers,reviewed exhibitions and made a film about her journey that she nowtakes into schools. She finds it important to view modern African art tohelp her teach young people about art as well as refreshing her own work.She can pass on more up-to-date information about what artists are doingin Africa so that we do not uphold a narrow view about forms of art inIt is possible to see GloriaÕs murals and paintings in public spaces likeGrosvenor Street, St. PaulÕs, the library at St. PaulÕs Family and LearningCentre or when having a meal in Plantation Restaurant, Cheltenham Road.She published her own set of gre

5 etings cards in 2002 and illustrated abo
etings cards in 2002 and illustrated abook called Delicious by Doreen Baidoo in 2003. She often takes thecards to schools to show children her work and sometimes even bringsalong original paintings so they can get more of an idea of her as an artist.One day, perhaps, children might visit her studio at Spike Island, Bristol!GloriaÕs message is:ÒChildren and young people shouldnÕt feel that because they canÕt drawthey canÕt do art.Ó Suggested Activities 2:9 Suggested ActivitiesThese are suggested activities based on Gloria Ojulari SuleÕs biography. *See the resource list for details KS1 ActivitiesKS2 Activities Visit or look at examplesof GloriaÕs art in St. PaulÕsÐ Brook Street, GrosvenorStreet, and St. PaulÕsFamily and LearningCentre. Look at her use of colour.picture using colour in asimilar way. ThatÕs My Mumfrom Mantralingua*.Explore famous multiplecreate display.BristolÕs link with Beirain Mozambique.Working Group, contactdavespurgeon@blueyonder.co.uk schoolÕs local area.Take pictures and use towhat we donÕt.Visit or look at anexample of GloriaÕswork. Describe thestyle. Would it improvethe local area?by John Agard.*words related topeopleÕs ethnicity andcolour.Use GloriaÕs paintings ofangels to look atdifferences andArt Projectpupils on a project.Explore the Yoruba/biography.What are the links that(Art and Design)ÕIn careÕ. Wh

6 at does thisExplore this issueare happy
at does thisExplore this issueare happy to share theirChildrenÕs book and TVcharacter -TraceyBeaker.* 2:9:123Gloria Ojulari Sule Lesson Plan 2:9 (FS Ð Social /PSE/CLL/K+U/CreativeLearning objectives¥To stimulate talk about ourselves.¥To explore issues and value diversity. ¥To know how Black and minority ethnic people have contributed to the field of Key words/phrasesResourcesOrganisation/GroupingAngelsBiography and picturesWhole classWingsSelection of cards depicting angels IndividualParts of body Ð including GloriaÕs.*skin, hair and eyesAn Angel Like Meby Mary Hoffman*LikeSkin colour pencils/ pens/paints*DifferentTracey Beaker books*The same asVariation photopack* ¥Read/share Gloria Ojulari SuleÕs biography.¥Read An Angel Like Me¥Discuss what we look like. Look at a range of pictures of angels including someof GloriaÕs. Pupils to make their own angel/figure using the skin colour pencils. (Note Ð In Islam there are angels but it is considered blasphemous to havepictures of them Ð in the same way there are no pictures of God. Muslim childrenshould not be asked to draw an angel).¥Talk about our differences and similarities.¥Use Variation photopack on breazshare.net to explore diversity in human forms. ¥Display pupilsÕ angels on Christmas tree or pupilsÕ figures in class display, beingpositive about the diversity of hair, skin, eye

7 colour etc. Learning outcomes/Success c
colour etc. Learning outcomes/Success criteria¥Pupils can talk about themselves and others.¥Pupils can talk about similarities and differences. ¥Pupils know about GloriaÕs life and her contribution to Bristol. Assessment opportunitiesPupils display a positive self image and express positive statements about others. Homework task or Parent/Carer involvementDraw a picture of Mother/Father/Carer. *See the resource list for details 2:9:124 KS1 Ð Art, DT)Learning objectives¥To express feelings and preferences in response to own work and that of others.¥To learn about the work of one artist.¥To learn that Black and minority ethnic people have contributed to the field of Art. Key words/phrasesResourcesOrganisation/GroupingDescriptive wordsBiography/picture of artistWhole classQuestion wordsCameraGroupWhy/becauseVisit from artist ¥Talk about Gloria and show her picture.¥Take pictures of art in the locality/school environment.¥Discuss what we like or what we donÕt. Give reason to justify preferences.¥Visit or look at an example of GloriaÕs work. Talk about the artistÕs style anddiscuss whether it would improve the environment, and what is liked/not likedabout her work.¥Create own art piece, building on the discussion about the style of the artist. ¥Pupils to share work that they have created.¥Encourage pupils to show and justify preferen

