1. TEP320 Visual Arts
Tutorial 2
Focus: Appreciating
Content:
1. Textbook discussion
2. What is appreciation?
3. Appreciation in action
4. Appreciation & assessment
5. Picture books
6. Puzzle time
2. Activity 1
Textbook Discussion – paper shuffle
Chapter 6: Integration & the arts (p233)
1. Choose a KLA and suggest how Creative Arts
(Visual Arts / Music / Drama / Dance) can be used with this
other KLA. (2 sentences)
2. Identify one of the eight Multiple Intelligences
(other than Visual-spatial) and list ways of
including them in the arts classroom. (Hint p242-
244)
In this tutorial we have included links to
English, Maths, Science & Technology, & HSIE.
Can you see the connections?
3. Activity 2
Appreciating Appreciation
What is appreciation in art?
Can primary students appreciate art?
Whose art should they appreciate?
4. Appreciation in a nutshell
• “…provides students with opportunities to look
at, talk about, read about and write about artists
and artworks.” (BOS NSW, 2006 p.11)
• Can focus on subject
matter, techniques, meanings, concepts (…and
more)
• Understanding that art is
diverse, meaningful, valuable (not just $), and
enjoyable
• Develops students as critical thinkers
• Becomes spontaneous (the ultimate goal)
5. Activity 3
Appreciation In Action I
1) What questions can we ask when teaching
appreciation? Write down three you can think of.
2) Look at page 7-8 of your text.
3) Areas to consider: intended meaning, art form, media
and elements, social/cultural context and influences,
history (and changing meanings), emotional response,
audience, evaluation…
FYI some good videos for teaching appreciation:
National Art Gallery
http://nga.gov.au/Home/Default.cfm
http://www.youtube.com/user/NationalGalleryAus
6. Appreciation In Action II
'Warlugulong’, (1977) Clifford Possum Tjapaltjarri
Click here to watch video
9. Appreciation & Assessment
Artwork evaluation Self-evaluation
• How have you used
line, colour, shape, texture
and tone in your artwork?
• What is the most
outstanding visual art
element you have used?
Title of artwork Why do you think so?
• What did you learn during
the making of this artwork?
• What do you like most
about your artwork?
• Describe how you used
pattern/contrast/balance/sp
ace in your artwork.
(Strong, 2006a; 2006b)
12. Activity 4
Picture books
1. In groups of four, choose a picture book.
2. Discuss how you think the illustrations were made
and identify artistic features throughout
(line, composition, contrast…). [approx 5mins]
3. Write 5 questions based on the illustrations that you
could ask your class targeting appreciating? [approx
5mins]
Hint: Consider elements, composition, and
media, rather than how the pictures support the text.
4. Try to recreate the entire story in one picture
(together or individually). Materials/size- your choice.
[approx 10mins]
13. Activity 5
Puzzle time
Find those who have the other pieces of your puzzle and
work together to complete it.
In your new group:
1. Introduce yourself
2. Discuss the artwork and consider what questions you
might ask your students when looking at that particular
artwork (approx. 3mins)
3. Together, decide on available media and recreate your
piece of the puzzle.
4. (Optional) Take a photo of your combined artwork on
your phone/ipad/camera (to reminisce later)
You can also use this time to research any of the artists or
artworks you have seen today using the laptops.
14. Albert Einstein's quote, "It is the supreme art of the
teacher to awaken joy in creative expression and
knowledge" has always resonated with my daily
practice.
I believe Visual Arts helps our students and us as
teachers to become human beings who are willing to
embrace creativity and take risks.
I seek to support all students and teachers I meet to
enjoy the journey with Visual Arts as we
explore, discover and learn together new things. It is
for this purpose for me it is an honour to teach Visual
Arts.
