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RAY CROOKE EDUCATION KIT

www.grafico-qld.com
Written by the Perc Tucker Regional Gallery Educational Unit, Townsville, Queensland, Australia. (The images on this page are intentionally low resolution to assist faster browsing times. Images in the book are of the highest quality). For schools unable to view the touring retrospective exhibition, the book in conjunction with the tour is availailable through Grafico Books.
N O R T H  O F
C A P R I C O R N


A PERC TUCKER REGIONAL GALLERY TRAVELLING EXHIBITION


Secondary school students and teachers are encouraged to use this brochure as part of their visit to the exhibition, or in conjunction with the book NORTH OF CAPRICORN: the art of Ray Crooke. It includes comments by the artist, Ray Crooke, and writers Sue Smith and James Gleeson which are grouped thematically with images from the exhibition. Some activities have been suggested, but please, feel free to devise your own.

SHADOWS INTO LIGHT

Activities

At first glance, these first two paintings are very different.

After reading the comments, compare them with each other. Find and list the similarities in terms of the use of light, shadow, colour, geometry and overall composition.

Take a photograph or make a painting or drawing like Ray Crooke’s which looks ‘from the shadows out into the light’. Sit in front of a window or open doorway which looks to the outside world. Paint, draw or photograph everything you see in both the darkened, shadowed foreground and the brighter, outside background. Try framing your view of the outside world through the door or window, just like Ray Crooke.

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1. Dawn, Papua, 1964
oil over synthetic polymer paint on composition board
76 x 122 cm
collection: The Hon. Sir Walter and Lady Campbell

SHADOWS INTO LIGHT
‘ The artist's highly individual style of building up a richly painted surface with thin glazes of colour, and his favourite device of looking from deep shadows out into the light, also contribute to the striking effect of this picture.’ - Sue Smith, 1997


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2. The football match, 1966

oil over synthetic polymer paint on canvas on board
57.2 x 72.4 cm
private collection

‘ I did a number of paintings like this. I became fascinated by the shapes in the foreground, the silhouetted shapes that the country produced, and looking from the shadows into the light.’ - Ray Crooke, 1997

Activities

Many of the people in Ray Crooke’s paintings are lying down, sleeping or sitting very still and contemplating. Find how many people in how many different paintings are lying down or sitting still. Why are they doing this? Is it day or night ? Do you think it is hot or cold ? Explain.

Try to imagine that you have a magic remote control with a special pause button that can freeze everything and everyone around you as still as statues. At school or at home, point this magic remote control at your friends or family and "pause" them while they are sitting down in class, eating lunch or lying down on the couch watching television. Try making a painting or drawing which shows them frozen like statues, absolutely still but looking like they might come back to life and start moving again at any moment.

STILLNESS
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3. Drover sleeping, Cape York, c.1966
oil over synthetic polymer paint on composition board
90 x 121 cm
private collection

‘ Their special kind of magic only begins to work when one has discovered the stillness and the silence that lies at the heart of everything he paints... This stillness is not the mere stillness of arrested motion, but the projection of a mind preoccupied with deep and permanent things.’ - James Gleeson, 1972

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4. Sunday, Thursday Island, 1960
oil over tempera on composition board
73 x 118.1 cm
private collection

Activities

Many people remember Ray Crooke’s paintings for their use of colour. Look at both of these paintings and list the different colours which he has used. If you can only find one or two different colours in each painting, then count and list the number of different shades or tones of each colour which he has used. Do you think his paintings are vivid in their use of colour or subtle and controlled ? Comment on why he uses a complimentary colour, most often red, in so many of his paintings.

At school, photocopy a simple black and white sketch or print from an art book or your own folio. Try colouring in the photocopy using as many different tones of a single colour acrylic paint as you can make (this also works well with a computer paint program). Try picking out a single element in the painting with a complimentary colour that really stands out.

COLOUR
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5. Morning, 1970
oil over synthetic polymer paint on canvas on composition board
73.8 x 99.6 cm
private collection

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6. Waterfall, Namale Plantation (Vanua Levu), 1991
oil over synthetic polymer paint on canvas
153 x 122 cm
Collection: Suncorp-Metway Limited, Brisbane

Activities

These two pictures by Ray Crooke were painted thirty years apart. They are both island scenes and both show a number of people doing different things. Compare the paintings and write down the differences between them. Try to concentrate on the different way, or style, in which Ray Crooke has painted them. Look at his use of colour, how he has painted the figures, houses, trees and other details, and how he has organised the whole picture (composition).

Try to imagine that you are the Art Critic for a major daily newspaper. As you look at the exhibition, take notes about the paintings which you think are similar, are different or which strike you in some way. Pay particular attention to the style and subject matter of each painting, and when it was painted. At school, write a short review of the exhibition which talks about how Ray Crooke’s paintings have changed from the earliest work (1944) to the latest (1991).

‘ Painted at Yorkeys Knob; a friend posed for the figure in the foreground. In many of Crooke’s late works, the seductive naivety and misty atmosphere of his earlier paintings give way to a harder and more precise style. The static and monumental figures in Sunday morning are memorable for their tactility and the uncompromising clarity with which they, and the decorative folds of drapery, are described.’ - Sue Smith, 1997

EVOLUTION
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7. The school bell, Thursday Island, 1958
tempera on composition board
117 x 148 cm
private collection

‘ It is characteristic of the basic reticence of his approach that he focuses the greater part of his attention on tonal relationships. Although he has a beautiful and highly developed sense of colour he prefers to structure his paintings as an organisation of tones. One has only to compare his tropical landscapes with those of Gaugin to see the differences between an artist working through tone and one who worked through colour.’ - James Gleeson, 1972


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8. Sunday morning, 1988
oil over synthetic polymer paint on canvas
122 x 153 cm
courtesy of Philip Bacon Galleries, Brisbane

‘ When I was on Thursday Island when I was in the army I was billeted somewhere near the school. I used to watch the school opening every morning and the teacher used to ring a bell. [The picture] was done in Victoria in that first surge of painting... at Ferntree Gully I started painting and I hadn’t yet formed any distinct style - I had a lot of things to say but I didn’t know how I was going to say them.’ - Ray Crooke, 1983

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If your school is interested in travelling - you may be interested in visiting this site which specialises in Educational Tours for Schools

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