EXZartTRA TermTerm # 1 2010 RegisteredRegistered by Australia Post Publication No. 327687327687/00003/00003

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EX TermRTerm # 1 2010A T Registered by Australia Post Publication No. 327687/00003

HeadlineA Student’s Headlinejourney InspirationInspiration •• IdeasIdeas •• EducationEducation UpdatesUpdates •• OnlineOnline SupportSupport •• TipsTips && TechniquesTechniques

HeadlineIdentify Us HeadlineArtist in HeadlineHelp! My NotesA whole school residenceNotes schoolNotes is unit of work Aerial views with building based on identity. Max Darby. Trolley / portable art - solutions, support and activities.

ZartZart Art -Art Supporting - Supporting teachers teachers in creative in creative education education Contents News, Events & Dates ...... 2 Studio Arts A Student’s Journey...... 3 Whole School Identify Us ...... 5 PD Insert ...... Supplement Gallery Term 1 ...... 7 Artist in Residence ...... 8 Talking Faiths Immigration Museum ...... 9 Portable Art Activities . . . . . 10 New Resources ...... 12 Events News Updates

Zart Art updates Galleries around Victoria Welcome to Term 1 2010 NGV Thank you to all those who gave us feedback on our January 2010: Ron Mueck Zart Extra last year. We have made some changes in February 2010: Love, Loss and Intimacy response to this feedback and welcome continued April 2010: Tea and Zen responses throughout the coming year. May 2010: Timelines: Photography and Time Editor: Jan Roker Easter dates - Ian Potter Centre NGV Art Direction & Production: Britta Poljansek Together Alone Australian and New Zealand Photography: Nicole Merkel Good Friday Friday 2nd April CLOSED Contributors: Jason Hussey, Petra Glasser, Max Darby, Easter Saturday Saturday 3rd April CLOSED Fashion: now showing until April 18 Jan Molloy. March 2010: Stick it! Collage in Australian Easter Monday Monday 5th April CLOSED Art, Rupert Bunny, Top Arts: VCE 2009 Zart Extra: ISSN 1448—8450 May 2010: Australian Made: 100 Years of Zart Extra is published quarterly by Zart Education, a division of Zart Art Pty Ltd. This publication is mailed prior Fashion to the first week of the term issue date. This newsletter In the news allows art teachers/co-ordinators to learn about what is Immigration Museum happening in art education and what other art teachers are Working with plaster The Times 13/10/2009: 26 Nov 2009 — 28 May 2010 Talking Faiths, doing. You will fi nd information on new art techniques and This article is worth reading if you are considering using My story, your story, our story processes, the latest materials and resources on the market. Plaster with your students. The safety aspect of working with An exhibition of interfaith dialogue. Please note, all prices quoted are valid for the duration of the current term only and are subject to change without art materials should be uppermost in your planning and This exhibition documents a project notice. The insert of the newsletter provides details of our execution of any lesson. Visit this link to see just what can involving young people exploring interfaith term's workshops, so teachers can then contact us and happen if due caution is not taken. issues through a multicultural perspective. book into the workshop. http://business.timesonline.co.uk/tol/business/law/ Encompassing students from a range of faith-based and secular Government schools, Due to various circumstances some information may be article6871396.ece subject to change. Zart Art, Zart Extra logo and masthead Talking Faiths features multimedia are registered trademarks of Zart Art Pty Ltd. All content is representations and photographs of the subject to copyright and may not be republished without student project and artworks developed by prior consent from Zart Art. All submissions become the students as part of their conversations. property of Zart Art. Submissions may be published in the Galleries around Australia Zart Extra or posted on www.zartart.com.au the offi cial art This exhibition is a part of the Parliament of education resource. Zart Art reserves the right to edit National Gallery of Australia the World’s Religions 2009 cultural program. submitted articles/activities for content, length and clarity. 4 Dec 2009 — 5 April 2010 Masterpieces from Paris: Van Gogh, Pan Gallery Zart Art Gauguin, Cezanne and beyond. 5 Feb to 4 March 2010 The 48 Hour Clay Supporting teachers in creative education The National Gallery of Australia is proud to present one of the Project Zart offers an extensive range of fine art materials, most extraordinary exhibitions ever held in Australia. Soon, you Four ceramic artists from Victoria’s Central resources, craft and technology supplies. You will won’t have to travel to the Musée d’Orsay in Paris to see Highlands collaborate to present work find competitive prices and efficient and quick masterpieces by Vincent van Gogh, Paul Gauguin, Paul Cézanne, service. designed to encourage contemplation of the Georges Seurat, Pierre Bonnard, Emile Bernard, Claude Monet, handmade, with consideration of the layers 4/41 Lexton Road, Box Hill North, Maurice Denis and Edouard Vuillard; you can visit them in Melbourne Vic 3129 Australia of meaning that the handmade has in the Ph: (03) 9890 1867 Fax: (03) 9898 6527 Canberra. context of our modern world. www.zartart.com.au Queensland Art Gallery | Gallery of Modern Art 142 Weston Street, Brunswick East 3057 E: [email protected] 5 Dec 2009 — 5 April 2010 www.northcotepottery.com.au Administration Hours: The 6th Asia Pacifi c Triennial of Contemporary Art Monday – Friday: 8.30 am – 5.00 pm The Asia Pacifi c Triennial of Contemporary Art (APT) is the Customer Service Centre: Queensland Art Gallery’s fl agship international contemporary Monday – Wednesday & Friday: 8.30 am – 5.00 pm Thursday : 8.30 am – 7.00 pm art event. It is the only major series of exhibitions in the world to Saturday: 8.30 am – 2.00 pm focus exclusively on the contemporary art of Asia and the Pacifi c, including Australia.

2 www.zartart.com.au Studio arts article

A STUDENT’S JOURNEY

The art faculty at Penola Catholic College, advantage of all that the studio art study her artistic inspiration and aspirations, Broadmeadows were asked to submit a brief design offers. Mary reinvented her art possible materials and some techniques that account of their Studio Art programme, making through a process of self she could start trialling. Mary was able to highlighting one student’s journey through development, trialling and experimenting successfully use her mind maps, inspiration the year. and ultimately completing two very strong and annotation to form what would be the folios and fi nal artworks. For me it was her base for her work brief. A clear and attainable Studio Art 2009 passion, dedication and work ethic that work brief is essential to creating successful Unit 3 and 4 Studio Art provides students enabled her to have such a successful year. folios. Mary completed many drafts of her with a framework to work within and brief before being satisfi ed that she had clearly experience the trials, tribulations, stresses and Starting point/ choosing a theme identifi ed the focus aspect of her theme, the joys of creating a complete folio of art works. Although as staff we encourage our materials and aesthetic qualities she wanted This process starts with an idea(s), through a students to choose a theme that they are to develop. The work brief becomes the folio of creative meanderings and passionate about, they often choose themes framework and timeline for all further experimentation, culminating with the that are too complex, broad or just too development. Mary said, “Creating a clear work creation of two fi nal works of art. Studio Art simple for them to sustain. brief has defi nitely been a challenge. I haven’t provides students with an experience albeit a Choosing a theme that you are “passionate” been doing art for a long time and I only really snapshot of what it’s like to be a practicing about is essential. Understanding and getting discovered that I was interested in painting artist. the most from that theme is the hard part. last year. This year was all about discovering At Penola units 3 and 4 are the students’ Mary said, “The biggest diffi culty I what art really is. I wanted to try new things, fi rst experience with working on a theme of encountered in terms of developing a folio take on other mediums and try to gain a choice for a prolonged period of time. For was probably the topic I picked. better understanding of art theory.” most this is the fi rst hurdle of many that they (Individuality) is a very broad topic, and it must overcome. This year’s classes worked was hard for me to narrow it down so that Look widely with a variety of themes. Although the the viewer could clearly understand my Students don’t often have a wide students were all interested in their themes, it message, as well as for me not to get totally understanding of, or repertoire of artistic was those that were truly committed and lost in such a broad topic. Because of this, I styles or infl uences, and in Mary’s case, a passionate about their theme that excelled had to redo and rethink many of the starting broad knowledge of historical or and created a cohesive body of work. They all points I had created, just so I could make contemporary artists to help guide her own described Studio Art as the place where they sense of my theme.” artistic development. Using Mary’s initial could be “self expressive” and escape the rigors concept development drawings and paintings, of their other classes in an environment Student /Teacher dialogue together we were able to quickly establish unlike any other within the college. Often Mary would discuss her theme and similarities or links to other contemporary Mary Faith Cristoria was one of our top through a series of brainstorms we were able artists and or particular artworks that she students this year at Penola. She was a to establish what it was about “individuality” should research. Keeping a box of books in student who, we as staff felt took full that Mary wanted to focus on. We discussed the class room that were chosen specifi cally

Zart Extra_Term 1 2010 3 Studio arts article continued

for like content or techniques were apply my colours without layering them invaluable. Importantly though students were individually. I was able to plan the strokes that I encouraged to continually use their own was going to make. This allowed me to apply a images to complement printed resources. complete surface of multiple colours.” While This enabled the students to create images Mary was developing her painting skills she was that were original and more personal, rather also experimenting with clay and modelling than appropriating found imagery. compound to create several masks of Cheetah man. Like many of this year’s students Mary was Distinctive style willing to experiment and trial a variety of “When I started off, I was drawing on materials and techniques for a range of potential previous experiences and inspiration created solutions. “I had an idea in my head what I around an impressionist style.” Mary was wanted my fi nals to look like. In order to achieve developing images that were being painted the best possible solution I had to develop using a small brush and a dabbing technique certain skills.” to layer colours and build surface. This For me as a teacher, this is what studio art is technique was time consuming and all about, solving visual problems to attain a providing a minimal surface texture as the certain aesthetic quality and image that fulfi ls acrylic paints would shrink as they dried. She the work brief and focus statement. was trying to develop high relief surfaces Jason Hussey with a material and technique that was Penola Catholic College satisfactory but not providing the outcome she was hoping for. It was at this point that Mary’s artistic development and Tips for creating a successful understanding of what studio art was about, folio of work clicked. She was shown some Ben Quilty • Be prepared, come on the fi rst day back with some ideas, brain storms and inspiration, be images. We discussed his materials and fl exible, ideas and concepts change. technique and devised a plan to try and create • Pick a theme that you are very interested in - a similar surface aesthetic. “After seeing that way you will be more dedicated to your some Quilty images I became more work. Try to be very clear about the topic/theme. interested in impasto painting. So in terms • Communicate, get use to using correct terminology of technical development, I went from short • Organisation and planning: utilise the technical brush strokes to longer more expressive skills of others (staff/students) where needed to strokes with thickened paint, to using get the fi nals realised. modelling paste mixed with my paint and a • Research artists, art forms, techniques, palette knife.” Mary did not use another materials – good research will help you with your art making. brush after this point to create her fi nal • Trial and experiment as much as possible – the works of John, a series of four paintings. more potential solutions you have, the more choices you have for your fi nals. Folio of works • Plan and organize a detailed timeline and try to Mary’s theme of individuality developed stick to it. Know when SAT’s are due. • Avoid getting bogged down/stuck when you into a folio of conceptual development and are unsure. Communicate with your teacher and materials research that was varied and far other students. beyond anything she had attempted before. • Document everything and do it regularly – She had decided very early on that she wanted saves time and stress. to experiment with more sculptural and 3D • Consider the fi nal presentation, look at how works are presented mediums. Mary’s theme focused on two • Love what you are doing. characters, a friend’s image as a portrait and Cheetah man as a sculptural piece. Throughout Mary’s fi rst folio she experimented with clay as a building extension & Links material and acrylic paint. These mediums Zart Extra Articles: would be consistently and extensively • Term 1 2004 : VCE student at St experimented with throughout the year. Such Catherine’s School Trilogy of Life was the clarity and resolve of Mary’s concept. • Term 2 2004 : VCE student at Thomas “In one of my fi rst trials I painted each Carr College - Hoppers Crossing Religious colour layer by layer. Once I became more Inspiration comfortable and skilled at applying paint www.zartart.com.au with a knife instead of a brush I was able to 4 www.zartart.com.au whole school unit

Identify Us a whole school unit

‘Identify Us’ – self portraits by ICA Casey humour and excitement within their lesson) followed by an application of ink College Preps, Level 3 and Level 4 students. compositions. When glued down, some which was wiped back slightly to reveal the rubbings were created using Zart Rubbing metallic areas in relief. Recycled cardboard When the word ‘Identity’ presents itself Blocks. An interesting aspect of this was to came to the rescue when considering the in the Art Studio, the perfect task that comes keep the paper still. However when it frame – all corrugations were covered in to mind is to represent/depict oneself. moved, it created a lovely sense of paint followed by sponging over the upper Having the underlying theme, ‘Identify Us’ movement with overlapping, double features. corrugations in a metallic colour. The pervading throughout the integrated The collograph became a template for yet smaller shapes were cut by the students, studies in the students’ classrooms, it another artwork. It was covered with PVA making patterns using simple repetitions of seemed only fi tting that self portraits glue and aluminium foil which was rubbed geometric shapes. This resulted in a very became the task in Specialist Art lessons over by little hands – (this took a whole thrifty and arresting project indeed. from Prep to Year Six. It is widespread knowledge that self portraits can be as diverse as the techniques and media will allow – (think of the Annual Archibald Prize). So just where to begin with limited fi ne motor and listening skills of fi ve year olds?

We discussed the word portrait, how artists paint images of themselves and the prominent features on a face and their position. Early in the year, many Prep students were not adept at cutting light cardboard, let alone paper, so various facial features cut from cereal boxes were supplied to them. It was their task to sort, arrange and rearrange the features on the oval head shape in order to create a collograph face. We had ears for eyes, some noses for lips – quite reminiscent of a Mr Potato Head game! Yet this only served to create some Prep students made collograph faces- focus on shapes, patterns and repetition.

