wonderment of te world - kara germano: teaching e-portfolio · communicate concepts… strand:...
TRANSCRIPT
Wonderment ofte
WorldYear Level: 4
Picture source: http://img.wikinut.com/img/3r2wx5cgt8jj06eq/jpeg/0/Nature.jpeg
Kara Germano | [email protected]
Table of ContentsPreamble...............................................................................................................................................3
Session 1 - Identity: Individual and Community.............................................................................4Session 2: Learning Beyond the Visual Arts Classroom............................................................6
Session 3: Indigenous Perspectives - Caring for Place, Caring for Country..........................9Session 4: Flora, Fauna & Art.........................................................................................12
Rationale.....................................................................................................................15Session 1 Supporting Material...............................................................................17
Session 2 Supporting Material...........................................................................20Session 3 Supporting Material......................................................................22
Session 4 Supporting Material.................................................................24
Kara Germano | [email protected]
Preamble
This unit of work is titled ‘Wonderment of the World’, and has been designed for students in
grade four. This is an incredibly broad topic, allowing for creativity, and individual ideas to be
explored and expressed.
This unit comprises of four engaging sessions. Throughout these sessions students will
explore particular artists, visit galleries in their local area, gain new insights and perspectives,
as well as create and reflect on artwork. These sessions require students to work
collaboratively and independently, make connections between other curriculum areas, and
use ICT when necessary. All of these inclusions in the sessions collectively lead to knowledge
and skills outlined in the curriculums of choice (Australian Curriculum and Victoria Essential
Learning Standards – AusVELS).
The grade four students whom will be undertaking these sessions have successfully
completed all prior levels of each of the curriculums. The students are familiar with, and are
currently learning about Australian History in the humanities learning area, as well as
biological science and the environment in the science learning area.
Kara Germano | [email protected]
Session 1 - Identt: Individual and Communit
Title: Identity - Who am I?
Curriculum Foci
AusVELS (VCAA, 2013) Australian Curriculum (ACARA, 2012)
Learning focus: students develop
their arts knowledge…and ways to
communicate concepts…
Strand: Making
Standard: students create and
present work… that communicate
experiences, ideas, concepts…
Viewpoint: the artist
Dimension: Creating and Making Band description: they can determine and
execute an individual approach to a theme
or subject matter. They use different
physical… materials and techniques…,
Content description: present artworks and
describe how they have used visual
conventions to represent their ideas
(ACAVAM112).
Content elaboration: comparing the visual
conventions in artworks made for specific
purposes, for example, how the artist
represents an idea to show the audience a
particular viewpoint.
Achievement standard: Students…make
artworks that are inspired by artworks
they experience. They use visual
conventions, techniques and processes to
communicate their ideas.
Key Equipment/Resources:
- Art smocks
- Black A3 paper
- Bottles of blue, yellow and red paint
- Copy of ‘Portrait in the Mirror’ – Margaret Olley (either print out or shown on the
interactive whiteboard)
- Glue
- Markers
- Paintbrushes
- Scissors
- Tubs for paint
- White A3 paper
- Whiteboard
Three Key Focus Questions:
1. What does the word identity mean?
2. How can art be used to show identity?
3. Are you able to express your identity through artwork?
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Link to Cross-Curricular Context: The Humanities – History and English
Key Arts-related Vocabulary to be Developed:
- Balance – symmetrical
- Continuous lines
- Contour lines
- Focal point – focus, centred, stands out
- Primary colours
- Space – overlap, busy, cluttered, sense of depth
- Two dimensional (2D)
Underpinning Theory: The Conceptual Framework
Structure
Visual Arts Focus
Students explore the notion of identity. Students seek inspiration in a self-portrait by an
Australian artist. From this, students combine painting and collage to discover how artwork
can express whom a person is.
Tuning In
Introduce the topic of identity to the students. Brainstorm what the word identity means, and
ask students to give examples of what they believe makes them who they are.
