2014, Metal Wire Sculpture, 350 x 150 cm, Series of 3

By KOH PO YIN, ANGELINE, Springdale Primary School, Art Coordinator

 How do we behave when we are exposed to new challenges and situations?

The state of our behaviour is not constant, but changes and evolves markedly over time, comparably to that of the lifespan development of living creatures, where metamorphosis occurs. Human behaviour is an interactive product of both personality and situation. Three different behaviours are expressed in the art installation: the conformist, the recusant and the volitive. In any situation, we may behave like a conformist (contented and comfortable to remain in the comfort zone), a recusant (refusing to submit and trying to break out of the situation) or a volitive (with the will power and determination to meet the new challenges).

Lesson Ideas for Mental-morphosis (2014) by Koh Po Yin Angeline

This lesson is suitable for students in: Primary 5

Artwork title: Mental-morphosis

Name of artist: Koh Po Yin Angeline

School: Springdale Primary School

Possible Guiding Questions

Subject Matter

What is the artwork about?

What can you see in the artwork?


What does the artwork remind you of?

What interests you most about this artwork?

How will you describe the mood?


Why do you think the artist has chosen to represent the artwork in this scale (life-sized wire sculptures)? Would the meaning change if the artwork is represented in another scale?


How will you describe the use of space/art elements in the artwork?


What medium is used to make the artwork?

Can we use other medium instead?

What other alternative medium will you use then?


What message was the artist hoping to convey in the artwork?

Who is the intended audience?


Why do you think the artist made the artwork?

Was it inspired by real life events?

Was it in reaction to something?

Possible Elegant Art Tasks

Starting point: personal interests-body language

In this lesson idea, students could be asked to think about how their body language conveys emotions. The teacher could ask students to enact different tableau, or freeze frames, showing exaggerated postures of delight, anger, sadness, confusion, boredom, and sleepiness.

The teacher could introduce drawing with a continuous line (with pen or pencil) and introduce the concept of mass, volume, and contour drawings represented by drawing a line. Besides images of these artworks, the teacher could use images of artworks by Victor Tan, or Giacometti as a stimulus to explore mass, space, and positive/negative spaces formed by wire. A possible elegant art task might look like:

Create a portrait (bust, or full figure) using aluminium form and wires to express emotions/feelings (e.g. delight, anger, sadness, confusion, boredom, and sleepiness).

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