8 ce. Learning outcomes/Success criteria¥P
ce. Learning outcomes/Success criteria¥Pupils can show and justify preference of art in the community.¥Pupils have created own art piece.¥Pupils know about GloriaÕs life and her contribution to Bristol. Assessment opportunities Homework task or Parent/Carer involvementTo find pictures or works of art from magazines, newspaper etc. liked by family *See the resource list for details 2:9:125Gloria Ojulari Sule Lesson Plan 2:9 (PSHE, Literacy)Learning objectives¥To know the correct language to use to describe peopleÕs ethnicity and heritage.¥To raise awareness of multiple heritage people in the school and society.¥To know that Black and minority ethnic people have contributed to the field of Art. Key words/phrasesResourcesOrganisation/GroupingMultiple heritageBiography/pictures of GloriaWhole classThatÕs my Mumby Henriette Barkow*GroupsMixed racePictures of famous multiple heritage Ethnicitypeople*BlackGlossary* ¥Read/share Gloria Ojulari SuleÕs biography.¥Read ThatÕs My Mumby Henriette Barkow.¥Discuss pupilsÕ experiences of their own heritages and of others (including Welsh,French etc ).¥Ensure pupils use correct terms and know those that are no longer acceptable.¥Share pictures of famous multiple heritage people Ð (Mary Seacole, Oona King,Bob Marley, Tiger Woods, Jackie Kay, Lewis Hamilton).¥Ask pupils to research these peopleÕs he

9 ritages and produce a short biography¥Us
ritages and produce a short biography¥Use to create a display celebrating diversity. ¥Pupils to consider what questions they would like to ask some of these people. Learning outcomes/Success criteria¥Pupils use correct terms to describe ethnicity and heritage.¥Pupils are aware of the contribution of multiple heritage pupils to society nowand in the past. ¥Pupils know about GloriaÕs life and her contribution to Bristol. Assessment opportunities Homework task or Parent/Carer involvement *See the resource list for details 2:9:126 (PSHE, English)Learning objectives¥To ensure that pupils are aware of and can use acceptable language indescribing identity.¥To read, understand and appreciate John Agard's poem ¥To know that Black and minority ethnic people have contributed to life in Bristol. Key words/phrasesResourcesOrganisation/GroupingEthnicityBiography/picture of Gloria Ojulari-SulePairsMultiple heritageText/recording of Poem: GroupsRaceby John Agard* ¥Read/share Gloria Oulari SuleÕs biography.¥Paired work. Read/listen to poem: . Discuss the poem. Talk about theuse of Creole in the poem. How does this contribute to the poem?¥Discuss the main issues raised in the text. Talk about the effects of language indescribing ethnicity. Why is the term Ôhalf-casteÕ unacceptable? What are moreacceptable words?¥Pairs of pupils to talk about the

10 mselves and each other to describe their
mselves and each other to describe their ownidentities. Agree acceptable language and then write a brief description of eachother. ¥What did they find easy or difficult to talk about? Discuss the issues related totalking about ethnicity.¥Share descriptive writing. Learning outcomes/Success criteria¥Pupils can use acceptable language to describe their own and othersÕ identity. ¥Pupils know about the life of Gloria Ojulari Sule and her contribution to Bristol. Homework task or Parent/Carer involvementFind and read other poems by John Agard. KS3 *See the resource list for details Resources Resources¥http://www.gloarts.co.uk Ð GloriaÕs official website.-by Mary Hoffman. ISBN 0711211795.ThatÕs my Mum¥Angel cards Ð contact Gloria Ojulari Sule.¥http://www.mixedness.org.uk A website set up by the CRE to explore multiple heritage issues.¥Find a copy of by John Agard on this websitewww.intermix.org.uk¥http://www.starlightenterprise.co.ukby Doreen Baidoo available from Elaine King at Kuumba - ¥Bristol/Beira webpage* www.bristol.gov.ukThe Story of Tracy Beakerby Jacqueline Wilson. Name:Gloria Ojulari Sule. (Gloria is happy to negotiate with schools a fee for working in the school). Email:gloria@ojulari.fslife.co.uk Website:www.gloarts.co.ukWilling to be contacted by teachersYes for further questions? Willing to come into school to talk to pu