Fulbright Australia 2006 Project of the Year

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<ul><li><p>Cross-Culture Curriculum ConnectionsMatching Australian-American curriculum and community resources, students explore connections among Science, Culture, and Environmental Education through Art.</p><p>WONDROUS WATERSHEDSArt project to study the artworks of 18th C. European explorers to Botany Bay and San Francisco Bay, making connections among Art, Science, and Environment.</p><p>CULTURE CLOAKSGraphic Design project to study the wisdom and beauty of Aboriginal patterns of possum skin cloak as a model for a contemporary Environmental cloak design.</p><p>[re]VISIONING LANDSCAPEStudy of Australian and American artists and exhibitions as a model for a school exhibition exploring and challenging how we see and use/abuse Nature.</p></li><li><p>Wondrous WatershedsStudents at Palo Alto High School studied the wetlands habitats of San Francisco and Australia to explore the similarities of wetlands communities around the world. They studied artworks of early European Naturalists who recorded the flora &amp; fauna of these similar regions. They practiced drawing skills as Naturalists and researched ideas for a school exhibition of wetlands and for submission to the international contest River of Words that celebrates the Art &amp; Literature of worldwide wetlands. </p><p>www.riverofwords.org</p></li><li><p>Artist Scientists Botany Bay San Francisco BayStudents studied artworks of early European Naturalists to the Bay Area from copies of Bay Nature magazine and copies of Cooks Voyage to Botany Bay from the National Library of Australia. They studied about Joseph Banks and Adelbert von Chamissos work as artist-scientists in early explorations. </p></li><li><p> Nature Drawing: Observing the Details Outdoor education starts outside the classroom door. Being aware of how Nature surrounds us everywhere we go is a key concept of observing the world as Naturalist.</p></li><li><p>Watershed LandscapesStudents used references to study wetlands habitat. </p></li><li><p>Outdoor </p><p>Education</p><p>Students explore the Don Edwards National Wildlife Refuge in Fremont, CA. to study local wildlife up close in their own neighborhood that includes salt ponds, mudflats, and marshlands.</p></li><li><p>Studying </p><p>HabitatsStudents learn about the habitats of animals and birds of the Bay Area.</p></li><li><p>Getting to Know Our Natural NeighborsStudents sketched a variety of birds that frequent the Bay Area including; cormorants, puffins and murres spend most of their lives at sea, coming to land to nest off the coast of San Francisco. </p></li><li><p>Students visited Australian websites including Kakadu webcam, and the Wonga Wetlands in NSW, to notice similarities of wetlands around the world to understand the importance of preserving wetlands habitat throughout the world.Internet Connections: Visiting Virtual Wetlands</p></li><li><p>Visual ResearchStudents use textbooks, Internet research and Nature magazines for photo references of their Nature subject for the River of Words contest.</p></li><li><p>Visual Research in Science TextsStudents used the textbook The Nature Company Guide: The Walkers Companion to research animals and habitats of North America. Students sketched favorite animals to draw for the River of Words contest. </p></li><li><p>Drawing From NatureThe Art textbook included a section on Naturalist painting, while a field guide to birds included a history of artists contributions on European voyages of discovery around the world including; John James Audubons Birds of America and John Goulds Birds of Australia.</p></li><li><p>Media ConnectionsAfter visiting the National Wildlife Refuge, Peter is intrigued by the puffins of the Farallon Islands for his Naturalist subject. He uses an issue of Audobon magazine to paint the details of the puffin and its habitat.</p></li><li><p>Studying the DetailsSophie uses an issue of Audobon magazine as a reference to draw the realistic details of the variety of corals from the reef that surrounds her Naturalist subject. </p></li><li><p>Local Inhabitants of Our WatershedPatrick sketches a collared lizard found along Coyote Creek in the Bay Area watershed. </p></li><li><p>The Biozones RuleEddie researches details for a desert lizard and its habitat. California has eight of the nine Earth biozones, including marine, mountain, desert, and rainforest.</p></li><li><p>On the Subject of BirdsMegan studies the details of the Eastern Bluebird and includes its primary food source of berries from the tallgrass prairie.Alexa carefully selects a variety of red colored pencils to sketch in the details of a brightly colored species of cardinal: Pyrrhuloxia.</p></li><li><p>Fishing for a SubjectStephen knew right away that he wanted a brightly colored fish from a coral reef for his Naturalist subject. Oil pastels with their rich color saturation were a great choice to capture the rich colors of fish on a coral reef. </p></li><li><p>Favorite Flora &amp; FaunaNicole made her preliminary frog sketches were from the science textbook. For her final painting, she selected the cover of an issue of Bay Nature as her photographic resource to show frogs in their watershed habitat.