Demonstration Session
View ‘Portrait in the Mirror, (1948) by Margaret Olley, and discuss how this artwork reflects
Margaret’s identity.
Investigation Session
Students design their own self-portrait through a contour, continuous line painting of the
three primary colours. Students then cut up the painting and combine it back together on
black paper, ultimately making a collage of their identity.
Reflection and Making Connections Session
Students share their artwork, explaining how it expresses their identity. Final discussion
about why identity is important throughout one’s life.
Adaptions
– Enabling prompt: students who require additional help are to not feel rushed in their
work, and they do not have to use more than two colours before creating their collage.
– Extending prompt: students who complete this task quickly or need an extra challenge
are to include objects in their painting, similar to Margaret’s.
Assessment
– Observation of the students’ overall contribution to the discussion about identity, as
well as the discussion regarding Margaret Olley’s painting.
– Observation and anecdotal notes of the students throughout the lesson, focusing on the
language used and the techniques used when creating their artwork.
– The final artwork will be collected to determine the depth of understanding how
identity can be expressed through art.
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Session 2: Learning Beyond te Visual Arts Classroom
Title: What Does Art Tell Us?
Curriculum Foci
AusVELS (VCAA, 2013) Australian Curriculum (ACARA, 2012)
Learning focus: using appropriate
arts language, they begin to
identify and describe ways…
others use specific elements,
principles and or/conventions,
skills, techniques and processes to
discuss how ideas, feelings and
purpose are conveyed. They
reflect on…other people’s artwork
and ideas, identifying key features
of works from their own and other
cultures…
Strand: Responding
Standard: they identify and
describe key features of art work
from their own and other cultures,
and use arts language to describe
and discuss the communication of
ideas, feelings and purpose in…
other people’s artworks.
Viewpoint: the audience
Dimension: Exploring and
Responding
Band description: students extend their
awareness of how and why artists,
craftspeople and designers realise their
ideas through different visual
representations, practices processes and
viewpoints…As they experience visual arts,
students draw on artworks from a range of
cultures, times and locations.
Content description: identify intended
purposes and meanings of artworks using
visual arts terminology to compare
artworks, starting with visual artworks in
Australia including visual artworks of
Aboriginal and Torres Strait Islander
Peoples (ACAVAR113).
Content elaboration: identifying meaning
and describing subject matter and form in
artworks from different social, cultural or
historical contexts. Considering viewpoints
– societies, cultures and histories.
Achievement standard: students describe
and discuss similarities and differences
between artworks…. They discuss how…
others use visual conventions in artworks.
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Key Equipment/Resources:
- iPads (one per two people)
Three Key Focus Questions:
1. What's going on in this artwork?
2. What do you see that makes you say that?
3. What more can you find from this artwork?
Link to cross-curricular context: The Humanities – History, English, and Information and
Communications Technology (ICT)
Key Arts-related Vocabulary to be Developed:
- Balance
- Colour – hue, value, intensity
- Composition
- Contrast
- Focal point
- Form
- Line
- Shape
- Space
- Texture
- Tone
Underpinning Theory: Visual Thinking Strategy
Structure
Visual Arts Focus
Students visit the National Gallery of Victoria Australia (NGVA). Students explore the variety
of artwork on display, before focusing on and critically analysing one particular artwork.
Tuning In
Ask students what they expect to see at the gallery, what they are most looking forward to and
what they hope to gain from the gallery visit.
Demonstration Session
View multiple artworks and discuss them with the students. Demonstrate how to apply the
VTS to artwork and attempt this with several art pieces.
Investigation Session
Students pick an artwork from anywhere in the gallery. Students work in pairs to apply the
VTS to the artwork, and create a piece of work to be submitted. Students use their iPads to do
so, but are able to create any final piece of work, such as a video, a PowerPoint etc. The
students also have internet access on the iPads, which allows them to do research if
necessary.
