Wk 12: Technical and Symbolic Elements

This week looked at the different types of elements that create a story and reflected it on the Woody “Escape scene”. It is important to have certain elements within a shot because it means that we don’t have “dead space” (Jefferson, 2013). This looks at the use of the “Rule of Thirds” where you have straight vertical and horizontal lines that help photographers/director to take great shots which incorporates different things creating lines and vectors to frame the character or object (Jefferson, 2013). When students create a media artwork they must “use existing and emerging technologies as they explore the language of imagery, text and sound” (ACARA, 2013, p. 83). Having key concepts, elements and story principles help make the students understand what media arts is and how it is an important part of their lives and culture. Teaching technical and symbolic elements to students will take time and practice to make students confident and capable to create a meaningful and suspenseful media art work.

Sequenced still images of our creation using story principles

Zombies Attack!

                          

References

Australian Curriculum, Assessment and Authority Reporting Authority. (2013). Revised Draft Australian Curriculum: The Arts Foundation to Year 10 [PDF File]. Retrieved 18 May, 2013, from http://www.acara.edu.au/verve/_resources/Draft_Arts_Curriculum_22_February_2013.pdf

Jefferson, M. (2103, May 20). Creative Arts Tutorial 11 Wk 12. Unpublished lecture notes, University of Sydney, Australia.

Wk 11: Story Principles in Media Arts

Within this workshop we looked at several things that represented media arts like using “story principles” and genre. We explored a clip from ‘Toy Story 3’ about ‘Woody’ the main toy character who is trying to escape from a crazy child care. This type of scene is called “The Great Escape” (Jefferson, 2013) which is a genre and a story principle as well. According to Amelio’s (1979) research, it shows us that studying genre in film means you must analyse “common ideas, themes and motifs” (p. 47) that create the character to express the narrative. Students learning about genre/story principles mean that they can understand how to create it themselves by incorporating “structure, stakes, obstacles, and action reaction” (Jefferson, 2013). This means understanding and viewing the type of story you want first and then incorporating the different elements needed within that genre. When teaching story principles and genre to students, it means having structure/scaffolding within the activity to have maximum experience for the students learning.

References

Amelio, R. J. (1979). American Genre Film: Teaching Popular Movies. The English Journal, 65(3), P. 47-50.

Jefferson, M. (2103, May 20). Creative Arts Tutorial 11 Wk 12. Unpublished lecture notes, University of Sydney, Australia.

Video 1 https://www.youtube.com/watch?feature=player_embedded&v=9gdJU-bK8Us

Wk 10 Media Arts: Intro into Media Arts

Media arts play a major role with all the key strands in creative arts. Making and responding help teachers to understand where they must go to teach media arts and this includes the 5 key concepts which are, “representation, languages, technologies, audience and institutions” (ACARA, 2013, p. 84). Within this workshop we had a discussion about what we knew of media arts. Using drama as a stimulus, we were split into groups and told to represent one of the 5 key concepts. We represented “institutions” in a freeze-frame picture. It was hard to represent because of the lack of background knowledge we had, which leads into students, learning about media arts for the first time. Students must “explore, view, analyse, and participate in media arts” (ACARA, 2013, p. 84) so they can acquire “skills and processes” to help them to learn how to “reflect critically” on theirs and others work. Teaching media arts acquires the teacher to understand media arts and this means learning new things.

My favourite place to have fun, taken in week 10.
One word to describe St Johns Oval is "FUN".

Reference

Australian Curriculum, Assessment and Authority Reporting Authority. (2013). Revised Draft Australian Curriculum: The Arts Foundation to Year 10 [PDF File]. Retrieved 18 May, 2013, from http://www.acara.edu.au/verve/_resources/Draft_Arts_Curriculum_22_February_2013.pdf

Wk 9: Mask Making

Mask making, like puppetry helps students to be themselves and also to explore different pathways you can take with mask making. Mask making can come in many shapes and sizes, and can be made from different materials e.g. paper plates, art paper and papier mache. It is always important to allow the children to choose their materials they want to express with to create their mask and of any other creations they make (Bucknam, 2001, p. 26). Although when they are young children you need to make sure they have scaffolded activities which will entail which materials they like best for future making of their creations. With scaffolding comes a purpose for creating the artwork and teachers must make sure the students know what they are making it for (Bucknam, 2001, p. 27). Using mask making within the classroom would need time, scaffolding and structure because it is important that the students within your classroom get the optimum experience.

