“Not my King (toolkit)” from The Gendered Planet Artistic Research Project at the Art Alumni Show 2019 Curated by Martha Wilson

“Since the pharaohs of Egypt, sex and politics have had a long association. Today, we remain fascinated by both—so I thought to select works that are explicitly sexual and/or political in their content. These works may reveal innermost secrets or may take the wide world as their scope.  Does making art change the world? Perhaps not, but if we don’t do anything, we will explode.” Martha Wilson

Statement of Project

The Gendered Planet is an artistic research project, which analyses and deconstructs the commodification of women’s bodies in Western neoliberal visual culture in which oppressive identities of women have been historically engineered. The project includes a toolkit ​Not my King which consists of playing cards as games inviting and guiding the audience to play while encouraging diverse conversations on the intersections between capitalism, patriarchy and possible effects on Anthropocene ecologies.

The instructions (included as additional printed as cards) consist of guiding the players to articulate different games such as Rummy, where they can meld and discharge cards while reading the card’s content and getting rid of the King. Another option is to try making a house of cards that resembles a power pyramid. Also, it is possible to set the cards in a timeline that can also be read as a gender-violence archive.

Using contemporary art strategies of disruption within a ludic space, the aim is to raise awareness of the aforementioned themes, with this toolkit seeking to articulate and inspire ongoing discussions in varying pedagogical contexts. This is not just a gallery-based project but also a public spatial intervention, particularly as advertising writes the script for so-much of the look of public space and how we behave in it.

Printed playing cards tarot size displayed on a table.​ 2​018-2019.

MYP Art + Design / International Baccalaureate

Global Context: Scientific and Technical Innovation
Key concept: Creativity
Related concept: S.T.E.A.M. (Science, Technology, Engineering, Art, Math)

Statement of Inquiry: STEAM is creativity applied to scientific and technical innovation

O.Q.: Where does Scientific and Technical Innovation meet Art and Design?

Inspired by Leonardo da Vinci´s machine designs, students will design a robot applying the technique of schematic drawing and cardboard sculpture.

Inquiry questions:

Factual: What is STEAM?
Conceptual: How have artists influenced science and vice versa?
Debatable: What makes humans different from machines?

Students’ works


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Inspired by artist Jacob Lawrence, human rights and the UN Sustainable Goals, students will inquiry and map how humans share finite resources and how does power affects communities relationships. They will choose a topic that represents power and makes a painting. They will apply the skills of painting and drawing using a grid system to scale an image.

Activities: Brainstorming, discuss about the human rights importance. What is political painting? Research on the internet, painting workshop, gallery walk

Artists: Jacob Lawrence, Barbara Kruger, Antonio Berni

Vocabulary: exodus, migration, power, contrast, balance


“Freedom of Speech”



“The right to be yourself”


“How people choose politics”


“Democracy for all”


“Women’s Rights”


“Might peace be with you”


“Equal opportunities”


“No slavery”


“Access to Education”


PYP IB Curriculum
Grade: 6
Time: 12 sessions
Summative Assessment: Currency Design

Inspired by the Norwegian banknotes design, among others of students’ choice, they will made an artwork applying the technique of collage and drawing as a response to a social issue (UN Sustainable Goals). The prototype is printed in color paper to simulate currency. Students also play the role of governments deciding where would they invest the money to achieve theUN Sustainable Goals.

UOI: How We Organize Ourselves
Central Idea: All financial decisions have consequences.

Lines of inquiry:
– Change: How does economy change the world?
– Reflection: ​How do we know about the impact of global financial risks? Who takes the risks?
– Responsibility:​ What is our responsibility as consumers and citizens of a Globalized world?

PYP IB Curriculum
Grade: 4-5
Time: 15 sessions
Summative Assessment: Cardboard Signs

Goal: Create awareness about the ocean pollution.
Role: Art Activists
Audience: School & Stjørdal Community
Situation: Studies have found, there are over 300 billion pounds of plastic in our oceans and they say the effect that waste has on animals is overwhelmingly (Bergen University).
Product Performance and Purpose: Students will inquiry into rights and responsibilities in the struggle to share finite resources with other people while making a sign and/or poster for an activism campaign.

Lines of Inquiry:
– Form: What is it like to live in the ocean?
– Change: How is pollution changing the oceans?
– Responsibility: How can art help people to understand their responsibility for cleaning up the oceans?

Activities: Discussion about the theme in class, Analysis of art Activism references, Cardboard Poster Workshop, collaborative “Manifesto” design.


G.R.A.S.P. and worksheet. The rubric is also provided as a task list.

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Students discussed the meaning of a “Manifesto” and made one with their own messages.


Students asking students from all over the school to sign their manifesto to reduce plastic waste.


Students with their signs ready to take action.

PYP IB Curriculum
Grade: 4-5
Time: 15 sessions
Summative Assessment: Comic Books

In this lesson, 15 students from grades 4th and 5th addressed issues of migration and culture by making a comic book. The lesson plan followed the central idea of “People migrate altering the existing environment, culture and their own lives” focusing the discussion questions on the two lines of inquiry: causation and reflection. The IB lines of inquiry questions used for discussions and creating art were the following:

  • Causation: Why is migration like it is?
  • Reflection: What is culture?

To support the discussions, students analyzed the artworks of Jacob Lawrence Migration Series (1941), artist Marjane Satrapi, and archive images from migration in Norway during WWII as well as newspapers to better understand how migration affects existing cultures. The experiences of sharing different socio-cultural perspectives in the classroom successfully help students make meaning and acquire knowledge about migration, diversity while bringing community and respect towards each other. The assessment of the lesson consisted of a simple student rubric and museum walk.

Students’ comics in accordion book format:


Students providing feedback to other students.


From Tanzania to Norway, and vice-versa.



From Congo to Norway.



A great-grandfather escaping from Norway to Sweden during WWII


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A student from Palestine presents her story.


From Eritrea to Sudan and then to Sweden and Norway