Zart Extra_Term 1 2010 5 whole school unit continued

shown which ignited a myriad of questions and provided an excellent stimulus. The students observed their own portrait (printed in black and white on A4 photocopy paper) and recorded the important facial features and hair line using contour lines in graphite. This gave the students a guide as to where to place the mosaic pieces. Tonal rendering was also practised by observing where shadows and highlights were located on the original photograph and once the fi rst pieces were laid, the students could only then comprehend the process whereby shapes created pattern and how negative spaces were equally as important as the positive. All elements became interconnected – the students realised how one element was reliant on the other in order to create the whole. A new vocabulary enriched their Self portrait using the student’s thumb print infl uenced by Bridget Riley word power and the students were soon using dialogue amongst themselves such Level three (Years Three and Four) covered Having taught mosaic art to Year Elevens as andementi, rhythm, tonal variations. the same topic in an entirely different way, with specifi c tools of tiles, nippers, Ultimately, the integrated studies theme by making a self portrait using their thumb adhesives etc., the task had to be aligned/ can be that common thread that permeates print and Bridget Riley’s Op Art examples as modifi ed to set the younger students up for through all levels of learning and practice in the stimulus. Whirls, arches and loops were success. Considering the time constraints the art studio. As art educators, it is up to discussed, along with some interesting of one lesson (45 minutes) per week, paper us to creatively seek avenues in which links conversations of how criminals are seemed the best option for media. can be made, even if they are only identifi ed by their very personal ‘stamp’ at Various examples were shown via a somewhat loosely connected. This, I feel, is the police station. Their prints were enlarged slideshow to introduce the ancient art form the beauty of art appreciation where the on the photocopier which provided the of mosaics: Pompeii and Empress Theodora, practice can be tailored, modifi ed and students with an excellent larger visual, and followed by contemporary examples in their personalised to suit or have relevance to the the journey began. Through careful own immediate environment: Flinders St given theme. observations, the students replicated their Station, Docklands wall, Australia Arcade thumbprint then continued to ‘take lines on Collins, Southbank etc. Past student Petra Glasser for a walk’ branching out to the parameters examples and my own compositions were Visual Art Teacher of the page. One could hear a pin drop as the ICA Casey College therapeutic drawing took place. Narre Warren At ICA, we have been thinking about passion in teaching which, in my case, involves utilising my talents and abilities extension & Links and imparting such passion and knowledge Zart Extra Articles: to the students in order to elicit responses • 2001 Term 4 Caulfi eld Grammar both visual and verbal. This process involves School Dinner Party – whole school discovery, consolidation, refi nement, approach on ‘Mad Hatters’ tea party. familiarity, risk-taking and understanding… • 2007 Term 4 Mt. Martha Primary over time. Via this process, students Whole School Mural based on styles of experience the incredible language of the Australian artists. visual world and the pleasure, questioning • 2006 Term 4 Fairhills High School and fulfi lment that emanates from it. Teaching Design Years 7–12 – whole school approach. As a mosaic artist in the home studio, • 2005 Term 2 Vermont Secondary the link between my passions and the College Three Dimensional Forms in Art ‘Identity’ unit became the focus for Years & Design - whole school approach to Five and Six students where a self portrait 3D projects. was created using a paper mosaic technique. Grades 5 & 6 : Mosaic portraits inspired www.zartart.com.au by Pompeii & Flinders Street Station 6 www.zartart.com.au Zart Student Gallery Exhibiting Term 1 2010 On show until the 17th March 2010 Patterson Lakes Primary School People St Thomas the Apostle Primary School, Blackburn Bugs Altona Primary School Ceramic Monsters St Bernadettes School, The Basin Sculptures Carey Grammar, Donvale Bird Nests Brunswick SW Primary School Altona Penola Catholic College Primary School Studio Art MLC Kew Mondrian Animals Mooroolbark East Primary School Felted Banners Sacre Coeur Fineline Pen Body Art Brunswick South West Primary School Quilts Sacre Coeur Studio Arts Overnewton College Keilor Strathcona Baptist Girls Grammar School St Bernadettes School Water Lilies Mullauna College ICA Casey College Paintings Killester College Lino Prints Corowa South Public School Collages Thomastown West Primary School Shoes Overnewton College Keilor Pencil Drawings ICA Casey College Identity

Corowa South Public School Killester College Zart’s Student Gallery Patterson Lakes Primary School Situated upstairs in the Zart Customer Service Centre. Each term the Student Gallery exhibits a new display of work from young artists ranging from kindergarten to VCE. We are always on the lookout for artwork to be exhibited that showcases new ideas and techniques suitable for all age levels. Please email images of work you would like to exhibit one term in advance to Jan Roker Carey on [email protected] Grammar Sacre Coeur Donvale Also visit www.zartart.com.au

Zart Extra_Term 1 2010 7 artist in residence

Wanganui Park Secondary College Artist in Details may be added later using oil paints, Students have taken the responsibility to Residence Project (2009) with Max Darby if required. The background has been visit Google Earth and Google Maps to completed using broad brushes and hand locate views of the area and to fi nd the The aims for this project, which began in brooms and much of the dotted detail is location of their own homes. The Municipal mid year, 2009, were four-fold being made using cotton buds and Council was also very helpful (as has cigarette fi lters. everyone else in the community) once the 1. To provide an enriching experience for nature and scope of the project was students to work with an artist and to The large scale provides enormous space explained and offi cial survey maps were learn about the processes of design and on which to work. It also presents some provided. professional art making. enormous artistic challenges to be met by the students. These include designing and Small groups of students in each class 2. To make 3 very large painted working on a large scale, using canvas (and have been organized to focus on specifi c interpretations (approximately 4 X 2 metres) all of its peculiarities) for the fi rst time and areas so that views of the countryside from of the whole Shepparton area. using a range of thinking and imaginative each side of the city, views above and below skills. Most importantly, from an the city, and views of the city area itself 3. To get students to make their own educational perspective, working with were investigated. Each of these smaller smaller (9“X 5”) painted interpretations of other students has provided invaluable groups has been responsible for the initial the area of Shepparton in which they live. experiences in cooperation, fl exibility, sketching of their own area on to the negotiation and tolerance. This has been canvas and has also been responsible for 4. To enhance the atmosphere in the school one of the most successful components of the initial painting of those areas. auditorium (The Visy Centre) by providing the whole project to date. Currently, all students are working all over quality student artworks for the walls and the works wherever a need is isolated. to make that an on-going project in Each of the 2 classes is creating a separate subsequent years. canvas of its own. One class is making an Students are also making their own aerial view of the Shepparton area as it might smaller 9”x 5” interpretations of their home A joint decision was made between the appear in Winter (that is, in greens, turquoises and these have been deliberately linked to art staff and myself to work with the Year 9 and blues) while the other class is making the Heidelberg School works made in a students who are divided into 2 classes of its own aerial view of the area as it might similar size and format. The history of those about 24 students. The major reason for appear in the Summer (that is in yellows, works was shared with students making choosing Year 9 was because younger ochres, browns, oranges and reds). The third the project a well-integrated project. students are often well looked after and canvas is being painted by myself and will senior students are always well supported continue the aerial view of Shepparton Max Darby because they are preparing for, or theme but will be interpreted at night. A To see the completed works, please go to our undertaking, VCE. It was also felt that Year black/blue background with hundreds of website under the Artist in Residence link. 9 students, who, perhaps, sometimes miss small dots in yellows, oranges and reds will out on such opportunities, would fi nd the represent the lights of buildings, houses extension & Links project highly motivating and interesting. and cars. An evening fl ight over the city in a Zart Extra Articles: This is proving to be the case. light plane will provide the opportunity to Term 4 2005: Penleigh and Essendon take suitable photographs on which this Grammar Places and Spaces, marks and Each of the three canvases is 4 X 2 metres work will be based. The three canvases will Maps. Aerial views and mapping. in size and is being painted in acrylics. be hung side by side. www.zartart.com.au

8 www.zartart.com.au Cultural Diversity

Immigration Museum, Melbourne

An opportunity to extend understanding in You can access their conversations by I’ve learned that we should get to our culturally diverse World. logging on to museumvictoria.com.au/ know people before we judge talking–faiths them. year 10 student During 2009 the Immigration Museum Education in Victorian schools addresses developed a project which documents two our cultural diversity with programs Both programs featured in the project, intercultural, interfaith learning projects celebrating Cultural Diversity and the used the Arts as the means of representing taking place in Melbourne. The fi nal Cultural Diversity Week Quest Awards the outcomes for students. Music, painting outcome of the project is an exhibition of exhibition showcases the wonderful ways in and performance become powerful means of student conversations and art work at the which teachers and students use the Arts to communicating respect and understanding. Immigration Museum and a web site which give voice to the celebration of difference. The exhibition promises to provide all will provide a resource for school and The Talking Faiths project aims to develop visitors with much to think about. Parents, community groups. intercultural understanding by introducing teachers and classmates should all fi nd The exhibition opens on 27th November the interfaith dimension to learning. something to consider as they interact with and will run until 28th May. The web page Religious diversity is inherent in the conversations of the students and view will be launched on the same day. Students multicultural societies and if we are to build their art work. have contributed to an on-line discussion respectful societies it is important for Singing Bowl Media photographer John page during the year. communities to develop the means by which Sones has captured the spirit of the we can come to an appreciation and participants in a series of captivating portraits understanding of the many belief systems and Tamsin Sharp’s intimate fi lms of their that are part of our multi cultural world. conversations offer a rare opportunity to Democratic values; the respect for human share the thoughts of young Australians. rights, pluralism and the rule of law need to The Talking Faiths Project is a part of the acknowledge that religion is an important 2009 Parliament of World’s Religions Offsite element of culture, beliefs about the world Cultural Program. and values are acquired gradually and that To access further details of education civic values cannot be developed in isolation programs and teacher previews please log from spiritual, religious and moral values. on to museumvictoria.com.au/ The Immigration Museum project aims to immigrationmuseum offer two models of facilitated intercultural Join MV teachers to stay in touch with education and interfaith dialogue whereby students in programs at Museum Victoria the senior years of schooling have the museumvictoria.com.au/education/mvteachers opportunity to build understanding, respect and appreciation of difference through Jan Molloy intercultural converstions and creative Programs Co-ordinator collaboration. Immigration Museum

Zart Extra_Term 1 2010 9 Activity Portable Art Activities Whether your school is involved with the BER, school buildings “HELP! program or you are being displaced from your art room and fi nd yourself taking art lessons in another room or travelling from I have NO room to room, these two pages aim to support you. Zart Art presents a series of activities that are achievable from a trolley of art materials. This selection of collage techniques artroom” suitable for Prep to Grade 6 focuses on the element of Colour. Hints on storage, products and activities will also be of value to classroom teachers.

King of the Wild Things (Prep) Wild Thing (Grades One & Two) A Wild Thing (Grades Three & Four) Discussion Discussion Discussion A. Look at a colour wheel, start at yellow and go A. Focus on the way colours can affect us; they can A. Look at a colour wheel, start at yellow and go around the wheel, noting the colours as you go sway our thinking, change our actions, and cause around the wheel, noting the colours as you go around. certain reactions. Colours can irritate or soothe around. What are the secondary colours, how are B. List the 3 primary and 3 secondary colours on a our eyes, raise our blood pressure, or suppress they different to primary colours? What colours sheet of paper and next to each colour, list a appetites. What does the class know about are mixed to create the secondary colours? number of items that we associate with that colours? Look at colours used in advertising. What colour. E.g. red – apple, shoes, lips etc. are cool and warm colours? 1. Choose the three primary colours in Oil Pastels and remove the paper. 1. Use scrap paper to teach the skill of fringing and 1. Choose a warm or cool colour range and create a 2. Use the side of the Oil Pastel to create a rubbing cutting a zig-zag along a strip of paper. wild character using only those colours. over a Rubbing Plate or any textured surface. 2. Cut strips of Cover Paper in the three primary 2. Teach the skill of cutting a symmetrical shape on Remember to place the paper over the Rubbing colours and fringe or zig-zag the strips. the fold of a piece of paper. Use this skill to cut Plate and push the Oil Pastel away from your body to achieve the best effect. 3. Cut a large Cover Paper oval for the body and from a variety of papers an interesting head and begin layering the strips of fringed paper across body shape. 3. Change from one colour to the next to create new the body shape. Start at the bottom and work 3. Teach the skill of fan folding and concertina colours with your rubbings. upwards. Overlap the strips as they are glued into folding to add arms and legs to the character. 4. Cut out shapes from the various rubbings to place. 4. Glue on Joggle Eyes, a nose that comes off the create a Wild Thing. 4. Turn the shape over and trim off the excess paper page and feathers for hair. 5. Use folding and cutting techniques to make the around the edge of the oval. character interesting. 5. Add a tail, feet, hands and shapes for hairair in the same three primary colours. Cut out andnd glglueue on a nose and mouth shape. Glue on two JJoggleoggle Eyes and a crown cut from metallic Paper.