Mask made in wk. 9, using the template Mask with 3D nose.

Template used for masks making

(Gibson, 2013).

Reference

Bucknam, J. A. (2001). Making Masks: Making Discoveries. School Arts, 101(4), p. 26-27.

Gibson, R. (2013, May 6). Mask Making. Unpublished lecture notes, University of Sydney, Australia.

Wk 8: Art Dialogue

This workshop looked at creating an art dialogue for students within a visual arts lesson. When students are able to understand art dialogues they begin to understand art as a whole. Visual arts, especially, has an art dialogue that uses certain elements and principles where students can understand different types of line, colour, size, texture, tone and shape (Gibson, 2013). When they understand this, you can begin to give them questions that will help them get a grip of their artwork, for example can you tell me about this pattern? What materials did you use for your drawing and why did you choose those materials? Questions like these can help students art dialogues become more in tuned with what they are creating. According to McArdle’s (2012) research, looks into a artists that teach children art dialogue by letting them explore, play games and have fun (p. 46). Making children actually experience these art dialogues is a true way of making them understand about visual arts.

This workshop looked at colour schemes, and different ways to interpret it. This picture is of the Earth, the Moon and of the Universe we live in.

Reference

McArdle, F. (2012). The visual arts: Ways of seeing. In S. Wright (Ed.), Children, Meaning-Making and the Arts, (pp. 30-56). Frenchs Forest: Pearson Australia.

Wk 7: Art Assessment

Assessment is an ongoing process where you are to gather evidence from your students throughout the academic year of visual arts (Gibson, 2013). Students should understand that assessment is good for not only their self-esteem, but is also good for “deep learning” (Gibson and Ewing, 2011, p. 195) which is the processes they go, through and after an activity (McArdle, 2012, p. 50). Students can assess their own work and others through self-assessment and peer-assessment (Gibson and Ewing, 2011, p. 197). This is called “questioning” (Gibson, 2013) where critical thinking and skills are used to further their understanding of where they are as an artist and where they are in stages of personal development (Gibson, 2013). Child-based and teacher-based assessment will be used together within the classroom because seeing what children can do and knowing what students understand in your classroom can help them become better learners and have more self-awareness of who they are as an individual.

Using the instrument "the view finder" to create a montage of the "Tire" by Roy Liechtenstein (my interpretation).
Created in wk. 7 of Visual Arts workshop.

References

Gibson, R. (2013, April 22). Assessment of Visual Arts Learning. Unpublished lecture notes, University of Sydney, Australia.

Gibson R., and Ewing, R. (2011). Transforming the Curriculum through the Arts. South Yarra: Palgrave.

McArdle, F. (2012). The visual arts: Ways of seeing. In S. Wright (Ed.), Children, Meaning-Making and the Arts, (pp. 30-56). Frenchs Forest: Pearson Australia.

Wk 6 Visual Arts: Art Appreciation

Within Visual Arts, it is always a necessity to teach students the importance of art appreciation. According to Seabolt’s (2001) research there are many types of art appreciation within “art history, art aesthetics, and art criticism” (p. 44). But the one that students are mostly taught about is of art aesthetics, which means that students must “look at and respond to works of arts not just as objects but as ‘aesthetic objects’” (Gardener, 1991, as cited in Gibson and Ewing, 2011, p. 135). The reason for teaching art appreciation to students within the classroom is because children like many adults have a tendency to either “love or hate a work” (Gibson and Ewing, 2011, p. 135). As pre-service teachers we must understand and make sure that we give them well-planned activities that will help them to understand that art appreciation is not only just about liking or hating a piece of work but, understanding and appreciating the concept of the artwork (Gibson and Ewing, 2011, p. 136).

Roy Liechtenstein's "Tire" by Roy Liechtenstein made in 1962. 

My interpretation of the "Tire" 













References

Seabolt, B. O. (2001). Defining Art Appreciation. Art Education, 54(4), p. 44-49.

Gibson R., and Ewing, R. (2011). Transforming the Curriculum through the Arts. South Yarra: Palgrave Macmillan.