Reflection and Making Connections Session
Students share with the class the information they recorded about their artwork. Encourage
the students to express their individual thoughts about other people’s artwork, particularly
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the same/different opinions.
Adaptions
- Enabling prompt: students who require additional help are able to complete this task
as a group, with the teacher acting as a facilitator of discussion.
- Extending prompt: as this task allows each student to work at their own level, students
who show a clear level of understanding will produce a piece of work with deeper
views and interpretations, and correct use of artistic language.
Assessment
- Observation of the students’ overall contribution to the discussion about artwork and
artists.
- The final piece of work will be collected to determine the level of detail students were
able to respond to and analyse an artwork, using correct language. This will also
indicate how collaboratively students worked with one another.
Kara Germano | [email protected]
Session 3: Indigenous Perspectves - Caring for Place, Caring for County
Title: A Different Perspective - Connection to the Land
Curriculum Foci
AusVELS (VCAA, 2013) Australian Curriculum (ACARA, 2012)
Learning focus: They reflect
on…other people’s artwork and
ideas, identifying key features
of works from their own and
other cultures…
Strand: Responding
Standard: they identify and
describe key features of art
work from their own and other
cultures, and use arts language
to describe and discuss the
communication of ideas,
feelings and purpose in…other
people’s artworks.
Viewpoint: the audience
Dimension: Exploring and
Responding
Band description: as they experience visual arts,
students draw on artworks from a range of
cultures, times and locations. They explore the
influences of Aboriginal and Torres Strait Islander
Peoples… Students also explore different styles of
art made by Aboriginal and Torres Strait Islander
artists.
Content description: identify intended purposes
and meanings of artworks using visual arts
terminology to compare artworks, starting with
visual artworks in Australia including visual
artworks of Aboriginal and Torres Strait Islander
Peoples (ACAVAR113).
Content elaboration: identifying meaning and
describing subject matter and form in artworks
from different social, cultural or historical
contexts. Examining public art in their community
and comparing it to other artwork
commemorating different people, times and
cultures. Considering viewpoints – societies,
cultures and histories.
Achievement standard: students describe and
discuss similarities and differences between
artworks…. They discuss how…others use visual
conventions in artworks.
Key Equipment/Resources:
- Book: My Island Home – Neil Murray
- Pencils/pens
- Writing paper
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Three Key Focus Questions:
1. What is different between Indigenous Aboriginal art and other art you have seen
2. What are the key features and purposes of Indigenous Aboriginal art and how do
you know that?
3. Can you draw and name some symbols used in Indigenous Aboriginal art, such as
the symbol for a man and a woman?
Link to cross-curricular context: The Humanities – History and English
Key Arts-related Vocabulary to be Developed:
- Balance
- Colour – hue, value, intensity
- Composition
- Contrast
- Focal point
- Form
- Landscape
- Line – non-linear
- Shape
- Space
- Symbols
- Texture
- Tone
Underpinning Theory: 8 Aboriginal Ways of Learning
Structure
Visual Arts Focus
Students explore Indigenous perspectives and their connection to visual arts, focusing on the
uniqueness of Indigenous art forms, and in particular the symbolism and story telling
features.
Tuning In
Read My Island Home - Neil Murray.
Demonstration Session
This session is led by a guest speaker from Victorian Aboriginal Education Association Inc.
(VAEAI). The session will be held at the Melbourne ArtYarramunua Art Gallery, where the
students explore Indigenous perspectives and their connection to visual arts.
Investigation Session
Students in groups explore an artwork at the gallery, and decipher on a deeper level the
meaning/story of the artwork, using the new information they learnt from the guest speaker.
Reflection and Making Connections Session
Guest speaker will go through and discuss some of the artworks, seeing who was correct with
their interpretation and what ideas the students had about the artworks.
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Adaptions
– Enabling prompt: students who require additional help are able to complete this task,
with the guest speaker acting as a facilitator of discussion.