10 www.zartart.com.au Activity

A Wild Thing (Grades Five & Six ) Rubbing Plates Nature Discussion Materials List Kinder Squares Flint Glossy 254 x 254 mm A. Look at a colour wheel, start at yellow and go Cover Paper A4 Asst. Creative Self Adhesive Squares Kinder Squares Flint Glossy 127 x 127 mm around the wheel, noting the colours as you go Hand Plier Staplers around. The complementary colour of a primary Stackable Joggle Eyes Coloured Stackable Joggle Eyes Feathers 60 g colour is the colour you get by mixing the other Metallic Ripple Paper two primary colours. So the complementary Pom Poms Glitter Mix Cover Paper A3 Black Defraction Paper colour of red is green, of blue is orange, and of Joggle Eyes 25 mm yellow is purple. The complementary colour of a Sequins in a Jar Bulk Supertac Edding 2000 Black Markers secondary colour is the primary colour that All Purpose Carrier ( a great way to wasn’t used to make it. So the complementary Paper Plates 15 cm transport scissors, staplers, Glue sticks) colour of green is red, of orange is blue, and of Plastic Spreaders purple is yellow. Zart Scissors class set 25 Oil Pastels L12s class set 25 B. When placed next to each other, complementary Zart Glue Sticks 35 g class set 20 colours make each other appear brighter, more intense. Experiment with different coloured papers and test this theory out, do complementary colours look brighter when Trolleys (empty) are available for placed together? What would happen when you purchase from Zart Art. They are mix two complementary colours together? made from stainless steel and 1. Collage a rainforest background using two come with lockable wheels that complementary colours, one as the background are easy to steer. The two trays are colour and one as the foreground. suitable for all your classroom 2. Choose another two complementary colours and supplies providing easy access and collage a creature or wild thing using only those convenient storage. Ideal for two colours. Use Cover Paper as the base and portable art lessons, sandpits, or Creative Adhesive Paper Squares to decorate. equipment storage. The art trolley 3. Add Joggle Eyes and a Pom Pom nose. could be stocked with the above 4. Attach the creature to the background with a products to complete this whole concertina fold fl ap that holds the creature above school unit of work on collage! the background. Please contact us for current HINT. Keep a container to store left over pricing PH 03 9890 1867. coloured paper scraps for your next class activity. Portable & Classroom Art Monthly ideas & support! March: Drawing Levels 1–4 with a focus “Help! I on Line and Pattern April: Modelling need monthly Levels 1–4 with a focus Support” on Form and Texture May: Textiles Levels 1–4 with a focus If you would like more on Shape and Texture Portable Art Ideas, send us June: Construction an email and each month Levels 1–4 with a focus on Form and Shape with our e-news we will July: Printing send you another series of Levels 1–4 with a focus lessons. Our focus will on Pattern and Colour change each month to cover each of the art disciplines Subscribe to our monthly Portable and its focus on an art Art newsletter! element. Sign up on our website! www.zartart.com.au

Zart Extra_Term 1 2010 11 new resources

Book Reviews by Cathy Price blue italic prices do not include gst, prices include Bold black GST • prices are valid until march 26 2010

Art-iculate – Art for VCE Art-isan Contemporary Indigenous 100 Ways – A Guide to Visual Units 1–4 Studio Arts for VCE Australian Art Pack Communication & Design Units 1–4 Kate Hart Andrew Nicholls, Talia Caplan, The book starts out with an Contemporary Indigenous art has as Jacinta Patterson & Joanne overview of tools needed for As with Art-iculate the focus in many styles as there are artists. This Saville • researching artists the fi rst part of the resource is pack aims to show a small selection VCE Visual Communication & Design • understanding art language Studio Arts Units 1, 2. In the early of the ways contemporary Indigenous is a dynamic course, driven by your and commentaries chapters students are introduced artists work, using their own imagination and the requirements of • applying Analytical to strategies and tools to select, innovative styles and materials.The a design brief, where every decision Frameworks twelve art prints featured in this pack made during the design process could organize and develop ideas and are produced by the following artists: • creating a folio of work. the safe use of materials and take you in unlimited directions, Bardayal ‘Lofty’ Nadjamerrek, where every design problem could be The Analytical Frameworks section processes. The ways in which Maringka Baker, Anmanari Brown, solved in more than 100 ways... clearly defi nes the four identifi ed artists use materials, are inspired Kantjupayi Benson, Craig Koomeeta, This book is your essential companion in the Study Design: Formal, and interpret ideas is included Billy Missi, Jungala Kriss, Peter for mastering the knowledge and skills Personal, Cultural and along with a variety of Australian Mackay, Treahna Hamm, Christopher needed to successfully complete the Contemporary. The Design and international artists. Pease, Shane Pickett and Richard Bell. VCE course. Special features include: Included is information on 13 full colour A3 cards/posters in a • Detailed and accurate coverage of Elements and Principles table in durable acid free satchel. Chapter 1 is very practical with its assessment which includes useful all aspects of technical drawing information on creating a visual 12 A3 art prints & teacher notes • Visual guides to assist you with defi nitions and prompting meeting the requirements of the PR810 questions. Outcomes / Areas of diary and samples of completed Visual Communication course Study for Art Units 1, 2 are covered assessment tasks by students. Pack ...... $75.00 $82.50 • An assessment grid addressing in the next section. There are Assessment criteria are included. the VCE study design for Visual suggested approaches for trialling Students are presented with ways Communication & Design materials and techniques, to research, choose a theme, get BK688 application of elements / organized and document when 301 pp ...... $59.05 $64.95 principles and examples of themes undertaking Unit 2 in Studio Arts. and topics (i.e. War, Self There is included a discussion of Portraiture). The examples cover art elements, styles, symbology. A pre and post 1970 Australian and structure for analyzing artworks will International artists. There are provide students with a useful sections on assessment where reference. sample assessment criteria sheets A thorough look at an exploration are included in a hard and proposal is included and will be electronic version on the Student useful in Unit 3. An annotated CD-ROM. These assessment sheets example indicating where Fantastic Recycled Plastic are samples only and can be elements and principles are David Edgar Robin A. Edgar manipulated to suit the school important is seen in a work by eX Turn empty plastic bottles into fantastic recycled plastic creepy- context. They cover the outcomes de Medici - an effective way for crawly bugs, colourful earrings, and SPECIALS!! prescribed in the Study Design. students to identify elements. retro star cruisers. There are thirty Also included throughout the BK684 projects in this ingenious collection, All our back to books are student samples of work 293pp ...... $59.05 $64.95 from festive holiday decorations to with teacher annotations. fabulous dimensional fi gures, from school and term jewellery to decorative art. In little BK683 time, you’ll fi nd that your recycling specials are now 259pp...... $59.05 $64.95 bin stays empty while you expand your crafting skills. Discover the available on our creative potential of recyclable Books reviewed by Cathy Price – a Zart Art Consultant. plastics like yoghurt containers, website Please look under Product Information on our website for margarine tubs and milk bottles with the complete in depth book review on these two books. this unique book as a guide. www.zartart.com.au BK741 www.zartart.com.au 143pp ...... $27.26 $29.99

12 www.zartart.com.au Zart

EX TermTermR #2 2010A T Registered by Australia Post Publication No. 327687/00003

It’sHeadline all about The ProcessHeadline InspirationInspiration •• IdeasIdeas •• EducationEducation UpdatesUpdates •• OnlineOnline SupportSupport •• TipsTips && TechniquesTechniques

HeadlineArt + Maths = HeadlineTake a Walk on HeadlineArtist in Residence EngagedNotes Minds² theNotes Wild Side NotesA sculpture developed A unit of work with Colourful 3D by the students at links between art sculptures based Urquhart Park Primary and maths. on the art of Niki School with the guidance De Saint Phalle. of Deborah Halpern.

ZartZart ArtArt -- SupportingSupporting teachersteachers inin creativecreative educationeducation Contents News, Events & Dates ...... 2 Hand-Made Felt Dolls...... 3 Art/Maths Project...... 4 Gallery Term 2...... 5 Take a Walk on the Wild Side . 6 PD Insert ...... Supplement Artist in Residence ...... 8 We the World ...... 9 Celebrating Cultural Diversity 10 Arts Education ...... 11 Zart Expo 2010 ...... 12 Events • News • Updates Welcome...Term 2 2010 Galleries around Victoria Winner is... NGV Copic Marker Promotion Winner Announced! April 2010: Tea and Zen Beaconhills College - May 2010: Timelines: Photography and Time Valley Campus, Pakenham We would like to congratulate as the Zart Art Ian Potter Centre NGV Copic Promotion winner. This school wins a March 2010: Stick it! Collage in Australian collection of Visual Art and Design resources Art, Rupert Bunny Editor: Jan Roker April 2010: Top Arts: VCE 2009 Art Direction & Production: Britta Poljansek and the student of their choice wins a ticket Australian Made: 100 Years of Photography: Krystal Mellberg to agideas international design forum, an A3 May 2010: Contributors: Paula Rose, Susan Clarke, Lisa Smith, Hard case leather look zip folio, a set of 24 Fashion Emily Moody, Mikki Storey, Professor Ted Snell. Copic Markers and a bleedproof pad. Heidi Museum Zart Extra: ISSN 1448—8450 17 April 2010 — 12 September 2010 Albert Zart Extra is published quarterly by Zart Education, a Tucker’s Bushrangers division of Zart Art Pty Ltd. This publication is mailed prior Zart Art Expo Day to the first week of the term issue date. This newsletter allows art teachers/co-ordinators to learn about what is July 9th 2010 – Celebrating Cultural Diversity Gippsland Art Gallery, Sale happening in art education and what other art teachers are Zart Art Expo is on the last Friday of term 5 June – 4 July: The Big Matrix 2010: doing. You will fi nd information on new art techniques and holidays. Experience the buzz of purchasing Gippsland Landscapes Student Exhibition processes, the latest materials and resources on the market. knock out deals to help stretch the In 2010 the Big Matrix returns, set to delight Please note, all prices quoted are valid for the duration of budget in the clearance sale. Explore visitors with a trail of discovery. Gippsland the current term only and are subject to change without notice. The insert of the newsletter provides details of our art activities with hands on mini students present work in a variety of media term's workshops, so teachers can then contact us and workshops and fi nd out more interpreting the wonders of the Gippsland book into the workshop. about what Zart can do Landscape. This collection of masterpieces Due to various circumstances some information may be to support you in forms a network of young creative expression subject to change. Zart Art, Zart Extra logo and masthead developing that winds its way through the Gallery. are registered trademarks of Zart Art Pty Ltd. All content is creative minds. subject to copyright and may not be republished without prior consent from Zart Art. All submissions become property of Zart Art. Submissions may be published in the Zart Extra or posted on www.zartart.com.au the offi cial art education resource. Zart Art reserves the right to edit submitted articles/activities for content, length and clarity. Galleries around Australia Cultural Event for Schools! Zart Art National Gallery of Australia The Boite – a world music association Supporting teachers in creative education 3 October 2009 – 14 June 2010 Emerging Elders Supports excellent artists from diverse cultural Zart offers an extensive range of fine art materials, Elders play important roles in Indigenous communities. They are communities, promotes cultural understanding resources, craft and technology supplies. You will admired and respected as keepers and enforcers of law, stories through innovative presentation & nurtures creativity; find competitive prices and efficient and quick and culture. They guide communities today as they have done for access to and active participation in the arts. service. generations, and their ability to visualise signifi cant stories gives The Boite celebrates Australia’s amazing cultural 4/41 Lexton Road, Box Hill North, rise to some of Australia’s most dynamic and stunning Melbourne Vic 3129 Australia diversity through a prolifi c programme of festivals, Ph: (03) 9890 1867 Fax: (03) 9898 6527 contemporary works of art. events, radio programs, CDs and publications. www.zartart.com.au The Boite invites you to participate in The Boite E: [email protected] Queensland Art Gallery | Gallery of Modern Art Schools Chorus 2010. The Boite School Chorus Administration Hours: 24 April – 13 June 2010 provides a special opportunity for schools and their Creative Generation Excellence Awards in Visual Art and Design Monday – Friday: 8.30 am – 5.00 pm students to engage with cultural traditions through Customer Service Centre: This annual exhibition showcases the outstanding achievements of Monday – Wednesday & Friday: 8.30 am – 5.00 pm song, music, dance and stories while exploring the visual art and design students from secondary schools throughout diverse communities which shape the music and Thursday : 8.30 am – 7.00 pm Queensland, including regional and remote communities. Saturday: 8.30 am – 2.00 pm keep it alive. Go to www.boite.com.au to fi nd out more and to enrol your students in this musical opportunity. 2 www.zartart.com.au Design Technology FELT DOLLS The Grade Six girls at Methodist Ladies’ College in construction techniques to make the head Kew, made dolls dressed in hand made felt. Paula and the dress. This may involve painting the Rose shares her thoughts on this process. head and decorating the felt dress with decorative stitches and beads. Their Not felt again – but wait, it’s all about process understanding and knowledge of the It seems that everywhere you look, students are elements of art, the equipment, materials making felt, either wet or dry. They have fun and the skills they need to use is essential. laying down the fl uffy fi bres, relishing the Whilst making the felt dolls, the main vibrant colours and then having more fun questions students need to focus on are “Is it wetting and applying soap which they rub into a working?” “Why are the beads falling off?”, thick lather. The energy generated when they “Why can’t I push my needle through the throw the felt could light up a school for a felt?”. These types of questions lead to the week! Some teachers think felt making is a stage of modifying their ideas which may gimmick, too much trouble or a waste of require the student to take risks, look for time. Think again… alternatives, or persevere with the task or It’s more about what you do with the even doing something differently. The felt that makes the experience more problem solving may involve consultation creative and memorable. Students with another student or the teacher. Finally at MLC Junior School have worked the doll is complete and the assessment of with Elizabeth Armstrong, a felt their response to the design brief is maker and textile artist, for a accompanied by sharing their success and number of years and when they knowledge with their peers. are told of her next visit they The technology process can be enthusiastically respond in the same modifi ed and adapted to many areas of way – “remember we made the felt fl owers?” … the school curriculum, not only Art or “we did the felt masks”,…“I still have my felt bird”. Design Technology. In Art, by making Not only can a visiting artist transform the abstract the process visible to students, it gives notion of process into a concrete and memorable them a direction and an experience, they can assist students in understanding understanding of why we do certain what a process is all about. But any lesson you do in the things. It makes Art more tangible Art room or classroom can. and creative for them. When discussing the next felt making project with the students, I used an adapted version of the technology Paula Rose process from Helen Clayfi eld and Robyn Hyatt’s Art Teacher book Designs on Technology – A Primary Program, Methodist Ladies’ College 1993. In the centre of this cyclic process we have Junior School – Art the need – what to do with the felt we have made? The students work on the idea and design brief which is “To make a doll which has a decorative body/dress, head, arms and legs and in the case of the Year Six students – a hat. They draw out several thumbnail extension & Links sketches in their Visual Diaries, often Zart Extra Articles: talking about or brainstorming their ideas • Term 2 2006 : Ballarat & with each other. Many facial expressions and Clarendon College Fantasy dress shapes are designed and discussed. The Dolls. making and doing phase is the place where • Term 3 2006 : Killester their understanding of the materials, College Whimsical Fabric equipment and their skills come into Dolls. play. The students employ various www.zartart.com.au

