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SECONDARY Education Resource Shearing the rams painted at Brocklesby station, Corowa, New South Wales, and Melbourne, 1888–90 oil on canvas mounted on board 121.9 x 182.6 cm National Gallery of Victoria, Melbourne, Felton Bequest Fund, 1932 SECONDARY Education resource Secondary Education Resource 1 For teachers How to use this secondary student learning resource This extraordinary exhibition CURRICULUM ALIGNMENT brings together Tom Roberts’ most famous paintings loved by All the themes in the Tom Roberts exhibition can be used with visual arts students from Year 7–10 and beyond. all Australians. Paintings such as Some may be more relevant to specific years given connections to other learning areas such as History and Shearing the rams 1888–90 and Civics and Citizenship at the same level as outlined under A break away! 1891 are among each theme that follows. the nation’s best-known works The Arts – Visual Arts: Year 7 and 8 of art. • Experiment with visual arts conventions and techniques (ACAVAM118) Tom Roberts is a major exhibition of works from the • Develop ways to enhance their intentions as artists national collection as well as private and public collections through exploration of how artists use materials, from around Australia. techniques, technologies and processes (ACAVAM119) • Develop planning skills for art-making by exploring The secondary student learning resource for the Tom techniques and processes used by different artists Roberts exhibition highlights the relevance of Roberts’ (ACAVAM120) oeuvre to today’s contemporary world. Themes explored include Australian life, landscape, portraiture, Federation • Practise techniques and processes to enhance and making a nation, Aboriginal and Torres Strait Islander representation of ideas in their art-making (ACAVAM121) histories, immigration and the influences of other artists. • Present artwork demonstrating consideration of how These themes draw parallels to other works in the the artwork is displayed to enhance the artist’s National Gallery of Australia’s collection. intention to an audience (ACAVAM122) • Analyse how artists use visual conventions in artworks In this resource Tom Roberts’ paintings are accompanied (ACAVAR123) by activities and questions that refer to Australian Curriculum learning areas including Visual Art, Music, History, and Civics and Citizenship. General capabilities The Arts – Visual Arts: Year 9 and 10 and Cross-curriculum priorities have also been linked to various themes. The work in this exhibition has strong • Explore and apply ideas inspired by the style of other connection to a number of the content descriptions in the artists in their own artworks (ACAVAM125) Year 7–8 and Year 9–10 band of the Australian Curriculum. • Manipulate materials, techniques, technologies and processes to develop and represent their own artistic When visiting the Tom Roberts exhibition it is intentions (ACAVAM126) recommended that you also visit the Aboriginal and Torres Strait Islander galleries as well as works in the • Develop and refine techniques and processes to permanent collection. Compare the way other artists represent ideas and subject matter (ACAVAM127) have addressed similar themes to Roberts throughout • Plan and design artworks that represent artistic history. Suggestions have been made in this learning intention (ACAVAM128) resource to guide you to key works in the NGA collection. • Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129) • Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130) Secondary Education Resource 2 • Analyse a range of visual artworks from contemporary Cross-curriculum priorities and past times to explore differing viewpoints and • Aboriginal and Torres Strait Islander histories and enrich their visual art-making, starting with Australian stories artworks, including those of Aboriginal and Torres Strait Islander peoples, and consider international artworks (ACAVAR131) General capabilities • Critical and creative thinking • Information and communication technology LANDSCAPE: ARTISTS’ CAMPS AND COLLABORATION • Personal and social capabilities • Literacy Investigating the rise of en plein air painting in Australia, • Ethical understanding the artists’ camps of the Australian Impressionists and the influence the artists had on each other and artists • Intercultural understanding that followed. This theme is relevant to Year 7–10 Visual Arts. 9 BY 5 IMPRESSION EXHIBITION General capabilities This theme is particularly relevant to looking at how • Critical and creative thinking artists can work together as a group and how works • Information and communication technology of art are displayed. It also is useful in understanding • Personal and social capabilities key moments, ideas and techniques of Australian Impressionism. It is relevant to Year 7–10 Visual Arts • Literacy and beyond. Cross-curriculum priorities PORTRAITURE • Sustainability Covering portraiture and self portraiture this theme examines Roberts’ portrayal of various people, from General capabilities politicians who are now historical figures to Aboriginal people he met, and offers opportunities to explore • Critical and creative thinking portraiture more broadly by looking at the work of other • Personal and social capabilities artists, including Aboriginal and Torres Strait Islander artists. Because of its relevance to Year 9 History it is also • Literacy recommended for Visual Arts students at this level, but could also be used with Year 7 and 8 Visual Arts. History – Making of the Modern World: Year 9 Historical knowledge and understanding • The nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015) Historical skills • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) • Evaluate and enhance these questions (ACHHS167) • Identify and locate relevant sources, using ICT and other methods (ACHHS168) Secondary Education Resource 3 Analysis and use of sources COMING SOUTH: • Identify the origin, purpose and context of primary and IMMIGRATION AND TRAVEL secondary sources (ACHHS187) • Process and synthesise information from a range of Using Tom Roberts’ painting Coming south as a starting sources for use as evidence in an historical argument point this theme investigates patterns of migration to (ACHHS188) Australia and travel by Australians to Europe and back at • Evaluate the reliability and usefulness of primary and the time, and has relevance to Year 9 and 10 History and secondary sources (ACHHS189) Year 9 Civics and Citizenship. Investigating Roberts’ compositional devices and choice of subject matter this theme is appropriate for Year 9 and 10 Visual Arts, but is Civic and Citizenship: Year 9 also relevant to Year 7 and 8. Questioning and research • Develop, select and evaluate a range of questions to History: Year 9 investigate Australia’s political and legal systems Historical knowledge and understanding (ACHCS082) • The nature and extent of the movement of peoples in • Identify, gather and sort information and ideas from a the period (slaves, convicts and settlers) (ACOKFH015) range of sources and reference as appropriate (ACHCS083) Historical skills Analysis, synthesis and interpretation • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) • Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and • Evaluate and enhance these questions (ACHHS167) issues (ACHCS084) • Identify and locate relevant sources, using ICT and Problem solving and decision making other methods (ACHHS168) • Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and History: Year 10 resolve contentious issues (ACHCS086) Globalising the world Questioning and citizenship skills • The waves of post-Second World War migration to • Use democratic processes to reach consensus on a Australia, including the influence of significant world course of action relating to a civics or citizenship issue events (ACDSEH144) and plan for that action (ACHCS087) • The impact of changing government policies on Australia’s migration patterns, including abolition of the Cross-curriculum priorities White Australia Policy, ‘Populate or Perish’ (ACDSEH145) • Asia and Australia’s engagement with Asia • The impact of at least ONE world event or • Sustainability development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146) General capabilities • The contribution of migration to Australia’s changing • Critical and creative thinking identity as a nation and to its international • Numeracy relationships (ACDSEH147) • Information and communication technology Historical questions and research • Personal and social capabilities • Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184) • Literacy • Evaluate and enhance these questions (ACHHS185) • Intercultural understanding • Identify and locate relevant sources, using ICT and other methods (ACHHS186) Secondary Education Resource 4 THE BUSTLING CITY MAKING A NATION The theme of the bustling city examines Allegro con brio Through the examination of iconic paintings Shearing the Bourke Street west by Tom Roberts, looking at how music rams and A break away! this theme explores how Roberts influenced his work and his compositional techniques and
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