Mari Katayama
Discover why art should be for everyone and hear how mottos, fashion and wellbeing inform Katayama’s practice
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.
Artist Mari Katayama creates hand-sewn sculptures and photographs that prompt conversations and challenge misconceptions about our bodies.
"I always press the shutter myself. That's my motto"
Mari Katayama
Born with the developmental condition tibial hemimelia, Katayama chose to have her legs amputated at the age of nine. Her wearable sculptures, which also feature in her images, often include limbs, hands and embellished hearts.
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 Mari Katayama’s practice can inspire your students to learn with art.
Mottos and Rules
In the video Katayama shares that ‘I always press the shutter myself. That’s my motto.’
Prompts
- Imagine yourself on either side of the camera: as sitter, as photographer, and then as both. What do you think about each relationship? Does it feel equal?
- Can you think of any rules or mottos you have for your life? If you don’t have one already could you come up with one?
- How could this motto help you make art? Does it create a rule or instruction for the decisions you make when creating your artwork?
Fashion and Wellbeing
Katayama uses fashion to go out in society feeling confident. However, she also shares her experience of other people thinking that dressing up is unnecessary for her wellbeing and how this makes it even more difficult for disabled people to access creative expression.
Prompts
- Think about Katayama’s ‘High Heel Project’. Why do you think she made this artwork? What is she trying to tell us about the importance of fashion and creativity in her life?
- How do you feel about the assumption that fashion matters less if you have a disability? Why might this be a harmful idea and how could you argue against it?
- What does fashion mean to you? How do you like to express yourself through the clothes you wear?
Beauty and the Body
Katayama had many surgeries growing up to manage her health. As a result, she feels that her body is somehow ‘artificial’, and contrasts this with the idea of ‘natural beauty’. ‘This body is not natural’, she says, ‘I was wondering if it was beautiful or not.’
Prompts
- Who gets to decide what beauty looks like? Where do you think the rules about beauty come from?
- Think of something ‘artificial’ that you find beautiful. What makes you feel that way?
- What impact might cultural beauty standards be having on you and your loved ones? How could you use your creativity to break some of these rules?
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)