Zart Extra_Term 2 2010 3 Linking Art and Maths

art + maths = engaged minds²

of colour was debated and students were There are many obvious links between receded when you looked down on it and thrilled with the outcome of their work. Maths and Art such as measurement, three whether it was two or three dimensional. The fi nal activity was the construction of dimensional drawing, one point perspective, The next task was to examine the tessellated a patchwork cushion. The three skills that etc. As I was given an allotment taking Year image in Targeting Maths Dictionary. We were essential were drawing the design Five Maths and Art, I developed a programme brainstormed different ways it could be ACCURATELY on to Vilene, cutting squares that formally connected these subjects. Using constructed and the shapes it could be and rectangles 1 cm larger and learning to enquiry based learning, tasks were undertaken broken up into. Students discovered the independently use the sewing machines. in a spirit of experimentation and discovery importance of accurate measurement, This was all VERY challenging but also very rather than product orientated. My aim was attention to detail such as right angles and rewarding. I had an assistant and three to teach mathematic concepts that were selection of colours as they knew how much sewing machines for twenty girls. Students meaningful, enjoyable and demonstrated who were waiting for a machine or the concrete application of certain skills assistance worked concurrently on a and how they could be utilised creatively. complex folded star which they independently, or as a group, brainstormed OPTICAL ILLUSIONS the method of construction. The defi nition of an optical illusion is an image that deceives the eye. The students ART explored this with a number of activities. Year Five Art at this time involved a study Half the group drew particular designs; the of Escher and his experimentation with other half described what they observed. regular division of the plane. They studied They checked the accuracy of their his fascination of images morphing into observations with measurement. We studied different images, for example, birds many examples in Artful Maths with students morphing into fi sh. They then developed selecting some to draw and trial on their their own division of the plane with a parents. From this they developed the concept it would determine the visual effect of their tessellated image. of illusion and the importance of accuracy in completed image. their measurement skills. The fi nal session was instructional where Susan Clarke they had no idea what the completed image Art & Maths Teacher TESSELLATIONS would be. Verbally they were instructed to: Strathcona Baptist Girls Grammar School Students were 1. Construct a 36 cm square instructed to draw 2. Mark half way along each line and connect eight adjoining four diagonal lines extension & Links squares. Within each 3. Mark cm divisions along all lines of the Zart Extra Articles: square, they drew diamond • Term 2 2005 : Vermont Secondary another square and 4. Connect these marks to outer corners of College 3 Dimensional Forms in Art & then added diagonal the square Design lines, corner to corner. 5. Mark the centre of the diamond & connect • Term 1 2007 : South Oakleigh Students selected their the cm to the mid point. Secondary College Number 6 Rue de colours and observed Throughout the activity, students were Savoie. that this determined discussing what they were seeing, how the • Term 4 2007 : Ave Maria College, whether the image image was changing and predicting what Aberfeldie Studio Art (Triptych Sequence) they thought they would see. Choice and use www.zartart.com.au

4 www.zartart.com.au Zart Student Gallery Exhibiting Term 2 2010 On show until the 16th June 2010 Weeden Heights Primary School Marionettes Methodist Ladies’ College, Kew Felt Dolls Aspendale Gardens Primary School Chinese Dolls Strathcona Baptist Girls Grammar School

Haileybury College, Brighton Art/Maths St John’s Regional College, Dandenong Drawings Eastbourne Primary School Indigenous Art Kent Park Primary School Indigenous Art Haileybury College, Brighton WeedenWee Heights PrimPrimary School Clay Pictures ( Clowns & Landscapes) Oakleigh Primary School Aspendalelle GardensGa d Primary School Federation Square St Patricks School, Lilydale Bush fi res Hawthorn West Primary School Van Gogh Sun Flowers Pakenham Consolidated School St John’s Regional College Monet Paintings Vermont Primary Schoolchool Canopic Jars The Peninsula Schoolol Sculptures Baringa School, Moee Sacre Coeur College Picasso Faces Sacre Coeur College Fine line Drawings

Hawthorn West Primary School

Vermont Primary ScSchoolhool

Baringa School, Moe Kent Park Primary School Zart’s Student Gallery Situated upstairs in the Zart Customer Service Centre. Each term the Student Gallery exhibits a new display of work from young artists ranging l Eastbourne Primary SchoolSchoo from Kindergarten to VCE. We are always on the lookout for artwork to be exhibited that showcases new ideas and techniques suitable for all age levels. Please email images of work you would like to exhibit one term in advance to Jan Roker on [email protected] ooll, Lililydldale Pakenham Consolidated School St PtPatPatricksrici kks ShSchSchool, Lilydale Also visit www.zartart.com.au

Zart Extra_Term 2 2010 5 Take a walk on

the newly fi nished Stravinsky Fountain outside the extend their skills in modelling fi gures, manipulating Pompidou Centre in Paris. I was excited by the the art elements of shape, colour, line, texture and revolving lips that squirted water, the top hat and form. bright colours that dazzled. I knew nothing of its 3. Students respond to the visual presentation of creator, but never forgot the fountain. their artworks and appraise their own and each 20 years on and Niki’s artwork again came to my others’ responses. attention. I read of The Tarot Garden Sculpture Park in Before starting this unit, students should become Tuscany, Italy. Who could have created such fantasy? familiar with drawing the human body moving. They Further research revealed that it was the Stravinsky should have examined lots of photographs and Fountain creator! I became immersed in the art of artworks that depict humans moving. Niki De Saint Phalle. In 2008 I joined The Peninsula School’s art tour of Spain and Italy. Finally I was able to visit the famed Inspiration for student artwork comes from Tarot Garden. This was possibly the most memorable many sources. In this article, Lisa Smith describes art experience of my life and the catalyst to this unit • Discussion • Research •Experiment • Art Making • Exhibit • Response her fi rst and lastest encounter with the work of of work designed for Year 9 art students. Niki De Saint Phalle and how they infl uenced her Discussion planning of a unit of work for Year 9 students. Aim Show students the artwork of Niki De Saint Phalle. Students learn of the artwork of new realist, Niki Background De Saint Phalle. The students respond to her artworks Research Bold, zany, energetic. These words fi t the prolifi c by developing sculptures inspired by the artist, their Students discover background information about artwork of Niki De Saint Phalle, France, 1930 – 2002. own experiences and imagination. Niki De Saint Phalle. This should be done to best suit She is not well known in Australia [only currently the learning styles of the students. Suggestions represented in The Art Gallery of Western Australia] Learning Outcomes include assignments, power point presentations, but is famous in Europe, Britain, Ireland, USA, 1. Students create imaginative artworks inspired by mind maps and brainstorms. The main considerations Canada, Israel, Japan and Korea. their own understanding of the human fi gure are: Who was she? When did she live? Where did she De Saint Phalle’s joyous work fi rst came to my moving and the artwork of Niki De Saint Phalle. live? Who were her inspirations? What were her attention in 1983, whilst travelling, when I discovered 2. Students explore sculptural visual media and interests? Her passions? Her loves? What type of

6 www.zartart.com.au Responding to the Arts

wipe off excess water on the rim of the container, place onto armature in any fl at position and most importantly, smooth out the Modroc piece with an index fi nger to raise the plaster to the surface and ensure a smooth fi nish. This is best done on outside tables if possible as Modroc is a messy medium and the plaster residue has a fi ne dust that can irritate lungs. Cover the armature with one thorough layer of the Modroc bandage pieces. Step 5 - Allow 24 hours to dry. Undercoat with white paint, gesso or even a thin layer of plaster if the students have not adequately smoothed the Modroc bandage. When dry, use a 2B pencil and sketch in patterns to aid painting. Use Global Acrylic Paint to paint the sculpture. Stress bright colours, an even application of paint and hard edged painting. Step 6 - Further decoration. Niki De Saint Phalle favoured mosaics as a medium. The students may want to embellish their sculptures with sequins, buttons, plastic mosaic pieces or mirror stickers. Zart has a variety of media to choose from. Adhere with Supertac. When the sculpture is dry, coat it thoroughly with Zart Non-drip Gloss Varnish to enhance colour and to preserve it.

Exhibit To display the sculptures it may be necessary to the wild side create a stand. Our solution was to use wood cut into circles and a dowel rod. Our design faculty and art artwork did she create? Key points are Niki’s newspaper, masking tape, string, wire mesh, technician aided us. The students decorated the infatuation with the artwork of Gaudi and her visit to Modroc, acrylic paint, Zart Non-drip Gloss Varnish, stand to enhance their model. Parc Guell in Barcelona where she stated she met her tacky glue, sequins, plastic mosaic pieces. Tools master and her destiny. Note the infl uence of required include wire cutters or pliers, scissors to Response - Self evaluation modernists such as Dali and Duchamp on her art, her cut Modroc, empty yoghurt or ice cream The students completed an appraisal of their work interest in the rights of women, African Americans containers. which highlighted the new skills they attained in the and Native Americans, and her spirituality. Step 1 - Work from sketches inspired by one of unit, their opinion of their work, what they found De Saint Phalle’s sculptures and use armature wire diffi cult, what they would change and what they Experiment to create the outline of the sculpture. The skills of learnt about life from Niki De Saint Phalle. Some of The students then choose one of De Saint Phalle’s twisting wire to join it may need to be the sculptures were obviously inspired by her and art works that particularly interests them. They demonstrated. Reinforce the safety feature of were, “ on the wild side” with curvy , brightly painted discuss why they like that particular art work, placing a loop at the ends of the wire to avoid an females, a sun god and a praying Buddha whilst other download copies of it and glue them into their visual eye being poked out. students created realistic looking sportsmen such as diaries. The students research the story behind the Step 2 - Support the body outline of wire with a cricketer, a swimmer and a basketball player. Enjoy piece. Why was it made? When? What materials were horizontal wires that are twisted to the exterior, to exploring this theme. used to create the work? Where is it housed today? delineate the waist, chest, feet, hands, elbows and Lisa Smith What is De Saint Phalle conveying to the viewer? The head so that the fi gure starts to become 3 Middle School Art Teacher students make sketches of the work. They may want dimensional. The Peninsula School, Mt Eliza to adapt it. They create or plan a design for their own Step 3 - Screw up newspaper pieces to act as the sculpture, based on their research. A quick fl ick padding or fl esh for the wire skeleton. Secure the through the websites listed at the end of this article, newspaper with masking tape or string. will show variety in this subject matter. There are Step 4 - Note proportion. Are the legs, arms in sculptures based on famous fi gures in sport, music, the correct position and size in relation to the rest extension & Links mythology, the Bible and Tarot Cards. Most students of the body? Some fi gures may be deliberately • www.nikidesaintphalle.com will fi nd at least one artwork that should inspire them. exaggerated. Cover the armature with Modroc. • www.niki-museum.jp/english/index.htm Using suitable scissors that can afford to be blunt, • www.tate.org.uk/liverpool/ Art Making cut Modroc into manageable strips, soak in water exhibitions/niki-de-saint-phalle Materials required include armature wire, that is in plastic ice cream or yoghurt containers, • www.zartart.com.au