– Extending prompt: students who appear to excel in this task are able to complete and
decipher more than one artwork.
Assessment– The final written piece will be collected to determine whether students were able to apply
the new information to the artworks they analysed. This will also indicate howcollaboratively students worked with one another.
Kara Germano | [email protected]
Session 4: Flora, Fauna & Art
Title: Four Seasons of the Natural World
Curriculum Foci
AusVELS (VCAA, 2013) Australian Curriculum (ACARA, 2012)
Learning focus: students develop
their arts knowledge…and ways to
communicate concepts…
Strand: Making
Standard: students create and
present work… that communicate
experiences, ideas, concepts…
Viewpoint: the artist
Dimension: Creating and Making Band description: they can determine and
execute an individual approach to a theme
or subject matter. They use different
physical… materials and techniques…,
Content description: present artworks and
describe how they have used visual
conventions to represent their ideas
(ACAVAM112).
Content elaboration: comparing the visual
conventions in artworks made for specific
purposes, for example, how the artist
represents an idea to show the audience a
particular viewpoint.
Achievement standard: Students…make
artworks that are inspired by artworks they
experience. They use visual conventions,
techniques and processes to communicate
their ideas.
Key Equipment/Resources:
- A4 coloured paper
- Art smocks
- Charcoal
- Copy of four artworks (either print out or shown on the interactive whiteboard)
- Glue
- Markers
- Multiple paint colours
- Paintbrushes
- Pencils
- Scissors
- Sponges
- Tubs
- White A3 paper
- Whiteboard
Three Key Focus Questions:
1. What differentiates how each season looks?
2. What features/techniques can be included in an artwork to show a season?
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3. How does creating art about the seasons link to your understanding of the natural
world?
Link to cross-curricular context: Science
Key Arts-related Vocabulary to be Developed:
- Balance
- Colour
- Composition
- Computers
- Contrast
- Focal point
- Form (three dimensional)
- Line
- Pattern
- Proportion
- Shape (two dimensional)
- Space
- Texture
- Tone
Underpinning Theory: The Conceptual Framework
Structure
Visual Arts Focus
Students discover the world around them, through exploration of the four natural seasons.
Students will complete a LSSL task, resulting in a final artwork of choice based on the topic of
the natural seasons.
Tuning In
Ask students, from memory and experiences, to draw a landscape representing one of the four
seasons.
Demonstration Session
Show some student examples to the class. Discuss with students what features would be
included for each particular season and why. Show students artworks of the four seasons.
Investigation Session
Students create their own artwork through either a collage, a painting, charcoal or pencil
drawing. Students are able to research images and other artworks of the four seasons on
computers available throughout the session.
Reflection and Making Connections Session
Students write a final reflection piece on this unit in conjunction with the artwork. This
reflective piece must link the sessions and discuss what they learnt, what they enjoyed and
what this unit meant to them in terms of understanding the world around them in relation to
art.
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Adaptions
- Enabling prompt: students who require additional help can discuss their art work ideas
with the teacher, and if necessary the teacher can direct students in the right direction.
- Extending prompt: as this task allows each student to work at their own level, students
who show a clear level of understanding will produce a piece of work with many
techniques, mediums and ideas.
Assessment
– Observation and anecdotal notes of the students throughout the lesson, focusing on the
language used and the techniques used when creating their artwork.
– The final artwork and reflection piece will be collected to determine the level in which
the student has expressed the natural season in their artwork, using appropriate
techniques and mediums.
Kara Germano | [email protected]
Ratonale
The theme ‘Wonderment of the World’ is extremely broad, allowing for great diversity and
unique expression within the classroom. In the arts, it is desired that students have freedom
in their learning, as art is a way of expressing ones self and their interpretation of the world
(Whittier,1927). Many people experience a sense of wonder for the natural world (Sobel,
2008). making this topic relevant to primary school aged children. This unit comprises of four
exciting themes - identity, exploring local artwork and artists, Indigenous Aboriginal
perspectives, and flora and fauna.
