Topic 1 - Pollution where you live.
This topic encourages students to study the ways pollution effects their own lives, and has them consider innovative ways to create and present artworks which reflect the impact of litter and waste on the environment.
Trash art |
Workshop ideas:
- Provide examples of environmental/trash art. The following links may help: http://artfromtrash.org/ http://weburbanist.com/2008/06/04/recycled-art-from-trash/ http://www.haschult.de/gallery/objects http://www.johndahlsen.com/ - Brainstorm ideas for individual trash art pieces; explore connections to other curriculum areas and ask guided questions. - Have students collect various articles of trash from the schoolyard and/or home. - As a class, have learners sort rubbish into colour groupings/size/shape depending on the final artwork they intend to create. - Provide templates for learners who require scaffolding in this task. - Encourage learners to organise found trash in creative ways to develop a new image. - Have learners present final product and consider how they will inform their audience about the intention behind their work. Intended Learning Outcomes: Declarative - Learners know that various materials can be used to express ideas. Procedural - Learners can select and develop arts concepts. Learners can present works to informal audiences considering intention and purpose. |
Topic 2 - The element of colour
Colour is one of art's basic elements. When working with colour we consider the principles of hue, intensity and tone.
Complimentary colourMandy Martin
Between Nature and Industry |
Workshop ideas
- Explain that complimentary colours are opposite each other on the colour wheel. - Present information about basic colour theory. - Provide examples of after-images. - Show some examples of mosaics. (Opportunity here to link to production and use of mosaics throughout history). - Have groups of learners design a mosaic which represents school values using complimentary colours. - Provide a range of tiles in complimentary colours and have learners create mosaics. - Present completed mosaics as a permanent wall mural to the school community. Intended Learning Outcomes: Declarative - Learners know that complimentary colours are opposite one another on a colour wheel. Learners know that complimentary colours create pleasing visual results. Procedural - Learners are able to select and develop concepts for artworks. Learners are able to create and shape artworks by modifying arts elements. Learners can use influences from their own lives and school culture. |
Analogous/harmonious colourBoris Pelcer
Toxic Waters |
Workshop ideas
- Explain that analogous colors are situated next to another color on the color wheel and are used together create a feeling of harmony. - Provide examples of harmonious colour palettes used in art. - Have learners experiment with combining colours to harmonious effect. - Show learners video about watercolour techniques - Explore and attempt watercolour techniques while considering a harmonious colour palette. Intended Learning Outcomes Declarative - Learners know that analogous colours are situated adjacent to one another on a colour wheel. Learners know that analogous colours create a feeling of harmony when used together. |
Monochromatic colourNeale Osborne
Industrial Pollution |
Workshop ideas
- Following on from analogous colour, introduce learners to monochromatic colour schemes and provide examples of artwork. - Encourage learners to continue experimenting with watercolour, this time using a monochromatic colour palette. - Have learners research concepts for a final water colour piece of a local landscape using either a monochromatic or harmonious colour scheme. - Guide learners in the completion of a watercolour work and have them work with peers using similar colours to create an exhibition for parents and carers. -Through letters/emails from students, consult with local council about the possibility of conducting a larger exhibition of these works. Intended Learning Outcomes: Declarative - Learners know that controlled and symbolic colour can be used to create representation, depth and symbolism. Procedural - Learners use understanding of colour palettes to re-create a local landscape. Learners make decisions about subject matter and intended purposes. Learners present artworks to various audiences. |
Topic 3 - Texture
Texture is an element of art which refers to the surface quality or appearance of a work; how the surface feels or how a work looks like it would feel.
Implied textureJ.Henry Fair
Combustion Waste at Electricity Plant. Physical textureJosh Kearney
Pollution - The air we Breathe |
Workshop ideas
-Explain that texture within artworks can be physical or implied and that it can be used to create depth and convey a variety of messages and emotions. - Provide a variety of examples of artworks which use texture. - Workshop different painting techniques which are used to create texture (stippling, wet wash). - Provide examples of artists who use physical texture to convey a message about environmental issues such as; John Dahlsen Calixte Dakpogan Rosalie Gascoigne Intended Learning Outcomes: Declarative - Learners know that texture in artworks can be physical or implied. Learners know that texture can be used to create depth and convey meaning. - Explore the work of Calixte Dakpogan and his masks created from plastic bottles and refuse. - Have the students design and create masks from found objects with varying textures. - As a class, construct a drama using the masks as inspiration and pollution as a theme. - Perform this drama in front of a selected primary audience. Intended Learning Outcomes: Declarative - Learners know that a variety of materials can be modified to express ideas. Learners know that texture can be used to convey meaning. Procedural - Learners can develop ideas for artworks. Learners can develop artworks for an express purpose and audience. Learners can identify future applications for arts learning. |
Topic 6 - What is yours, is mine...is ours.
Artists often use pre-existing images in new or innovative ways...this is called appropriation.
Appropriation and adaptationZhang Hongtu
Adaptations |
Workshop ideas
- Explain that artists use appropriation and adaptation to deliberately reproduce elements of another artists' work. - Ask learners "Can a toilet be classed as art?" and provide a visual of Marcel Duchamp's 'Fountain' . - Encourage discussion and sharing of ideas regarding definitions of art. - Provide examples of artwork that has developed from appropriated or 'borrowed' images. - Have learners bring along a photo of a family member on a USB which can be manipulated using computer software. - Experiment with manipulation techniques which effect a Pop Art style - Present completed Pop Art style photograph beside original photo and encourage peers to compare and contrast works. Intended Learning Outcomes: Declarative - Learners know that art is a form of expression and a way of presenting a message. Learners know that images can be adapted and modified to express new meaning. Procedural - Learners can use computer software to apply arts elements when manipulating an image. |
Topic 6 - Installations and arrangements
Installation art is art created, constructed, or installed on the site where it is exhibited, often incorporating materials or physical features on the site.
Build itCharles Gaines
Greenhouse Arrange itBrandon Ballangee
The Ever-changing Tide |
Workshop ideas
- Introduce learners to the concept of installation art by providing a worked sample (an arranged collection of objects that convey a message OR a sensory/blindfold experience). - Explain that installation artworks generally refer to large-scale sculpture and mixed media pieces that occupy entire spaces and force the viewers to interact with and walk through it instead of voyeuristically around it. - Installations are often temporary. Provide examples of temporary, permanent and interactive installations. - Have learners consider temporary installation concepts that focus on the issue of air and/or water pollution. These concepts should consider the entire school community as a potential audience. - Divide class into 3 or 4 groups (depending on class size), and begin to develop these concepts further. - Come together as a class to discuss, compare and contrast the benefits and obstacles associated with each concept. - As a class, decide on which installation would be best suited to their potential audience, ability and message they wish to convey. - Work towards creating the artwork, ensuring all learners are involved in the development of the project. Intended Learning Outcomes: Declarative - Learners know that space can be manipulated using arts elements to convey a message. Learners know that some forms of art require audience interaction. Procedural - Learners can work in small groups to develop an art concept. Learners can create and shape an installation artwork to express purpose. Learners can reflect on learning and apply new understandings when developing an installation artwork. |