Zart Extra_Term 2 2010 7 Artist in Residence

Making a Difference in the whole school community

In many school communities, art is simply student. The ideas were collected and glued down on the sculpture and coloured seen as a subject where students have fun Deborah chose multiple drawings that wall tiles were cut and placed as a border. and play with paint. As an artist and art became the basis for the sculpture design. In November, Barry James Cranes brought teacher, I see the importance of sharing the The design ended up looking like a mother their engine crane and turned our sculpture impact that art has on students as well as with open arms and an embracing skirt. over to enable us to fi nish the grouting. On communities, the impact it has on self We developed an arts committee that December 3rd, we invited them back and development, social development and consisted of fi ve parents and three artists. they carried the sculpture into place with a creative thinking. In April 2009, Urquhart The project would never have survived large crane. They placed her down and she Park Primary School was successful in without the support and hard work of the was home, once attached fi rmly to the base receiving a Student Focused Youth Services committee. They worked on a roster with a with concrete. We started tiling the base and grant. Our project aims were to engage select group of students each week. When fi nally completed it with black grout. By this otherwise disengaged students, to create selecting students, we considered improving stage, the committee were working with community partnerships and networks to achievement satisfaction in students, students two to three days a week, cutting support further art projects and to build on relationship building, enjoyment, and gluing. our arts culture within the school attendance, participation and concentration. Finally our evening came, the unveiling of community. Many local businesses donated The committee worked for fi ve months Beautiful Angel. tiles, glue, grout, tools, graphic design and tiling. Precise cutting and gluing of each and Beautiful Angel brought together our school printing services and concrete. every tile was critical, meticulous work. and wider community, empowered students Our sculpture was developed by the Prior to gluing, the students participated and celebrated the joys of art and its students at our school with the guidance of in a family fun day, parents and inspiring nature. Deborah Halpern, an artist based in grandparents came along and began Emily Moody Warrandyte, Victoria. Deborah works in a wrapping the aluminium armature with Urquhart Park Primary School range of mediums but is well known for her expanded mesh. The armature was then public mosaic sculptures. After some covered with cement on one side, fl ipped internet searching and emails, I fi nally and covered on the back. tracked her down and we started a discussion The Ballarat City Council funded a ‘Meet that inspired us both. What grabbed our the Artist’ session with Deborah Halpern at attention was that the project we were about the Art Gallery of Ballarat which drew to embark on had huge potential to engage attention to our project and assisted in children, to promote students having creating a support network. positive experiences, achieving success, Regional Arts Victoria funded a participating, building relationships and a documentary of the process of creating the extension & Links connectedness with school. project, the ups and downs, capturing the Zart Extra Articles: Deborah was introduced to our school and students at work, the students engaged, and • Term 1 2004 : Surrey Hills Primary presented her work at an assembly, after the students happy. School Mosaics: Step by Step. which we had a whole day workshop Each student from grade two to six Camberwell Grammar School Artist in developing ideas for the sculpture. The painted a bisque tile with under glaze and Residence. Mosaics children were instructed to draw whatever clear glaze and the University of Ballarat • Term 4 2009 : St. Joseph’s School, they loved and felt was special. This kindly allowed us to fi re the tiles in their Malvern Mrs. O’s Friendship Tree - Artist developed a unique ownership and a large kiln. Students painted whatever they in Residence. Mosaics connection between the artwork and each wanted to on the tiles. Each student’s tile was www.zartart.com.au

8 www.zartart.com.au Cultural Diversity

We the World Art and culture have always walked hand in hand and this has always been especially true for the tribal peoples of our planet, whose art has been woven into every aspect of their existence. In the last 15 years it has been my very great privilege to work with a truly ground breaking organization called Survival International, a worldwide human rights organisation supporting tribal peoples. It stands for their right to decide their own future and helps them protect their lives, lands and human rights and is dedicated exclusively for the rights of these smaller tribal societies. Survival has been a lifeline for many endangered peoples and cultures for the last 40 years and has spread its message of respect and protection for cultural and racial diversity to the farthest reaches of our earth. From central London to the rainforests of numerous of these micro civilisations that have diverse indigenous tribal cultures who share Sarawak, from downtown San Francisco to grown up alongside that of our own. And yet, this sacred earth with us. the Siberian tundra, Survival has fought for in many cases, they have been unceremoniously For Jacquie and I to be able to share small the rights of peoples who might otherwise cast aside by the juggernaut of our ‘progress’. parts of the lives of tribal peoples with others not have had a voice loud enough to be heard In the works of the most avant-garde of in face and body painting, mask making and on national and international stages. 20th century artists, such as the Spaniards, other decorative arts is but a tiny payback to In helping to promote the aims of Survival, Pablo Picasso and Joan Miro, can be seen the the millions of tribal people around the globe in our own small way, my partner Jacquie and unfettered imaginations and exuberant and a small step in acknowledging that we are, I are fortunate enough to have been in a inventions of countless tribal artists from all of us, small parts of this incredibly diverse position to have run many workshops in the cultures of New Guinea and the South and fascinating world. schools, universities, in civic centres and at Pacifi c. And not only have our pictorial and SURVIVAL for tribal peoples. To read, festivals. In the Arts we have made tribal masks, sculptural imaginations been fed and watered watch and hear more about tribal peoples, painted faces and bodies, built ceremonial by these rich veins of ancient cultural visit: www.survivalinternational.org headdresses, created totems, and helped heritage, but also our Haute Couture and our people make jewellery, all based on tribal art decorative personal ornamentation: our face Mikki Storey and designs. We have done this to feed the make up, our tattooed body art and piercings, Jacquie Coupe imaginations of young and old alike and to our most ingenious pottery, our weavings, Survival International help people realise the part small tribal our medicines derived from obscure tribal societies play in today’s world with their vast healing herbs and even some of the very extension & Links treasure trove of ideas, arts, culture and buildings we inhabit, with their sometimes Zart Extra Articles: millennium of experience. simple and intelligent environmentally • Term 1 2001: Carey Grammar, Donvale It is estimated that there are over 150 million friendly earth cooling systems. Indigenous Cultures. people who can be classifi ed as tribal people; All these new views that have fed our • Term 1 2009: Profi le Article 3 Victorian there are over 100 tribes who have yet to make imaginations and advanced our own sense of Teachers Visit Warmun, WA. contact with the outside world. self and our appreciation for new ways of • Term 4 2009: Jindivick Primary We have borrowed and appropriated seeing and being, owe an uncountable debt School Colours of Peru. extensively from the arts and cultures of of gratitude to the very many small and www.zartart.com.au

Zart Extra_Term 2 2010 9 Cultural Diversity

Professional Development Workshops Zart Celebrates Cultural Diversity Displays: International Year for the Bringing Together of Cultures During 2010 we have the opportunity to celebrate two themes in our Visual Levels: 2–5 Art, Library and classroom programmes. They are The International Year of Date: Thursday 29th April Rapprochement and the 2010 Commonwealth Games in October hosted by Time: 9.20am–3.00pm India – both celebrating cultural diversity. Zart Art will be conducting a Venue: Zart Art workshop on each to provide teachers with a programme to explore these Cost: $130.00 Exploring the Arts of diff erent cultural groups in our two topics through the visual arts. community provides an opportunity for students to develop an appreciation of the history and experiences of Activity: 3D Figures in Action Symbols our diverse population, including our Aboriginal and Torres Strait Islanders. This workshop presents activities Make up a list of Commonwealth 4. Choose a word associated with the chosen sport and type that will develop skills in collage, threads and textiles, Games sporting events. Collect or write the word repeatedly over a sheet of A4 Cartridge modelling and construction. We will make links with photographs of these events and group Paper in some type of pattern. Photocopy the fi nished page. history, geography and nurture, culturally appropriate them into similar movements. Use the 5. Glue the cylinder pieces in position on the photocopied values, responses and behaviours that are inclusive and Magnetic Mannikin or Cardboard Human page to represent an athlete. respectful and foster positive social relationships. Mannikin to duplicate these movements. 6. Add props such as bicycles, basketballs, oars etc. with Look at examples of graphic designs of Armature Wire, Florist Wire, Satay Sticks or Poly Balls. Commonwealth Games: People in Action symbols; note the simplicity of line 7. Frame with an A4 Pre Cut Mount. and the Art of India and the uncluttered form. Levels: 1–4 Choose a sport and draw an athlete Date: Tuesday 25th May representing that sport. Stick fi gures Time: 9.20am–3.00pm or sausage people make a good Venue: Zart Art starting point. Work on the design Cost: $130.00 until it truly refl ects the sport. As India prepares for the Commonwealth Games in Delhi 1. Use a single thickness of newspaper 2010, we will explore art making activities that celebrate and glue to form several tightly rolled this event together with the opportunity to explore cylinders the same size. India’s rich and diverse cultural heritage. We will create 2. Cut the rolls into lengths needed for 2D and 3D works incorporating modelling, collage, the chosen design. Knee and elbow printing and construction activities exploring people in joints need to be cut at an angle so action and creating art that is rich in portraying the that the upper and lower arms and culture and heritage of India. legs fi t together. For more information, bookings and for VIT 3. Arrange the cylinder pieces on to a Standards, please refer to the Zart PD insert or our piece of paper; adjust each piece if website www.zartart.com.au necessary.

LINK : Useful teacher resources that can support your art, class and school cultural programmes Zart Art Expo Celebrating Cultural Diversity July 9th 2010 Free Demonstrations Clearance Sale

Free Cultural Resources on our website Publications http://www.zartart.com.au/html/artcraftactivities.html Available through Zart Art

10 www.zartart.com.au Arts Education

“At the heart of good research is imagination” Arts Education - Professor Robert Saint, Dean of Science, University of Melbourne

Professor Ted Snell is director of the Cultural the arts on campus and in undergraduate shaped the last century, touched on this Precinct for the University of Western Australia. and graduate programs. Earlier reports at the subject when he commented that: “Scientists He was previously professor of contemporary art universities of Chicago, Princeton and and artists have a special gift for us; both and dean of art at the John Curtin Gallery, Columbia appealed for similar far-reaching groups live always at the edge of mystery and Curtin University of Technology, Perth. He has changes and reasserted, in the words of the the boundary of the unknown.” But perhaps made a signifi cant contribution to the life of Chicago report, that “art is a central activity it’s the great skill of the artists to give form to Australian visual arts through his roles as chair of the life of the mind”. their musings in this mysterious penumbra of Artbank, chair of the Asialink Visual Arts All these reports acknowledge the of intellectual engagement and communicate Advisory Committee, chair of the Australian centrality of the arts in human endeavour. what might be in a world obsessed with what Council of University Art and Design Schools and They also reinforce the importance of the is. If our future depends on innovation, as a board member of the National Association visual and performing arts in fostering the imagination and the ability to work across for the Visual Arts. Professor Snell has also ability of students to think imaginatively, to disciplines, then the role of the arts will curated many exhibitions, written several books be creative risk-takers and, as the Stanford indeed be central to our educational mission. and catalogues. He is the Perth art reviewer for report adds, “to move gracefully through a When 70 per cent of the jobs that will exist The Weekend Australian newspaper and has been world of rapid change”. According to those in 20 years don’t exist today, and when it is a commentator on the arts for ABC radio and who drafted the Harvard report, it is predicted that an individual typically will

Paper Collage by a student at Dingley Primary School Dingley Primary at a student by Collage Paper television. He is also a practising visual artist in necessary, despite the grave economic have fi ve careers and at least 15 jobs, the arts his own right. environment, to “make the arts an integral are an essential foundation. They encourage part of the cognitive life of the university, agility, self-motivation and visual acuity. Below is part of Professor Snell’s address to the for along with the sciences and the These are the characteristics that assist in annual Hatched National Graduate Show at the humanities, the arts — as they are both problem-solving and enable quick responses Perth Institute of Contemporary Art. It also experienced and practised —are to changing conditions with a range of new featured as an article in The Weekend Australian, ‘irreplaceable instruments of knowledge’ that and traditional skills. It is how the 21st May 09, 2009. Those involved in arts education allow innovation and imagination to thrive century will be shaped. will fi nd Professor Snell a champion of our cause. on our campus, to educate and empower Permission for this part of the article to be creative minds across all disciplines and to reproduced was granted by Professor Ted Snell, Shapes of the Future help shape the 21st century.” September 03, 2009 Last year Harvard and Stanford J. Robert Oppenheimer, father of the universities called for a greater presence for atomic bomb and indisputably a man who

Zart Extra_Term 2 2010 11 EXPO Free Demonstrations • Clearance Sale • Art & Craft Sale What’s on... 92010 Clearance: Be quick to snap up a bargain or JULY two – we will be offering a range of products 9.00am–4.00pm on special, some below cost, samples, seconds and surprises! Free Product Demonstrations: Our theme for the day is Cultures and Communities. Join our team in decorating a fi gure to become part of the foyer installation of the Customer Service Centre. Enjoy free hands-on mini workshops with our team using a variety of media and techniques in exploring aspects of different cultures. See how this theme can extend beyond the art room. Demonstrations include Doll Making, Visual Stories, Picture Maps, Totems, Pyramids, Tube People and Jewellery making. All the above demonstrations and workshops are held between 9.00am–3.00pm as an ongoing programme. Tea and coffee will be available throughout the day. Zart Expo: Celebrating Cultures & Communities

SPECIALS!! SPECIALS!! SPECIALS!! Looking for our product Specials Flyer? You’ll fi nd it on our website www.zartart.com.au

12 www.zartart.com.au TermTerm #3 2010 Registered by Australia Post Publication No. 327687/00003

Art on the Move InspirationInspiration •• IdeasIdeas •• EducationEducation UpdatesUpdates •• OnlineOnline SupportSupportpport •• TipsTips && TechniquesTecTechniquesq es

HeadlineOur Place: Drouin HeadlineInterpreting An HeadlineMandala Project NotesWall Hanging - visual NotesArtist NotesStudents’ journeys representation of the Artworks inspired by and refl ections on township of Drouin. the bold, bright style their likes, values & of Friedensreich wonderments. Hundertwasser.