The theme of identity is placed at the beginning of this unit, to act as a solid foundation. Every
human has an identity, and art is a powerful tool of self-expression. Through discussion and
creation of identity in the form of a self-portrait, students learn the importance of knowing
who they are before knowing what type of artist they aspire to be. In session two students
discover a range of artists, and learn the distinct perspectives and message conveying
techniques used in art. At the end of this session students recognise that artists not only
express who they are in artwork, but also share stories and ideologies from different times
and cultures around the world. The visit to the NGVA is known as a community of practice,
which refers to groups of people engaging in a process of collective learning (Smith,2009).
Further on from this, Australia has a rich past, beginning with Indigenous Aboriginal history.
In session three, both the guest speaker and the gallery enable students to gain new insights
and develop knowledge central to local Indigenous communities. The last session of this
engaging unit allows students to be an artist themselves. The four seasons is a suitable theme
for this session, as students are regularly experiencing them and thus, can relate to them. The
work students produce in this session demonstrate ones newly learnt techniques, as well as
their art knowledge in regards to the standards of the curriculums.
Throughout this unit students are required to work both independently and with their
classmates. When working collaboratively students must accept other people’s opinions and
share their ideas to achieve a desired outcome. Collaborative work also builds rapport
between students, further developing their social skills (Centre for Teaching and Learning,
n.d.). These sessions also allow for many cross-curricular opportunities. In particular, ICT was
incorporated to improve the students’ technological skills, as well as to motivate and
encourage participation (Hall, 2010).
The Conceptual Framework (CF) is a resourceful system that highlights information
within/about an artwork (Department of Education and Communities. (2013). It incorporates
four elements – artist, audience, artwork, and subject matter. The last element is used in
sessions one and four, with the subject matters being identity and the four seasons. This
framework can be used in multiple ways, with any of the four agencies being the focal point.
From this, connections can also be made between the elements. For instance, altering artwork
to cater to different audiences.
The Visual Thinking Strategy (VTS) is a method of discussion that comprises of three open
questions (Visual Thinking Strategies, 2013).Creativity and critical thinking are essential to
the VTS, as creativity focuses on the aesthetics whilst critical thinking focuses on the
underlying meaning (Moeller, 2013). In session two, the VTS allows for insightful interactions
among peers, and leads to the students developing visual literacy, which is the ability to
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uncover meaning in imagery (Yenawine, 2013). By joining the VTS with a visit to the NGVA,
this session becomes a powerful context for learning to occur.
The 8 Aboriginal Ways of Learning is a pedagogical framework that allows teachers to include
Aboriginal perspectives, through the use of Aboriginal learning techniques (Australian Policy
Online, n.d.). Aboriginal knowing is about teaching people how to develop knowledge through
processes, rather than knowing content (8 Aboriginal Ways of Learning, 2014). Session three
involves student’s appreciating and recognising Aboriginal history and cultures, which is of
importance in the curriculum standards. Transformative learning is also accomplished in this
session, as students are encouraged to view the world from an alternative perspective
(Mezirow, 2009).
In summary, through the flowing sessions, and range of underpinning theories used, students
broaden their artistic knowledge and make connections between who they are, the world, and
the visual arts.
Kara Germano | [email protected]
Session 1 Supportng Matrial
Identity
Example questions when discussing identity with the students
– What are some ways to define identity? Such as individual identity, group identity,
cultural identity and so on.
– What factors shape your identity?
– Is identity something that is fixed or can it change over time?
– What do you think gives you identity?
