THE TASK Based on the art activities completed in Topics 2-4 (Drawing, Ceramics, Painting etc) and your lesson analysis for Learning Activities 2.1, 3.1 and 4.1 discuss in no more than 600 words (i.e. approximately150-200 words for each feature) any THREE (3) of the following authentic arts education features and their place in quality teaching and learning. You must reference/make links to the literature (text etc.). Use the arts activities completed in Topics 2-4 as exemplars/illustrations. Submit your lesson analyses as appendices and include an image of the arts work you created. Arts Activities/Features Observational drawing processes Arts elements and design principles Wallas’ model of the creative process Creating opportunities for the development of ideas Processes for encouraging imaginative interpretation The practice of referring to artworks from the world of art Developing mastery in terms of arts skills and processes Addressing Cross Curriculum Priorities within the WA Arts Curriculum Balancing process and product Opportunities to create personally meaningful artwork. Lesson Analyses In Topic 2 the art-making activity is LA 2.1 and the Lesson analysis (worksheet) for it is LA2.2. In Topic 3 the art-making activity is LA 3.1 and the Lesson analysis (worksheet) for it is LA3.2. In Topic 4 the art-making activity is LA 4.1 and the Lesson analysis (worksheet) for it is LA4.2. Objectives Explain how the selected feature is addressed or exemplified in the selected arts activity (use one activity for one feature - 3 activities overall). Explain why that feature is important in the context of the aims of arts education and/or meeting curriculum expectations. Show the degree to which you can recognise good arts education principles in action make sure you lodge your discussion in professional knowledge (e.g. from your readings) Highlight evidence of good arts education and pedagogical practices within the arts activity. Submission Inclusions 450-600 word statement ... (i.e. approximately150-200 words for each of the three features). Three lesson analysis worksheets attached as appendices. EDP263 Lesson analysis template.docx Topic 2 Observational drawing is an approach to drawing that is perceptual - drawing what you see. There are also drawings that are expressive and others that are conceptual. Children's drawings are also developmentally significant. We learn about these. Planning and pedagogy: The different types of drawings and the developmental stages of children's drawings.. Arts knowledge and skills: Design principles of balance and repetition (of shapes). Understanding the world of art: Henri Rousseau Art processes: Observational drawing Context: Observational drawing develops visual acuity and the hand skills to record observations. This empowers children in their quest to explore their world and express themselves through the visual arts. This activity is a combination of investigation and creative interpretation. Make sure you have read and viewed the information provided for this topic before attempting this activity. Materials: A3 sheet of drawing paper Sheet of drawing paper approximately A4 in size. It could be square. (Don't use photocopying paper - cut paper from A3 drawing paper) 2B pencil Artline 70 black felt pen (or Sharpie) Box of crayons or coloured pencils Learning activity: Summary: Carefully observe the shapes of a variety of leaves and record outlines of different leaf shapes by drawing them (not tracing them). When you have completed this study, create another artwork by overlapping leaf shapes on the page until the page is filled with shapes. Colour in the shapes using different colours. Outline these with black felt pen or a colour of your choice if you wish. Complete the Arts Learning Documentation worksheet. VIEWING GUIDE This video is a wonderful example of leading children into learning. View and enjoy! What is being modelled here in terms of 'productive talking'? What does the teacher do to build learning? What is the evidence that this is NOT instructional talk but talk that facilitates discovery learning? 3. stagesofartisticdevelopment.weebly.com This presentation elaborates the stages of artistic development (as presented in this week's BbC and PowerPoint) if you are interested to learn more. 4. Rijksmuseum initiative petapixel.com/2015/11/25/museum-asks-visitors-to-put-down-cameras-and-pick-up-pencils-and-sketch-pads/ Viewing guide: The Rijksmuseum is the national museum (art gallery) of the Netherlands. They are encouraging visitors to draw what they see at the museum rather than photograph it. Read the article to discover why they think this is important. How does this relate to what you have learned about observational drawing? Literature readings Ch 10 Representation (325-327) Part 3 Observational drawing (374) Topic 3 A lesson that involves using art materials does not necessarily address the creative thinking and self expression expectations of arts education. Instead, the lesson and the type of activity undertaken has to include stages and content that actively promote this outcome. In this topic we examine the structures of learning experiences that foster creativity and self expression. We will learn about the Wallas model that nominates four stages in the creative process. Planning and pedagogy: designing lessons that stimulate creativity, imagination and self-expression. Arts knowledge and skills: foreground and background (figure - ground, positive - negative shapes) in an artwork Understanding the world of art: Henri Rousseau Art processes: Crayon Resist Context: We continue with our examination of shapes. In this activity we are giving attention to the background or environment as well as the main object (the critter) in a picture. We are therefore thinking about figure-ground or positive-negative shape relationships. The artwork is all of the image not just the main object. We are also venturing into the world of the imagination where we take aspects of the known world and rework, reinterpret and reorganise them to create new (imagined) realities. By doing all these visual and media arts activities yourself you gain first hand experience of the processes we promote for arts education, and develop your confidence working in this medium. A standard practice when developing arts learning activities is for teachers to work through the process themselves. It is a great way of planning a lesson as you learn so much about the steps, timing, key teaching points and so on. Activity lesson plan: Alien Earth Learning Activity Description Brainstorm different animal body parts and use this information to create imaginary creatures. The project results in the creation of a crayon-resist artwork. A story is used to step through the different stages of