ZartZZartart AArtArt - Supporting Supporting teachers teachersachers in inin creative creativecrea ve education eeducationducation Contents The Education Show News, Events & Dates ...... 2 Please come and see us at The Our Place: Drouin ...... 3 Education Show on the 7—8th of August Exploring An Artist’s Style. . . .4 at Caulfi eld Racecourse. For more information on this event, Student Gallery Term 3...... 5 please visit the website below. Mandala Project ...... 6 www.educationshow.com.au PD Insert ...... Supplement The Making of Ralph ...... 7 Giant Smoke Ring Generator .8 Fantasy ...... 9 Supermix Tips & Techniques. 10 Zart Initiatives ...... 12 Events • News • Updates

Welcome...Term 3 2010 NGV International (Ground Level) Christmas 2010 Catalogue European Masters: 19 June – 10 October 2010 Look out for the latest in Christmas Städel Museum, 19th–20th Century brings together a products and activities in the 2010 remarkable collection of masterpieces from the Städel Christmas Catalogue arriving in Museum in Frankfurt, one of the fi nest collections in your school in August. This year Europe. The NGV is truly privileged to host this we have introduced new exhibition, as the Städel have committed only the initiatives to assist you in your highlights of its renowned collection. Featured works Zart Extra: ISSN 1448—8450 end of year celebrations. are by the greatest French, Belgian, Dutch and Swiss Zart Extra is published quarterly by Zart Education, a masters of the time. Included are iconic Neo-Classical, division of Zart Art Pty Ltd. This publication is mailed prior to the first week of the term issue date. This newsletter Art Tour Realist, Impressionist and Symbolist works, through to allows art teachers/co-ordinators to learn about what is breathtaking German Expressionist paintings and happening in art education and what other art teachers are Proposed 2011 Art and Culture Tour of Spain sculpture, rarely seen in Australia. doing. You will fi nd information on new art techniques and Organised by The Peninsula School Open daily 10am–5pm, Art After Dark Open until processes, the latest materials and resources on the market. 9pm every Wednesday. Admission fees apply Please note, all prices quoted are valid for the duration of 16 Days – Friday 1st July – Sunday 17th July the current term only and are subject to change without Barcelona-Valencia-Madrid-San Sebastian Lumina Gallery: Glorious Minds notice. The insert of the newsletter provides details of our Led by 2 experienced and well travelled art teachers, the tour Wings of Freedom: 1st - 30th October 2010 term's workshops, so teachers can then contact us and will be appropriate for art and design teachers (approved VIT book into the workshop. professional development), senior school art and design A tribute exhibition to the glorious efforts of families and children who are living with and overcoming the Due to various circumstances some information may be students, their parents and art lovers. The trip includes return subject to change. Zart Art, Zart Extra logo and masthead economy air fares fl ying Singapore Airlines, all transfers, taxes, diffi culties associated with ADHD and other common are registered trademarks of Zart Art Pty Ltd. All content is 3–4 star air conditioned hotel accommodation, daily disorders, such as anxiety and depression. To promote subject to copyright and may not be republished without breakfast, 4 dinners, some museum entries and sightseeing this exhibition, Lumina Gallery will feature a Tree of prior consent from Zart Art. All submissions become Love upon which donated tributes will hang. property of Zart Art. Submissions may be published in the bus tours. Estimated cost of $5,900 twin share per person Zart Extra or posted on www.zartart.com.au the offi cial art (subject to change). An Invitation to Exhibit… education resource. Zart Art reserves the right to edit For more information and expressions of interest please submitted articles/activities for content, length and clarity. ‘Wings of Freedom’ (birds, butterfl ies, dragons) has attend our information evening at The Peninsula School been chosen as the theme. You are invited to donate Zart Art Pavilion (Wooralla Drive, Mt Eliza ) on Wednesday July 28th at a brooch, sculpture, tassel or other tree decoration to Supporting teachers in creative education 7.00pm. Drinks at bar prices, fi nger food supplied. symbolize your desire to support families supporting Zart offers an extensive range of fine art materials, For all enquiries please contact either: children with gloriously different minds. resources, craft and technology supplies. You will Lisa Smith – Ph: 9788 7888 Email: [email protected] or Donated tributes should be no larger than 5cm square. find competitive prices and efficient and quick David Gregory – Ph: 9788 7770 Email: [email protected] service. Please send a $5 entry fee to Lumina Gallery to secure 4/41 Lexton Road, Box Hill North, your Glorious Minds kit (name tag, brooch pin, images Melbourne Vic 3129 Australia and textiles). All tributes must be supplied to Ph: (03) 9890 1867 Fax: (03) 9898 6527 Galleries around Victoria Lumina by 12 September 2010 and will be for sale for www.zartart.com.au $25. You will also be invited to attend the Exhibition E: [email protected] NGV 19 June – 10 October 2010: European Masters Opening in early October. Proceeds will go to the Administration Hours: ADHD Coalition of Victoria - an education and Monday – Friday: 8.30 am – 5.00 pm Ian Potter Centre NGV advocacy group with a vision to promote Customer Service Centre: Light Play: 2 June – 7 November 2010 Monday – Wednesday & Friday: 8.30 am – 5.00 pm community understanding and improve support Thursday: 8.30 am – 6.30 pm Sparkling crystals, fi sh that respond to shadow and a view services for families with ADHD. Saturday: 8.30 am – 2.00 pm through a kaleidoscope are all part of children’s experience in For more information, please contact Suzanne Vial: Light Play; the second creative installation for children in NGV Lumina Fibre Arts Gallery Kids Corner. 89 Waverley Road East Malvern 3145 Children learn about light and colour and art in a playful way. T: 9569 3860 F: 9890 9340 Melbourne artist Juan Ford has added his inspiring response to www: luminatextiles.com.au the installation, creating a wonderful interactive experience for children and their families.

2 www.zartart.com.au Cultural Studies

Students listed the main aspects of her work, namely her use of bright colour, bold design and stylized shapes. In an effort to better understand her work students worked in pairs to reproduce a Sally Morgan design of their choice using collage. Our main project was to use Sally’s print titled “My Place” as inspiration to create a wall hanging based on the students’ relationship with Drouin. There was a great deal of discussion between the students as to what living in Drouin meant to them and how Drouin might be perceived by visitors. Finally the students decided on seven aspects of Drouin on which to base their design. 1. View of Mt. Baw Baw 2 Civic Park – Drouin 3. Drouin’s fl oral emblem – The Ficifolia 4. Dairy Industry 5. Natural bushland 6. Koorie population 7. Heritage listed Administration Building.

Students drew and combined many ideas until fi nal designs were established. The Wall Hanging was divided into six panels surrounded by a snake. Each panel was made separately using felt and Supertac on a hessian background, and then all the panels were sewn onto polycotton with the snake as a border. The students are extremely proud of their work and the Wall Hanging will become a vibrant and important display in our new senior building. However the process of the children really thinking about what Drouin means to them as a place to live was the most signifi cant benefi t of this project. It highlighted for the non-Koorie students the relationship you can have with where you live. Robyn Francis Visual Art Teacher Our Place: Drouin Drouin Primary School

Wherever you live the natural and Drouin is located 100km east of extension & Links man-made surroundings will have some Melbourne in West Gippsland. Drouin Zart Extra Articles: infl uence on who you are and on the Primary School has approximately 200 • Term 4 2005 community and culture around you. These students of which 15% are Koorie. We have a : Penleigh & Essendon aspects are worthy of discussion and strong relationship with our Koorie families, Grammar – Places & Spaces • Term 3 2009 exploration. signing a partnership agreement with them : Stonnington Primary in 2009 that sees our school curriculum School – Aboriginal Art Mural • Term 4 2009 Students in Grade 5/6 at Drouin Primary embrace the Koorie culture. : Knox Gardens Pre- School were asked to refl ect on their life and In response to this our Grade 5/6 looked at School – Indigenous Studies • Term 4 2002 place within the town of Drouin. the work of aboriginal artist Sally Morgan : Trafalgar Primary School and how her work refl ects her relationship – Aboriginal Studies with her country. www.zartart.com.au

Zart Extra_Term 3 2010 3 RespondingResponding ttoo the ArArtsts

Exploring an artist’s style

The students at Our Lady of Sion College in in pencil and then all the line work was Box Hill used the artworks of Friedensreich drawn with wax crayons. Some metallic Hundertwasser as inspiration for their crayons were used for highlights. The work. Using different media each class completed drawing was then painted with produced their interpretation of his work watercolours. The resist method gave with amazingly different results. emphasis to the drawn lines and allowed the drawing to shine through the paint. Our Year 8 students viewed many In the other class, students started with a different examples of the art of light pencil underdrawing of their fantasy Friedensreich Hundertwasser. The Austrian landscape. Once completed, students applied painter, architect and ecologist used bold watercolour paints, being careful to allow bright colours, explored pattern and each section to dry before painting the one repetition of shapes and lines in his next to it to avoid colours bleeding into one paintings. We explored his style through a another. The line work was then emphasised wide variety of paintings and architecture using a gold pen to add detail and to create and focused particularly on his imaginative pattern. use of repetitive line, pattern and spirals. The The students were inspired and infl uenced representation of buildings, landforms, trees, by this unrestrained yet controlled approach faces and his boat is more distorted fantasy to design, responding imaginatively and than realism. As a class we discussed and creatively to the task. It was interesting to brainstormed as many descriptive words compare the different compositions and extension & Links relating to his artwork as possible and listed aesthetic qualities that the students created Zart Extra Articles: these on the board. A passage from Roald through the use of different mediums and • Term 1 2001 : Newcomb Secondary Dahl’s Charlie and the Chocolate Factory, when scale. They completed this unit by writing an College – Colourful Interiors: Inspired by the characters fi rst enter the amazing factory, art appreciation visual analysis piece on one Howard Arkley’s Suburbia Images was read to the students as they sketched of Hundertwasser’s paintings. • Term 1 2006 : East Doncaster possibilities for a fantasy land. The students Jennifer Schwab Secondary College – Inspired by “The created a series of design ideas for their Emma Davidson Scream” landscape before refi ning and developing Our Lady of Sion College • Term 4 2007 : Ave Maria College, one fi nal idea. Box Hill Aberfeldie Studio Art (Triptych Sequence) In one class the students sketched lightly www.zartart.com.au

4 www.zartart.com.au Zart Student Gallery Exhibiting Term 3 2010 On show until the 8th September 2010

Cranbourne West Primary School Ton Schulten Paintings Black Hill Primary School 3D Drawings School of Good Shepherd, Gladstone Park Mandalas Hawthorn West Primary School Ralph Sale Catholic College Clay Cartoon Masks Korowa Junior School Sharing Our Humanity Westbourne Grammar Marker Drawings Bell Primary School Portraits St Cecilia’s School Donvale Christian College Collagraph Prints St Leonards College Fanciful Creatures River Gum Primary School River Gum Primary School Fashion Designers Billanook Primary School Endangered Animal Portraits Geelong South Primary School At the Beach Doncaster Gardens Primary School Silk Painting Our Lady of Sion College Hundertwasser Paintings Balwyn North Primary School Drouin Primary School Korowa Junior School ol Wall Hanging imary Schooloo BilBiBillanooklnlanlanookok PrPPrimary School Glen Waverley South Primary School Fineline Drawings Wodonga Secondary College Masks Donvale Christian College Indigenous Art Balwyn North Primary School Japanese Sashiko

Zart’s Student Gallery CranbourneSchool West Primary Situated upstairs in the Zart Customer Service Centre. Each term the Student Gallery exhibits a new display of work from young artists ranging from Kindergarten to VCE. We are always on the lookout for artwork to be exhibited that showcases new ideas and techniques suitable for all age levels. Please email images of work you would like to exhibit one term in advance to Jan Roker on [email protected] Bell Primary School Also visit www.zartart.com.au

Black Hill Primary School Zart Extra_Term 3 2010 5 Cultural Art

Mandala Project Likes, Values & Wonderments

The idea for the personal mandala came this work demonstrated a willingness to from initial planning suggestions to refl ect, ask questions of them and really challenge Yr 5/6 students at School of the think about who they are. For many it was a Good Shepherd, Gladstone Park to create a revealing and challenging task. Using black piece that refl ected their likes, values, fi ne liners allowed the children to work with wonderments and demonstrated their great attention to detail. This medium allows personal journeys so far. We looked at the children to explore the many possibilities of history of mandalas, how they are used in mark making in a very sophisticated and religion to refl ect spiritual ideas, as well as effective way. They discovered that repeated how other cultural groups depict their faith marks made close together produced darker and values through the creation of mandalas, and denser tones, producing the fascinating either as pieces of art or architecture. results that came about. Through this exploration the children gained Working at Level 4 of VELS the children a greater understanding of how other religions were able to work independently to plan and and cultural groups use art for spiritual execute a very detailed piece, one that reasons. They gained a greater understanding refl ected an understanding of traditional that art in some cultures was not necessarily beliefs but produced in a contemporary way. about aesthetics, personal exploration and They communicated a variety of ideas about expression, but rather to show a deeper themselves while incorporating the understanding of their religious beliefs and infl uences that have contributed to their understandings of life. The detailed Buddhist journey. Explaining the reason for some of sand mandalas, created by monks over a the choices in their work was an important number of days and then ceremonially step in the process. It helped them to swept away, symbolises the circle of life as verbalise and refl ect more deeply on whom well as the impermanence of life. they are and why they have chosen particular Following the discussion and brainstorming shapes and symbols. Many children were of ‘who am I?’ recording the words that best able to identify and describe the infl uences describe themselves, their likes and on their own work. Stories fl owed easily, infl uences, the children began by exploring stimulated by the sharing of ideas. the use of compasses to create concentric The results are beautifully detailed and circles. Once that was achieved they tried to graphically exciting, these pieces draw the introduce the inclusion of other shapes such viewer to come closer and ask questions. as squares, diamonds or triangles onto the circles. They then began to plan how they Nathalie Fraser were going to represent their own ideas and School of the Good Shepherd beliefs symbolically. Thus began another Gladstone Park layer of exploring the words they had used to describe themselves and deciding which symbols or shapes were going to be used to best represent these ideas. Many children used words written repeatedly around the circles, while many were very creative in symbolizing their wonderments and questions about life with everyday symbols. The personal journey they took to complete