Portrait in the Mirror – Margaret Olley
Picture source: http://www.artgallery.nsw.gov.au/media/thumbnails/
collection_images/4/454.2001%23%23S.jpg.505x399_q85.jpg
http://www.artgallery.nsw.gov.au/collection/works/454.2001/
This link contains information regarding this particular painting, explaining the meaning
behind the features in the self-portrait.
http://artgallery.tweed.nsw.gov.au/MargaretOlleyArtCentre/AboutMargaret
http://australia.gov.au/about-australia/australian-story/margaret-olley
Both of these links are biographies of Margaret Olley. By reading through these, one will learn
about the artist and be able to decipher and understand her Portrait in the Mirror painting
with greater detail.
It is important to use each of these websites, in order to have a clear understanding of this
artist, and in particular her artwork, to ensure that correct information is given to the class.
Example questions when discussing this artwork:
- How did the artist use art to express herself?
- What does this image tell us about the artists’ life and interests?
– What is unique in this image?
– How do the colours and tone express identity?
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Contour, Continuous Line Painting
These images show the gradual process of this session. Students begin with one colour, and
then add more colours as they progress through this task. Students are able to feel their face
to guide them through this painting. By doing so, they are encouraged to reflect all minor
details they feel, rather than simply draw a standard face. Be sure that students’ lines are
continuous, and they do not lift the paintbrush off of the paper.
Collage
Students are to cut out their painting and reassemble the pieces, in a way that represent their
identity. For example, this image may show that the artist views his/her eyes as being a major
part of his/her identity, such as being an extremely observant person. It is also clear that
there is a cut through his/her lips, perhaps indicating that the artist sometimes feels as
though she/he cannot say what she/he would always like to.
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S ession 2 Supporting Material
National Gallery of Victoria Australia (NGVA)
http://www.ngv.vic.gov.au/visit/two-locations
Be sure to view this website and become familiar with the location before the session. It will
also be beneficial to perhaps visit the gallery prior, to view the available collections, and gain
some knowledge regarding the artwork on display.
The NGVA is home to the Australian art collection, with over 20 galleries. There is a visitor
brochure for this location, available at the following link
http://www.ngv.vic.gov.au/__data/assets/pdf_file/0017/590111/DL_ENG_MAP.pdf
Artwork
This gallery contains art from the Colonial period, through to contemporary art, as well as
Aboriginal and Torres Strait Islander art.
When exploring the gallery, focus and discuss a range of artwork from different periods, as
well as different techniques and art forms.
Some artworks which would be particularly interesting for the students, are:
Shearing the Rams – Tom Roberts (1890)
This particular picture is a great opportunity to incorporate history into the lesson.
The Pioneer – Frederick McCubbin (1904)
This artwork is of interest, as it is a triptych, meaning there are three images (going from left
to right). These three panels tell a story, which require students to decipher and view this
image at a deeper level.
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Indigenous Aboriginal art
Any opportunity to view such art is beneficial to the students. This artwork, for instance,
shows that Aboriginal art tells a story from a bird’s eye view, and the story is expressed
through unique symbols.
Basic example of VTS with Shearing the Rams
1. What's going on?
- Multiple men of all ages are sheering rams, and there is also a girl in the painting.
There is light shining through the windows of the painting.
2. What is the evidence?
- How do we know there are multiple men, that there is a girl, what they are doing etc.?
- Simply by identifying the gender of the person through the clothes and body features,
the way the body is positioned, the sheep being held whilst razors are in people’s
hands.
3. What more can you find?
– This artwork shows Australia in that particular historical time. It is a representation of
early day life in Australia.
Community of Practice
This is not the typical excursion. Rather, this is a lesson outside of the classroom where
everyone is collectively sharing ideas and broadening their knowledge (Smith, 2009). It is
about learning as a community through group interaction. Thus avoid simply telling students
all the information they need to know.
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Session 3 Supportng Matrial
My Island Home – Neil Murray
Picture source: http://www.globalwords.edu.au/units/Indigenous_UPY5_html/pop03.html
After reading this book ask if there was anything in the book that was unfamiliar to (visually
or verbally). Discuss the pictures throughout the book, including the colours and patterns
used, as well as what the overall title/meaning of the story might be.