</p></li><li><p>Library ExhibitionWatershed paintings and drawings were displayed in the school library along with an introduction about the Don Edwards Wildlife Refuge, Kakadu National Park, and The Wonga Wetlands to inform the school community about the importance of preserving wetlands habitats worldwide.</p></li><li><p>The Common Puffin</p><p>Peter T.</p><p>Lustrous wingsbeat their constant rhythminto the sky and then you spiraldownwards, beak first,into the icy iridescent water.Curving through the cool chasmof deep blue you are a blurof black and white.As you rise from the PacificYou shake your plumb bodyin exultant triumph.You stand above the wateron solid mound of hoary rockand spy a shimmer of grayamidst the oceanthen you laborinto the air once again.</p></li><li><p>Who Am I?Nicole V.</p><p>Out of my milky eyes I seeThe things that no one appreciates,The things that mean the most to meAre being destroyed by others who do not understandThe value of tall green stalks on which I slip and slideWhen predators come in which I hide,The swamps at which I spend my dayTo others just seem in the way.Who am I?I am the creature that jumps around The one that seems always happy.But how can I be happy when my home is gone?I might be slimy with some scales. From leaf to leaf I travel.I lay my eggs in groups of tenIn the river bend.From tad poles to frogs we struggle To live in this, our environment.Who am I?I am the frog Out of my milky eyes I seeThe things that no one appreciatesI am the frog.</p></li><li><p>Watchers of the Bay</p><p>Watchers of the Bay,they guard it from intrusionhappy to see allyet no one passes by.The delicate petalsare cheery with the lightthey watch over the waters,still calm with morning air.Do not be fooledby the lighthearted breezinessthe golden poppies aurais nothing but a mask.When they become disturbed,the poppies have no mercythe winds they will unleashto chase the offense out.Windswept cliffs thus tower upbarren, saddened rocksthey, too, are washed with light,but they do not reflect it.Gleaming waves graze lonely beaches,sprinkled among the cliffsno soul has walked these sandsthe poppies hide them well.Now and then a lone bird comesaside from that theyre alone the poppies keep invaders out,The Bay belongs to them.Hadas J.</p></li><li><p>Why We Need to Preserve Trees</p><p>The chipmunk is sitting on the roots of a tree eating berries. In the background there is an owl looking for its prey. My drawing represents a chain in life; the chipmunk eats the berry, the owl eats the chipmunk, and some times even the owl will become the prey.</p><p>The habitat is a forest where there are trees. As time goes by people just keep cutting down more trees to make paper and pencils and other materials, which is why we should not waste paper and recycle things we use. If we dont there soon will be no forest left, and slowly the animals will start to disappear. </p><p>Lorena D.</p></li><li><p>In the Coral</p><p>Steven G.</p><p>I chose to draw a colorful fish because its one of the many animals that live in Coral Reefs, which are the oldest and richest natural communities on earth. They hold millions of years of our planets evolution. Present day reef animals are found as fossils dating back to an age of dinosaurs about 100 million years ago. The Coral Reef is home to many different varieties of animal, like the fish Ive drawn. They are essential to underwater life and should be protected and cared for.</p><p>I chose to draw this fish because of the habitat it lives in. Hundreds of creatures living under one roof is interesting and unique. Coral Reefs are full of life and evolution which is interesting to me.</p></li><li><p>Pyrrhuloxia Poem</p><p>Alexa H.</p><p>Pinkish-red feathers,Curved parrot-like billThe Pyrrhuloxia enjoys sunny weather,And has great singing skills.</p><p>She sports a bright Mohawk,With a delicate gray physique.Prefers flying in flocks,And has a bright yellow beak.</p><p>She is the most beautiful bird,With her unique singing voice,If you havent already heard.</p></li><li><p>CULTURE CLOAKS </p><p>Patterns of Culture</p><p>Cultural Identity </p><p>and Environmental PracticesIllustrated in Design Symbols</p></li><li><p>Environmental Culture CloaksIndigenous peoples share a rich appreciation and respect for the environment in their cultural traditions and practices. Students studied the use of graphic design symbols by indigenous clans in Australia and California, to record land features, environmental values, and personal identity. Using the tradition of symbolic designs on clothing and animal skin cloaks as a model, students designed environmental symbols to represent important cultural values for a sustainable future. They transferred their designs onto two contemporary cloaks made of Australian possum and rabbit skins as a symbol of the practices that indigenous peoples teach: to live in balance and respect of environmental resources. Like a cloak, we must wrap these practices around us for a sustainable future for the world.</p></li><li><p>Field Study: Asian Pacific ArtsA field trip to the Papua New Guinea Sculpture Garden at Stanford University provides a model of Asian Pacific Arts. Organic and natural design patterns include wood carvings, totems, painted logs, and carved stone.http://www.stanford.edu/~mjpeters/png/ </p></li><li><p>Painted PolesPainted poles are similar to Australian artworks at the entrance to the National Gallery in Canberra.