Edgar Calel
Discover explorations of community and family, Indigenous technologies, and the ownership of art
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.
Edgar Calel makes art in community, with his family. His 2021 artwork, titled Ru k’ox k’ob’el jun ojer etemab’el (The Echo of an Ancient Form of Knowledge) offers fruits and vegetables atop stones as a gift of thanks to the land and his ancestors. Drawing on his Kaqchikel heritage, Calel brings together dreams, nature, and memory in his artwork, creating space for Indigenous knowledges to be acknowledged and respected.
‘All the things we do are done collectively’
Edgar Calel
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 Edgar Calel’s practice can inspire your students to learn with art.
Family and Community
Calel makes his artwork in community with his family, visualising things together to tell their stories. He says, 'My brothers are other extensions of myself, and I am other extensions of them and of my parents, and my parents are extensions of other generations that have already passed away.’
Prompts
- Who and what are you an extension of? You could think of family, friends, pets, or even places!
- How could you visualise these connections? Are you knots on a rope, nodes in a web, rocks sitting together on the seashore, or something else entirely?
- In pairs, share your connections together. What can you learn about someone by who and what they’re connected to?
Indigenous technologies and ritual as practice
Calel says, 'In Indigenous Kaqchikel thought, there is almost nothing that is done alone.' By offering fruits, vegetables, and other gifts to the stones, the stones become bodies for Calel’s ancestors to inhabit and take refuge in. The ceremonies and rituals that Calel performs are both an art practice and an Indigenous technology, mechanisms that show us 'how life is connected to nature, to memory and to the spirit of those who came before us'.
Prompts
- Think about any rituals or ceremonies that you take part in. These could be religious or cultural, done privately or in community, or even take place online! How would you describe and celebrate your rituals?
- If someone else wanted to celebrate you the way Calel honours his ancestors, what objects could they use to represent you?
- Think of a space, building, or region of land that you feel connected to. What stories could you tell about it?
Ownership or care?
In 2023, Tate became custodians of Calel’s work, The Echo of the Form of Ancient Knowledge. Rather than owning it, the agreement acknowledges Tate’s responsibility to protect Calel’s artwork while recognising that it goes beyond the physical form. As Calel says, 'not all things are for sale'.
Prompts
- What do you think it means to own an artwork? Can you imagine other ways of sharing art around the world?
- Imagine you became a custodian for an artwork. What would you do to look after it?
- Pick an object from your home or everyday life that represents you. Would you want a museum or gallery to look after it for you? Why, or why not?
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.
- 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)