8 Aboriginal Ways of Learning
Picture source: http://8ways.wikispaces.com
This Aboriginal pedagogy framework expresses eight interconnected pedagogies.
1. We connect through the stories we share.
2. We picture our pathways of knowledge.
3. We see, think, act, make and share without words.
4. We keep and share knowledge with art and objects.
5. We work with lessons from land and nature.
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6. We put different ideas together and create new knowledge.
7. We work from wholes to parts, watching and then doing.
8. We bring new knowledge home to help our mob.
(8 Aboriginal Ways of Learning, 2014)
The joining lines in this image represent the ways of valuing, ways of being, ways of knowing
and ways of doing.
The guest speaker will demonstrate how Indigenous art is different to other art forms, with
particular focus on the Symbols and Images used in artwork, as well as the Story Telling
aspect.
Symbols
This image shows the multiple symbols that are used in Aboriginal art.
Picture source: http://aboriginalart.com.au/gallery/iconography.html
The link below contains detailed information regarding the symbols shown in the image
above.
http://aboriginalart.com.au/gallery/iconography.html
Melbourne ArtYarramunua Art Gallery
http://www.artyarramunua.com
This website gives necessary detail regarding the gallery. Brows through this website to find
information about the artist, the art on display, and the history of the art gallery.
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Session 4 Supportng Matrial
Four Seasons
Winter – this is a drawing representing winter. The drawing was completed through pencils
only.
Picture source: http://www.socialphy.com/posts/images-pics/14032/Winter-Drawings.html
Autumn – this is a painting representing autumn. The painting was completed using a brush
and sponges, with a limited number of colours.
Picture source: http://ih2.redbubble.net/image.8643224.4898/flat,550x550,075,f.jpg
Spring – this is a collage representing spring.
Picture source: http://mcoyle.com/wp-content/uploads/Calm-Afternoons.jpg
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Summer – this is a painting representing summer. This painting was completed using
paintbrushes and sponges.
Picture source: http://1.bp.blogspot.com/-
e1KBCLRkFSU/TiC8qDDIifI/AAAAAAAAAlc/IQD0vsOUAk8/s1600/Summer+Green+sm.jpg
For each particular type of artwork, discuss what differentiates the seasons from one another.
Discuss and brainstorm how each season was accurately represented through colour,
textures, features etc.
Example questions include:
– How can we tell which season is being represented in the art pieces?
– What is effective about the chosen colours, tones, textures etc.?
– How have each art form (collage, painting, drawing) been used/completed?
Example of the Task
This is an example of drawing something from memory, then drawing it again after
discussion/viewing images. This particular drawing was then turned into a collage.
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Reference List
8 Aboriginal Ways of Learning. (2014). Retrieved from http://8ways.wikispaces.com/
ACARA. (2012). The Australian Curriculum v6.0 The Arts Foundation to Year 10 Curriculum.
Retrieved from http://www.australiancurriculum.edu.au/TheArts/Curriculum/F-
10?u=va&y=3-4&layout=1
Australian Policy Online (n.d.). 8 Aboriginal ways of learning. Australian Policy Online.
Retrieved from http://apo.org.au/website/8-aboriginal-ways-learning
AusVELS [VCAA]. (2013). AusVELS – Level Four. Retrieved from
http://ausvels.vcaa.vic.edu.au/Level4?layout=1&d=ta
Centre for Teaching and Leaning. (n.d.). Working with Small Groups. University of Maryland
University College, 1-7. Retrieved from
http://www.umuc.edu/ctl/upload/smgroups.pdf
Department of Education and Communities. (2013). NSW Department of Education and
Communities. Visual Arts K-6. Retrieved from
http://www.curriculumsupport.education.nsw.
Hall. D. (2010). The ICT Handbook for Primary Teachers. Routledge, Milton Park, Abingdon,
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