6 www.zartart.com.au Art on the Move The making of Ralph Art teachers around Australia are adapting further to Ralph’s uniqueness! to the disruption of Building The Education Meanwhile, the Grade 3/4 children made Revolution BER by coming up with their own ‘Knitting Nancy or Ned’, using innovative visual art programs that are cardboard cylinders with four icy-pole sticks transportable with the minimum of fuss. attached with masking tape. Circular Read how Michele Freeland-Small from knitting was being churned out on mass, as Hawthorn West Primary School engaged the children were determined to take it the whole school in a knitting unit to create home and continue in front of the TV. Ralph. The task of fi nger knitting with colourful wools was given to the Grade 1/2 children. On a recent trip to Prague, I was taken by Initially this was quite tricky, however once an amazing marionette puppet - a bedraggled mastered, the children really got on board. looking character dressed in knitted clothes. The Preps were responsible for making I suddenly became inspired to recreate pom-poms, working with short lengths of something at the school, and given the wool to avoid tangling. We fi nished with current working environment, thought it many colourful balls of varying thicknesses, highly appropriate! dependent on their level of concentration. The school was faced with massive Whilst the children busily knitted (even upheaval, undergoing restoration projects throughout their lunch break), a small group and mass rearrangement - cranes moving set out to make the body of our puppet. We portable classrooms; boxes being packed were unable to fi nd an old mannequin that hurriedly; temporary teaching spaces being we could transform, so we bound cane with made available. gaffer tape to construct the large trunk. With no fi xed Art Room, the Visual Arts Layers of lunch wrap paper dipped in diluted program required mobility and ease. Carting PVA glue was draped over the frame, which wool and knitting needles from one class to the dried as tight and as strong as a drum! The next was manageable, and it seemed like a great shell was then suspended on a pole, and way to engage the whole school in a worthwhile secured into a wooden base. project with minimum hassle and mess! The exciting stage of dressing the puppet Ralph has become a well-loved character The children and their families were very then began. Grandma Doris capably took in the school’s foyer. keen to embark on the project, making a charge, involving the children in sewing and Michele Freeland-Small life-sized character that would become a crocheting the many swatches of knitting to with the children and parents at Hawthorn part of the school. Our most valued assistant make the clothing. A scarf was made using West Primary School was ‘Grandma Doris’, who became a huge the leftover knitting, and was decorated with part of the school for many weeks. woven strands of fi nger knitting and We began by sketching our ideas, assorted buttons. A multicoloured fringe was extension & Links brainstorming how Ralph might look and also added to the bottom of the outfi t, by Zart Extra Articles: how he would be constructed. hooking the fi nger knitting through cast-off • Term 2 2006 : Beverley Hills Primary With a great deal of help from the parents stitches. School – Don’t Fence Me In and an overwhelming amount of A balloon covered with papier-mâché was • Term 2 2004 : Kalinda Primary School determination from the children, the Grade used for the head. The facial features were – Knitting in School Hours 5/6’s learned to knit (some advancing to sculptured with ‘Paper Magiclay’, which was • Term 1 2006 : St. Francis Xavier ‘fancy’ stitches and casting on and off). Their perfect for showing the exaggerated lines Primary School – The Many Faces of Our dropped stitches, uneven tension and and shapes. His hands were also built with School: Community Felting Project additional ‘creative’ touches just added the same material. www.zartart.com.au

Zart Extra_Term 3 2010 7 Linking Art & Science

Giant Smoke Ring Generator Art & Science link funded by Arts Victoria

During 2009 Brunswick Secondary College as cardboard tubes, satay sticks, masking making and thinking about what art can be received a grant from Arts Victoria to fund tape and paper. in a school context. We are planning to a project that worked on the connection The other arm of Scott’s work involved continue with the ‘Fantastic Machines’ between art and science, exploring the lunchtime meetings of the ‘Science-Art Club’. project at Year 7. For those students who, in theme of artist as experimenter and The club was open to any student at the combination with Scott, ‘performed’ the theories of relational aesthetics using the school and ran twice weekly for 13 weeks. A smoke ring generator for an audience of 800 school’s existing science and art curricula. core group of roughly 10 students produced people at the launch of the Next Wave objects that engaged with various scientifi c Festival, it is an experience they will A whistle sounds, and a giant ball of smoke phenomena. Emphasis was placed on quick remember for a very long time. puffs from a large hexagonal wooden production techniques, creating ad-hoc Karen Ferguson structure, rising and fl oating over a sea of constructions from simple, everyday Head of Learning, Arts and Technology heads. As the ball of smoke fl oats forward, it materials. Within the Science-Art Club Brunswick Secondary College slowly and magically transforms into a students produced small smoke ring perfectly symmetrical smoke ring, nearly 2 machines constructed from cardboard tubes metres in diameter. The ring travels forward and rubbish bins. Following this initial down the length of the room, a halo of activity a plan was developed, guided by the smoke rotating and swirling. It travels 30 artist, to construct a large smoke ring metres, the crowd following its trajectory machine. This larger machine required more with gasps of astonishment and delight. complex construction techniques. The We are at the opening of the Next Wave smoke ring generator was demonstrated to Festival at the Meat Market Arts Centre in the wider school community during a North Melbourne, presenting the Giant lunchtime event. Smoke Ring Generator, the product of a It was fantastic to see the relaxed and open collaboration between artist Scott Mitchell approach Scott took with our students. and a group of students from Brunswick Scott’s approach to his art practice focuses Secondary College through the Artists In on community relations, in which the Schools program funded by Arts Victoria. interactions with participants are considered Scott Mitchell is a visual artist and fi ne art as much an artistic outcome as the objects lecturer with over 10 years of exhibition produced. This was certainly the case with experience. He works regularly on cross- our students, who felt a great degree of extension & Links disciplinary projects and has a strong interest ownership and pride in the generator (itself a Zart Extra Articles: in ‘public space’ and communal projects. beautiful wooden object). Lara and Scott • Term 1 2004 : Carey Baptist Grammar Scott worked with a Brunswick SC art produced special t-shirts for the club – Light & Refl ection Exhibition teacher, Lara Stanovic, to develop innovative members featuring a line drawing of the • Term 2 2005 : Vermont Secondary projects which looked at the overlaps smoke ring generator. College – 3 Dimensional Forms in Art & between art and science, and explored the The project required considerable time Design role of artist as inventor or explorer. One and commitment from the members of the • Term 4 2003 : Penders Grove Primary result was a Year 7 “Fantastic Machines” Art and Science faculties who were involved School – Linking Science with Art project, in which one class of students in supervision, curriculum development and • Term 2 2010 : Strathcona Baptist Girls designed and built small models of machines organisation. However it also brought a Gammar School – Linking Art & Maths ‘not yet invented’ using basic materials such refreshingly different approach to art www.zartart.com.au

8 www.zartart.com.au Responding to the Arts

FANTASY Over the past two years, St Leonard’s animals, analysing the construction of their textures and patterns to create vibrant and College, Cornish Campus students have forms by using simple geometric shapes imaginative compositions. been inspired by artist Pamela Irving, her linked together before sketching in further As an extension to the students’ themes, sculptures and works on paper. detail. experience, Pamela also introduced them to They then combined different animal the process of etching onto acetate, creating In 2008, year 9/10 elective students visited parts together to create ‘new’ animal forms, yet another dimension to the images that Pamela in her gallery and studio, viewing, thus creating ‘mythical’ creatures such as the they had developed. talking to her and experiencing a slice of Minotaur (ref. Picasso and his themes) This printing technique enabled the ‘the day in the life’ of a successful artist. The students then transferred their images students to explore and extend their drawing by freehand drawing the forms onto pastel skills where they could employ a range of Art Through Pamela’s enthusiasm and paper, rendering and detailing their images elements when expressing their ideas. They inspiration these students were able to with soft pastels. were also able to experiment with plate tone return to the school Art studios, developing On Pamela’s arrival the students were during the inking process. and presenting mosaic sculptures of requested to create a three part drawing All students found the experience of imaginary birds employing Pamela’s using the technique ‘Exquisite Corpse’ used working with Pamela invaluable. Her depth construction techniques with wire and by the Surrealists to stimulate ideas and of knowledge and passion for her work were dowel armature, cement, crockery, tiles and concepts from the subconscious. This an inspiration for all who worked with her as found objects. involved folding drawing paper into three they progressed through the artistic sections, each person drawing a different processes. In Semester 1, 2009, Pamela worked as part of the image without viewing the other Geraldine Pollock Artist in Residence with our year 9 and 10 parts. The whole is not seen until all artists Visual Art Teacher elective students to create works on paper have completed each section. Our students St Leonard’s College, Cornish Campus and a group of free standing mosaic used the theme of ‘mythical creatures’ as sculptures. their inspiration employing their knowledge These works were based on the imaginary of Pamela’s works and the previous drawing extension & Links creatures and fi gures which are a recurrent exercise as a starting point. Zart Extra Articles: theme throughout Pamela’s studio practice. Through demonstrating and talking about • Term 4 2004 : Camberwell Grammar Prior to Pamela’s visit, the students her works, Pamela assisted the students in – Exquisite Corpses researched themes found in Pamela’s works. developing gouache painting techniques. The • Term 1 2005 : Profi le Article: Pamela Through observation and visual students thoroughly enjoyed the challenge of Irving – Wild Things: 3D Mosaic Sculpture brainstorming the students drew a variety of building up layers of contrasting colours, www.zartart.com.au

Zart Extra_Term 3 2010 9 Colour Mixing Impasto Blending Clean & strong pigmented colours Softness creates painterly effects Smudge & build up colours

SupermixSupermix by ZartZart is a unique wax ppastelastel createdcreated willwill aallll bbee ddifferent.ifferent. MaMakeke up a cclasslass paintingpainting witwithouthout tthehe mess anandd ddryingrying time withwith excellent workworkinging characteristicscharacteristics ofof colourcolour chartchart withwith thethe resuresults.lts. of oioill paints. Use tthemhem on a stretcstretchedhed flow, blblendingdi capacity,apacity fidelityfidelity of lineline andand canvas or canvas bboardoard anandd bbuilduild up tthehe richness of texture. It has the capacity by Blending by Layering colour quickly to create a thick, vibrant and contrast to be worked delicately in the You can use your fi ngers to push these textured fi nish. finest veils or with bold, open mark- soft oil pastels around the paper. By making attack. In this exploration of the overlaying colours you effectively blend the Sgraffi to Zart Supermix, we will show how it can be pastels together. Place one colour over the This is a technique where a top layer of used by artists in Primary and Secondary next either by cross hatching or with dots colour is scratched with a Satay Stick or schools right through to professional of another colour. Your fi nger will blend the similar tool to reveal a colour beneath. artists. The versatility of this pastel is a colours together breaking up the lines or Draw back through the waxed surface with consequence of a very balanced formula of dots that have been created over the startling directness and beauty to carve out waxes, oil, pigments and minerals background colour. By continuing to layer either shape or form. developed by its creator Edal Marcus. colours and smudging you will build up the tone/shade you want to achieve. The white Shading Colour Mixing is an opaque Titanium White and very little A graphite pencil drawing fi xed with a The Supermix is an ideal medium to is needed to create tints of one colour. You coat of Zart Gloss when dry, can be hand teach young children the magic of colour can also use your fi ngers to blend colours coloured with soft shades of Supermix. A mixing. If they are using their fi ngers to mix into each other to create even tone. Use few markings of Supermix can two colours together the resultant colour is the sheets of blended colours to create a be extended by rubbing with a of their doing. The pure colours of the background or in a collage. Try printing on piece of paper towelling to softly Supermix and the sensory experience of the coloured background once the sheet shade in the colour. This moving the soft colour is one they will has been fi xed with Zart Gloss. technique of rubbing off colour remember. Make up colour charts by laying will give the image a soft pastel down one primary colour and introducing Impasto Painting effect further extending the another below it to mix and create the new The unique softness of Zart Supermix versatility of this drawing/ colour. Depending on the colour they gives you a painterly effect – they are soft painting medium. choose and the mix they use, the colours enough to build up an impasto style

10 www.zartart.com.au 3 Dimensional Colour Shading Encaustic & Sgraffito InterferenceIn pigments illuminates colour Lightly colour & tint graphite drawings Create effects with heat & by scratching Supermix

EncausticEncaustic towetowellinglling or a soft cclothloth after use. By simpsimplyly UsingUsing a hairhair dryerdryer thethe pastelpastel is capablecapable of wipinwipingg tthehe pastepastell cleanclean withwith paper aastonishingstonishing encaustic effects. WatchWatch thethe towetowelling,lling, tthehe pastepastell wiwillll bbee ccleanlean for tthehe ccolourolour memeltlt anandd fl atten witwithh tthehe appapplicationlication next applicationapplication of tthathat cocolour.lour. WatcWatchh out of heat. Scratch back into the surface with a for pastepastelsls llefteft on tthehe fl oor, ttheyhey wiwillll Satay Stick to create desired lines. damage the carpet. Ideal on Canvas, Card, Brown Kraft Card, Watercolour Paper, Printing Cartridge Paper, Cover Paper. The in-built Create a monoprint by laying down drying agent creates a rub fast surface after colour on one sheet, placing it face down a week or so depending on how thickly the onto another sheet of paper and drawing on pastel is applied. the back of the fi rst sheet with a pencil. The Patterning pressure of the pencil will transfer coloured For details on our Supermix Workshop Smudging and colour blending Zart lines on to the second sheet of paper. on 23rd August, please refer to the PD Supermix to create incredible patterns takes Insert Supplement or visit our website! practise. The Grade 5 students at Kent Park Three Dimensional Colour Primary School have mastered pushing two Interference pigments used in the three or just one colour with their fi nger to create metallic colours can illuminate and amazing patterns strengthen the other colours. Don’t confi ne asa shown above. the metallic silver, gold and copper to be used alone, blend them into the other colours to create a colour that changes when viewed from different angles.