this activity. Background information Planning for inventive interpretation, working with the process of oil crayon-resist and using a narrative to structure a lesson – are featured in this learning activity. You can apply these features in other contexts. The first stage of the activity is designed to stimulate creative thinking. If you do this well, you will get fantastic results. Refer to the Snapshot Stimulating Creative Thinking (Chapter Two), to review this stage of the lesson in action. The learning activity culminates in the creation of a crayon-resist artwork. The stages of crayon-resist are straightforward enough but have to be done correctly for it to work. In this lesson, the story keeps everyone on track so you shouldn’t have any problems. The rudiments of the crayon-resist process are that you outline the critter and background foliage in wide chalk lines and then colour in the page using oil pastels (crayons) – working up to the chalk lines but not over them. When finished, the whole surface is painted with black ink. The ink sinks into the chalk lines but the oil in the crayon repels the water-based ink which beads on the crayon surface. There is an obvious link to science here. Review the Powerpoint which provides a guide to the process. Learning outcomes At the completion of this lesson students will have: 1 Developed several imaginary critters exercising a strategy for inventing new creatures; 2 Followed a narrative to work through the steps of the project and to make their own interpretations of each task; 3 Experienced the oil resist process so they can use it on other occasions; 4 Reviewed their efforts and made observations about the strengths of their work. 5 Appreciated the artwork of Henri Rousseau in light of their own efforts and observed how other artists interpret their world. Art concepts and understandings 1 Imaginative interpretations can be developed by using strategies such as rearranging known things in unusual combinations. 2 Foreground and background features work together to complete compositions. 3 Oil resist techniques are based on science and need to be executed in certain ways to be effective. 4 Henri Rousseau is a famous Naïve artist who brought his own interpretation to what he saw in the world. Terminology Crayon-resist, Naïve art. Cultural references Henri Rousseau (download separately) Supplies and equipment • Pictorial examples of a range of animals, insects, birds, fish, reptiles. • Foliage from the garden (different leaf shapes) for reference. • Dr Newzoo’s Critters worksheet (Downloaded from Blackboard). • Henri Rousseau cultural reference page. (Downloaded from Blackboard). • 3 sheets of A3 sized cartridge paper (a drawing paper) • Pencils • Black feltpens such as Artline 70 • One piece of coloured blackboard chalk • Oil pastels/crayons – boxes of 48 are best. Remove the black crayons for this activity. • Black (non toxic) craft/food dye or another water-based ink but you need to test the ink and make sure it works with the oil crayon as required. Indian Ink is no good – you’ll end up with black pictures. • a wide-based yoghurt tub or similar for dispensing the ink. • a wide varnish brushes or similar • Newspaper Guide to lesson steps Introduction 1. This activity is going to require the use of imagination as well as perception and visual recall. 2. This learning activity is based on a story with actions that need to be completed at each stage. The actions all add up in the end and result in a well executed artwork – and a new scientific discovery, so follow the instructions carefully. 3. Download information and prepare your materials. Spread newspaper over your workstation. Essential Readings: Ch 2 Creativity and its importance in contemporary education (31-38) Ch2 Self expression and constructing meaning (38-39) Ch2 Presenting authentic learning opportunities (42-44) Ch 2 Classroom snapshot: Rehabilitating the free-for-all (50 Topic 4 This topic examines how ideas or views can be expressed through art making. The arts activity is one that invites you to express ideas about sustainability or place. It involves applying visual arts thinking to working with found objects and using the outdoors as a 'site'. The art element of shape and the design principles of repetition and balance are taken into a new context. At the same time we review planning Units of Inquiry (modules of work) as it relates to arts education. Planning and pedagogy: completing a Unit of Inquiry document. Arts knowledge and skills: appreciating the natural world in aesthetic terms Understanding the world of art: Andy Goldsworthy, Richard Long, John Dahlsen, Rosalie Gascoigne Art processes: Site specific art, land art Context: Land art and assemblages (also referred to as environmental art or found object art) are established forms of artmaking that fundamentally require artists to take exisiting objects and use them to create new visual experiences. This process involves evaluating the worth of discarded or overlooked objects in aesthetic terms (rather than in terms of their function) - by attending to their shape, texture, colour. Doing this is an exercise in lateral (creative) thinking - which we are trying to encourage in The Arts! The use of found materials - and the issues that can be addressed about consumerism and waste - means that there are good opportunities here to address the Australian Curriculum's cross-curriculum priority of 'Sustainability'. As a teacher it is also worth noting that you have the resources for this activity on hand - regardless of the size of the art cupboard or art budget in the school! Creation: Create a land artwork or assemblage (environmental artwork, found object artwork) that explores the idea of sustainability and/or creates an 'intervention' (a visual experience in a particular 'site') that enhances the awareness of Nature. You need to carefully consider your views and the ideas you wish to communicate. Your creation will be predominantly abstract and relies to a large extent on the careful use of the visual language elements and design principles. Avoid making 'pictures' of things like a fish or flower. Document the process to show how the project unfolds as you may need to call on this information for your assessment. Essential readings: 1. Richard Shilling and land art for children http://artfulparent.com/2010/01/richard-shilling-on-land-art-for-kids.html http://richardshilling.co.uk/ http://landartforkids.com/ Link to the book: http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/reader.action?docID=1990987 Use this book to read all the chapters where marked. ALL ACTIVITY REQUIRES A LESSON PLAN TEMPLATE EACH. PLEASE MAKESURE TO DO SEPARATE LESSON PLAN TEMPLATE. LESSON PLAN TEMPLATE WHICH WILL BE GIVEN IN A SEPARATE DOCUMENT!