(Sandy Rawling)
8minsEach student needs a piece of writing paper that they will pass around the room. They can use their text book to help them.Ask question 1 and have students write an answer. Give them about 1 minute. Once done they pass their paper to their right.Ask the next question and have students write an answer on their new piece of paper. Once done they swap their piece of paper with someone on another table.Students read the answers given to question 1 & 2 and report back.English:Paper shuffle with drawings- read and draw one part then pass to right, read the next part and draw that and pass to right etc. Creates a collaborative comic.Maths: Measure how large some artworks are. Draw the outline in chalk outside.
1minGo through these quickly. Approx 3 mins.Answer to 1 is on next slideAnswer to 2 is YES Answer to 3 is artworks by artists, artworks by their peers, &their own artworks. Should have come across this in Chapter 1 reading
3minsJust presenting here. Could just put these up one after the other without talking and let them read them. Check for questions.
6minsHave students write down 3 questions they can think of and then ask them to share 1. They could work with a partner if they like. I would give them 1 minute for this.
10minsLook at paintingAsk: What can you tell me about this painting? Unless students know about this painting they will probably only be able to answer the first 3 questions on page 7 of the textbook. Have students rate their appreciation of this artwork on a scale of 1-10 (1= low appreciation, 10 = high appreciation). They can define what each rating means if they want.Play the video and tell the story.The story: Warlugulong is the Anmatyerr name for a site 200 kilometres north-west of Alice Springs where, in ancestral times, Lungkata the Blue-Tongue Lizard Man created the first great bushfire. The painting tells this dreaming. The Blue-Tongue Lizard Man was resting as his two sons followed behind. His sons killed and eat a kangaroo without sharing it with their father (a custom). Determined to punish them, he blew on a fire-stick until it glowed, then touched it to a bush. The bush exploded into flame (as the painting illustrates), then burnt everything in its path. Tongues of flame flicked out, as do all lizards' and snakes' tongues to the present day, and soon the two brothers were fighting the flames. The fire spread and killed the two sons whose skeletons are shown in the right of the artwork (a bit cut off in this image but the best quality I could find).Originally purchased by the Commonwealth Bank in 1977 for $1,200, it was purchased by the National Gallery of Australia for A$2.4 million in 2007, setting a record for Aboriginal art.Clifford Possum is from Papunya, in Australia's western desert.4. Ask students to again rate their appreciation (1= low appreciation, 10 = high appreciation). Their scores should have gone up a bit. This is because when we know more about an artwork and the artist, we are able to truly appreciate the artwork for what it is.5. Have students write down 3 questions they could ask when teaching about this painting.N.B. Mention that for some Aboriginal art only traditional land owners are allowed to tell the stories.
4minsAsk students what size they think this artwork is.349 cm x 776 cmUse an 8m tape measure to see if this painting would fit in the art room. How would the size of this painting contribute to it’s meaning?Note how Picasso has used a triangle to direct the viewers eyes around the painting. Diagonal lines (visible or not) guide our attention to important features.Guernica is a painting by Pablo Picasso. It was created in response to the bombing of Guernica, Basque Country, by German and Italian warplanes at the command of the Spanish Nationalist forces, on 26 April 1937, during the Spanish Civil War
4minsWhat path do your eyes follow when looking at Sapphire’s collage? Note how, like Picasso’s Guernica, Sapphire has divided her artwork using diagonal and vertical lines which lead the audience around her artwork.What element do you think the students were learning about? (Texture) Texture is a great way for young students to engage with art as they love feeling different materials. It’s important to let young students try making textural artworks rather than just giving them pencils and paper. (Cotton wool to make clouds or sheep etc)Also good to touch on peer appreciation and school exhibitions.
1minDon’t spend long on this slide. It shows how students can evaluate artists’ artwork and their own artworks. They can look more closely at this slide when it’s on ilearn.I just wanted to make sure they know we assess both making and appreciating.
5mins
8minsThisprezi is to introduce students to the huge variety of art. Appreciation is important here because many of these artworks could not be made in a classroom.Go through- can let them read it and check for questions at the end.We can put this on ilearn too after all groups have had the tutorial.
20minsIf they need help with 4- get them to think about how Clifford Possum did this in Warlugulong