</p></li><li><p>Making Aboriginal Art ConnectionsStudents examined Aboriginal examples of painted logs with design patterns that represent cultural ideas. </p></li><li><p>Comparing Continents</p><p>Art Reflects LandscapesUsing land maps of Australia and the US, students studied the many varieties of land forms that shape culture. They noted that the colors and features of desert, rainforest or mountain can affect the ways that artists represent and paint the landscape. The variety of habitats and ecosystems have different types of animals and plants that artists use in their artworks.</p></li><li><p>Artists and LandscapesStudents examine Aboriginal artworks from Maruku Arts Center at Uluru to see how land features influence the work of artists. Carved items from the Anangu include flower patterns and designs burned into the wood of a traditional carrying bowl. Other forms are design patterns of lizard and snake sculptures. </p></li><li><p>Classroom MuseumArt resources purchased in travels around Australia arranged for a classroom museum include paintings and artifacts with maps of Australia on each table. Students could inspect and touch each of the artworks to see if they could guess the landscape it came from: desert, mountain, or rainforest.</p></li><li><p>Possum DreamingA key table gallery was a collection of possum skins and a stuffed possum. For a graphic design project students would design environmental symbols for Aboriginal style possum &amp; Ohlone style rabbit skin cloaks to honor wise environmental practices of native peoples.</p></li><li><p>Ownership of SymbolsSymbols represent objects or ideas and are recognizable to the group of people familiar with those objects or ideas. Contemporary symbols, like famous trademarks, are owned by the corporations that design them. Aboriginal artists own the symbols for their artworks in the same way. Its important to distinguish ownership of artistic design to respect indigenous cultures and provide a clear structure for using original designs for study, rather than to copy into their artworks. </p></li><li><p>CloaksAs MapsFabri Blacklock from The Powerhouse Museum in Sydney sent a packet of resources on traditional possum skin cloaks. Students examine cloak diagrams with patterns in a numbered key translating the meaning of the symbols. </p></li><li><p>Designing Environmental SymbolsStudents had to list 10 sustainable environmental habits that they researched in magazine and textbook information. They listed their favorite tips and drew symbols in Aboriginal style to represent their favorite sustainable lifestyle ideas and practices.</p></li><li><p>Models for Making Environmental SymbolsThey studied designs on Aboriginal artifacts to get ideas for organic symbols. Square worksheets were for the Ohlone style rabbit skin cloak, and the triangular ones were for the Aboriginal possum cloak sections.The diagram of a NSW Aboriginal cloak pattern with a key identifying meanings of the symbols proved to be invaluable tools for understanding how symbols are designed into patterns to tell a story, record land features, and communicate cultural values and ideas. </p></li><li><p>Selecting SymbolsThey selected the best designs for a variety of daily practices that illustrated saving energy, reducing carbon emissions, recycling, and conserving resources for each cloak.</p></li><li><p>Design TransferStudents spent several class periods transferring the environmental designs onto the possum skins in pencil and brown Prismacolor markers to create the effect of the darker lines from shells used to etch symbols on traditional Aboriginal possum skin quilts.</p></li><li><p>Fitting it All TogetherWe laid out the possum skins in rows and decided to include a map of the Bay Area from the watershed curriculum guide. All three rows include part of the san Francisco Bay, with the pattern weaving across the cloak. </p></li><li><p>Mapping Environmental InfluencesThey drew the shape of the continent of Australia around the contours of California on the rabbit skin cloak to show the influences of Fulbright-Australia in designing our environmental cloak. They made a key to the design symbols for both cloaks.We designed two cloaks: one using possum skins in Aboriginal style, and the second using rabbit skins to honor Native American tribes of our region.NSW Aboriginal possum skin cloaks [left] compared with Ohlone rabbit skin cloak [right].</p></li><li><p>Key InformationUsing a traditional Aboriginal possum skin cloak design diagram and key from the Powerhouse Museum as a model to make a diagram and key for our environmental cloak, the key helps viewers understand the symbols for a Green lifestyle.</p></li><li><p>Assembling the Possum Skin CloakThe rabbit skins came in two plates eight pelts sewn together, but the possum skins were individual pelts. Each set of pelts was cut and trimmed to match at the seams for sewing. We used fifteen possum pelts for the possum cloak. Using a leather needle I sewed the fifteen possum skins into a single cloak, then attached all the tails alon...</p></li></ul>