people stand on a ship overlooking pink and red fabric strip dragging in the ocean
people stand on a ship overlooking pink and red fabric strip dragging in the ocean

Cecilia Vicuña

Explore the climate emergency through finding hope, power and regeneration in Vicuña’s artworks
  • Video
  • Discussion
  • Key Stage 3
  • Key Stage 4
  • Key Stage 5
  • Sculpture
  • Pattern
  • Environment
  • Identity
  • Storytelling
  • Community
  • Watch the video

    about the video

    Encourage your students to respond to the video in their own ways – perhaps by making notes, doodles or drawings, or through gestures and sounds.

    Since the late 1960s Cecilia Vicuña has created poems, paintings, sculpture and film to explore and create alternative systems of knowledge.

    "Your rage is your gold"

    Cecilia Vicuña

    Vicuña's approach respects the Indigenous traditions that are a part of Chile’s history, while finding new ways to form connections with others.

    In this video, she talks about her exploration of quipu, an ancient South American recording and communication system made from knotted threads that encodes information, similar to a writing system. Vicuña foregrounds collaboration within her work and highlights our collective responsibility to change destructiveness, injustices and harm.

    Discuss

    Your students' ideas and experiences are the best starting point for any discussion. Using the prompts below, support meaningful and creative discussions in the classroom about the video’s key themes. Discover how Cecilia Vicuña's practice can inspire your students to learn with art.

    Fragility and Decay

    Vicuña’s work focuses on what is ‘dying and disappearing’. While decay used to contain the possibility of regeneration, in the video she says we have now created a new kind of death, which she calls a ‘terminal death’.

    Prompts

    • What do you think Vicuña means by this?
    • How do the materials she uses and the objects she makes express this idea? What other materials can you think of that could also express this?
    • Vicuña calls her art ‘precarious art’ because it is fragile and will disappear over time. Why do you think an artist might make work that disappears?

    Hope and Renewal

    Since the 1960s Vicuña has worked collaboratively with audiences as a way of inviting a shared experience. She says that this is a way of giving space to multiple points of view, which is more important now than ever. In her work, Vicuña holds a space for hope. Hope for recovery, renewal and a return to a better environmental balance.

    Prompts

    • How does Vicuña’s work make you feel? Can you find the hope within it? Where do you think hope is located?
    • What do you think the benefit is of hearing different people's points of view on a subject? How might hearing multiple points of view be relevant to confronting the climate emergency?
    • Imagine being inside one of Vicuña's artworks where you can see the many knots tied by the many hands that made it. What do you think being inside the artwork would make you want to do, think or imagine?

    Rage and Power

    In the video Vicuña says, ‘your rage is your gold’. She suggests the possibility that anger can be turned into something beautiful, important and powerful.

    Prompts

    • What do you feel strongly about? What does your ‘gold’ look like?
    • What makes you angry? How could you transform your anger into something powerful and make change in the world?
    • Think together about ways to make art that turns your ‘rage into gold’. How could you express your ‘gold’ creatively?

    How to use Artist Stories

    Introduce art and artists into your classroom with Artist Stories resources. The resources combine engaging videos and thoughtful discussion points to encourage confidence, self-expression and critical thinking. Art is a powerful tool for discussing the big ideas that impact young people's lives today.

    1. Explore the video:
    • Read About the video to introduce the artists to your students.
    • Project the video or watch it in smaller groups.
    • Each video is between 3–10 minutes.
    • Transcripts are included where available.

    2. Discuss the video:

    • Invite your students to respond to a discussion prompt individually. They could record their responses through writing, drawing, making or voice recording. (5 minutes)
    • Invite your students to share their ideas and responses with someone else. What have they learned about themselves or others by sharing their responses? (5 minutes)
    • Invite your class to share their thoughts and ideas in groups or as a whole class, inviting multiple perspectives and experiences. (10 minutes)

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