Handy Hints Golden rule: “If the pastel is not in your hhand it should be in its container”. Clean yyour hands and the pastel with paper

Zart Extra_Term 3 2010 11 zart initiatives Each term the Zart Extra will release an activity for upcoming events. Zart Education Special Event! Activity Release Events of Term Three Book Week August 21st – 27th 2010 Building a Bridge and TTeameam Building

FatFathers’hers’ DaDayy SSeptembereptember The Children’s Book Council of Australia (CBCA) is a 5th 2010 Gift iideas not-for-profi t organisation. It was established in 1945 to promote children’s literature and to encourage children to reread. It is a national organisation with a branch in every ststate and territory. ZZart Education celebrates Book Week each year, so it seseemed a logical move to join forces with the CBCA VVictoria Branch, and when like-minded people meet, sosomething fantastic emerges!

Commonwealth Games between Save the Date! October 3rd – 14th 2010 Date:D Thursday August 26 2010 Time: 5.30pm—8.00pm Venue: Zart Art Book in early - limited to the fi rst 70 respondents To celebrate Book Week (August 21st to 27th), Zart Art in joint partnership with CBCA will be holding a series of seminars during the year. The inaugural evening of discussion and questions will be with a panel of illustrators with a focus on black and white illustrations. These seminars will be held at Zart Art in Box Hill. For step-by-step instructions on how to complete these Cost: $25 (CBCA members) and $35 (non members) activities, please visit the website: Book through the CBCA by phone 1300 360 436 http://www.zartart.com.au/html/artcraftactivities.html or email [email protected] Book in early to avoid disappointment. www.zartart.com.au

12 www.zartart.com.au TermTerm #4 2010 Registered by Australia Post Publication No. 327687/00003

School History Carved In Wood InspirationInspiration •• IdeasIdeas •• EducationEducation UpdatesUpdates •• OnlineOnline SupportSupport •• TipsTips && TechniquesTechniques

HeadlineHepie Pots HeadlineMini Books HeadlineRiso Printing NotesStudents of Ballarat NotesAranda Primary NotesScreen print fabric, Grammar make truly School created canvas, paper or inspirational clay interactive mini wood in minutes pots. books that showcase using your designs their brilliant and achieve narratives. professional results.

ZartZart ArtArt - Supporting Supporting teachers teachers in in creative creative education education Contents News, Events & Dates ...... 2 Hepie Pots ...... 3 Student Gallery Term Four. . . 5 Presentation of Work...... 6 PD Insert ...... Supplement Books for Boys ...... 7 Newhaven College: Arts Programme 2010 ...... 8 Wired Fabric Dolls...... 9 Riso Screen Printing ...... 10 Whole School Scope & Sequence . . 11 Zart Initiatives ...... 12 Events • News • Updates Welcome...Term 4 2010 Galleries around Victoria Christmas hours NGV International: Zart will be closed for Christmas on the 23rd of December 2010 Luminous Cities and we will reopen on the 10th of January 2011. 22 Oct 2010 - 13 Mar 2011 Early Bird Christmas Sale! NGV International, 180 St Kilda Road Special 3 Day Event with Preview Evening! - Shop Early & Photography, Level 3 avoid the Christmas rush! This exhibition, drawn from the collection of the Zart Extra: ISSN 1448—8450 Great Specials & Super Deals! Where: Zart Customer Service NGV, considers various ways in which Zart Extra is published quarterly by Zart Education, a Centre. Starts: Thursday 18th November 5-7pm includes photographers in the 19th and 20th centuries have division of Zart Art Pty Ltd. This publication is mailed prior preview drinks & nibbles on arrival! viewed cities as historical sites, bustling modern to the first week of the term issue date. This newsletter Friday 19th November 8.30am -5pm metropolises and architectural utopias. These allows art teachers/co-ordinators to learn about what is Saturday 20th November 8.30am-2pm happening in art education and what other art teachers are lyrical images describe the physical attributes of doing. You will fi nd information on new art techniques and Retail & Schools welcome! cities, offer insights into the creative imaginations processes, the latest materials and resources on the market. Manual Goods Credit of architects and photographers and embody the Please note, all prices quoted are valid for the duration of zeitgeist of their times. the current term only and are subject to change without If your school requires your department to fi nish outstanding notice. The insert of the newsletter provides details of our budget money by a certain date this year, and as yet you have Free entry term's workshops, so teachers can then contact us and not worked out your program requirements – Zart Art can help. book into the workshop. We will invoice the remainder of your budget for general art Heide Museum of Modern Art Due to various circumstances some information may be materials now, so that you may select your items as you need subject to change. Zart Art, Zart Extra logo and masthead them without feeling pressured. Just speak to one of our Mirka are registered trademarks of Zart Art Pty Ltd. All content is customer service people at Zart and they will assist you with subject to copyright and may not be republished without this procedure. 23 October 2010 - 1 May 2011 prior consent from Zart Art. All submissions become Heide Museum of Modern Art property of Zart Art. Submissions may be published in the 7 Templestowe Road, Bulleen Victoria 3105 Zart Extra or posted on www.zartart.com.au the offi cial art Showcasing Heide’s collection of works by one of education resource. Zart Art reserves the right to edit Look! The art of Australian Picture submitted articles/activities for content, length and clarity. Melbourne’s best-loved personalities—artist Mirka Books Mora—this exhibition features drawings, paintings Zart Art State Library of Victoria and soft sculpture. A number of the works were Supporting teachers in creative education 3 December 2010–31 May 2011 gifts from the artist to Heide founders John and Zart offers an extensive range of fine art materials, Sunday Reed and are inscribed with delightful resources, craft and technology supplies. You will For the fi rst time in its history, the State Library of Victoria find competitive prices and efficient and quick presents an exhibition specifi cally for children: Look! personal messages that trace an enduring service. includes 120 original artworks by 46 of Australia’s most friendship 4/41 Lexton Road, Box Hill North, accomplished children’s book illustrators, including Shaun Open 10am-5pm Closed Mondays Melbourne Vic 3129 Australia Tan; Graeme Base; Bob Graham; Jeannie Baker; Gregory Ph: (03) 9890 1867 Fax: (03) 9898 6527 Rogers; Ann James; Leigh Hobbs; Ron Brooks and Frane www.zartart.com.au Lessac. E: [email protected] This delightful exhibition displays sketches, drafts, mock-ups, Administration Hours: fi nished artwork and publications demonstrating the various Monday – Friday: 8.30 am – 5.00 pm Customer Service Centre: stages of developing contemporary Australian picture books. Monday – Wednesday & Friday: 8.30 am – 5.00 pm Curator Mike Shuttleworth says Look! gives children a chance Thursday: 8.30 am – 6.30 pm to see artwork from their favourite stories up close and Saturday: 8.30 am – 2.00 pm explore the process of visual storytelling. Look! is an interactive, hands-on exhibition. It includes fun activities for children such as: Learning to create their own illustrations, Reading and storytime, Meeting artists, Exploring lightboxes; playing with Fuzzy Felt; and games and puzzles inspired by

the books. ink, pencil and Books, 2002, Little Hare

Free admission Library of Victoria State on paper, watercolour Leigh Hobbs, illustration from Old Tom’s Holiday, Holiday, Old Tom’s from Leigh Hobbs, illustration

2 www.zartart.com.au Responding to the Arts Hepie Pots

Inspired by a workshop by ceramic artist Nikki Hepi and the amphorae of ancient Greece, the “Hepie Pots” that the students of Ballarat Grammar make are truly inspirational.

The process is simplistic and Stage one sequential enough to allow students of The BRT is rolled into a slab large varying degrees of skill to achieve enough for both students to have pleasing results. There is a basic formula enough clay for the pressing molding of that my students follow; each work their spherical forms. The BRT slab is must incorporate a spherical form, a coated with a thick layer of white slip base and a neck. Students are and the slip immediately dried to the encouraged to consider the elements of leather hard stage using a heat gun or balance, form, repetition and the rule of blow torch. thirds during their design process. How these elements are combined and the works embellished through engraving, the additions of handles or spouts is reliant on their creative input and exploration.

The Process The clay used is Feeneys BRT Buff Raku. This clay is heavily gorged and withstands the thermal misstatement that the clay is subjected to during the process. I usually have my students work in pairs; this allows them to help each other with the manual handling and reduces the down time waiting for the slab roller and heat guns.

Zart Extra_Term 4 2010 3 RespondingResponding ttoo the ArArtsts

Stage four: Stage six: The base and neck of the work can be The works are bisque fi red to 1100 °C, made at any stage prior to joining to the this is high enough to allow the rough sphere. There is always a high demand glazing technique required to remove on the blow torches at this time so I excess glaze. Any glaze can be used and I encourage my students to produce their have experimented with gloss and dry base and neck whilst waiting. The base glazes and both produce interesting is attached fi rst as the form becomes effects. The glaze is applied with weaker once the hole is cut for the neck. sponges and brushes, making sure that Stage two: During the design process, various linier motifs and patterns are explored. These are now applied using a slip trailer to the leather hard surface. The coloured slips are made from stains and the same white clay used to cover the surface of the BRT. The slip trailed designs are now fully dried using the heat gun or blow torch. Care must be taken not to dry the BRT as it still needs to be press molded. Once coloured slips the glaze fi lls the cracks and crevices. have been dried, the slab is turned Using a damp sponge, remove 90% of upside down and rolled using a rolling the glaze from the form, allowing glaze pin. This pushes the now dry slip to remain in the cracks and on selected designs into the surface and cracks the parts of the form. I fi re the work under white slip. The slab is examined and reduction to 1280°C regardless of the visually effective segments are selected glaze used as I try to draw the iron and torn from the slab. Stage fi ve: within the BRT to the surface. A Once the base and neck have been sanding stone will remove the very Stage three: attached the handles, spout or other rough surface from the base. An Using the carefully selected segments, additions are applied. Care must be essential task if you want to avoid irate the decorative pieces are used to construct taken not to damage or smudge the now phone calls from parents about the two halves of the sphere. Care must delicate slip trailed design or to damaged furniture surfaces. be taken to join the halves well without accidently fi ll the small cracks in the Care must be taken when using a heat disturbing the slip trained pattern. surface of the white slip. Leftover gun and blow torches. Be careful of fragments of the coloured slip can be fl ammable surfaces and alwaysy wear applied to the additions. It is at this eye protectionn stage I encourage my students to incise as the clay willl further decoration into the surface of pop and spit the base, neck and other additions. hot fragments Keeping the designs bold and simplistic into the air. seems to work best. I also recommend wearing Nitrile gloves during the glazing process. Rob Hurley Ballarat Grammar

4 www.zartart.com.au Zart Student Gallery Exhibiting Term 4 2010 On show until the 23rd November 2010

Lowther Hall Dolls Killester College Cubist Drawings St Michaels School Berwick Trees McKinnon Primary School Refl ections Beverley Hills Primary School Black & White Haileybury College Brighton Portraits & Totems Langwarrin Park Primary School Margaret Preston hl Merriang Special Developmental School KingsleyKing y Park Primary School Dragonfl ies Michaels School McKinnonMcKcKinnoninn Primary School St Michaels SchoolSchool on Prima y choolS h Aranda Primary School ACT Presentation of Work Kingsley Park Primary School Wire Wall Hangings Beaconhills Christian College Chooks St Mary’s College Seymour Flowers Canterbury Primary School BeverleyBeverley HilHillsl PrimarPrimary School yyS Schoolchool Mascots Waverley Christian College Op Art Lysterfi eld Primary School Gaudi Architecture y School LysterfieldLysLysterfieterfield PrimarPrimary School Thomastown West Primary School LangwarrinL g Park Primary SchoolSchool Patterns with a Purpose Presbyterian Ladies College Journey of Colour Tintern School Anzac Day Merriangng Special DevelDevelopmental SchooSchool Schooll Scotch College Books by Boys Brentwood Park Primary School Name Tags

Zart’s Student Gallery Situated upstairs in the Zart Customer Service Centre. Each term the Student Gallery exhibits a new display of work from young artists ranging from Kindergarten to VCE. We are always on the lookout for artwork to be exhibited that showcases new ideas and Waverley Christian CollegeCollege techniques suitable for all age levels. Please email images of work you would like to exhibit one term in advance to Jan Roker on TinternTintern School [email protected] Also visit www.zartart.com.au

Zart Extra_Term 4 2010 5 Classroom Art

Presentation of Work During April this year, 28 Aranda staff, were While I had always taught Visual Art and fortunate to be able to participate in a study integrated it into Inquiry Based Learning tour of Melbourne. As part of the day spent Units I haven’t applied it as well into other at Zart, the afternoon session provided the areas. At the ‘Presentation of Work’ teachers with many different and practical workshop I saw how Art can be applied in new ideas for the presentation of student areas such as Literacy and Numeracy. work. Many different types of 3 dimensional My Year 5/6 class had worked hard in Term displays were presented including an array One writing narratives and I was trying to or a PowerPoint presentation. The majority of dioramas, folded booklets and pouches. fi nd a way to display their fi nished product of the students chose to create a mini book These new ideas were quickly put to good use so the class could enjoy them. I decided that as they had enjoyed the process earlier. as the teachers experimented with different the mini book idea I learnt at the Zart The students researched a victim from the materials to make their own display items Education workshop would be a perfect way Murder under the Microscope website and back at Aranda Primary. One class as a to display their writing. wrote an information report. Once this had result of this workshop presented their The students selected the paper for the been fi nished they began work on their mini narratives in artist book format. cover, gluing it on thick cardboard to create books. As the students had previously made the covers. They folded A3 paper to create a book they worked on this task I have always had a strong emphasis on the inner pages. independently. Visual Art in my classroom, using the lessons Once they had fi nished publishing their Once they had made the covers and pages to allow the students to express themselves narratives in Word I transferred it into they got onto designing the layout of the whilst learning new techniques. I fi nd that another document to create the individual pages. This was fi rst done on scrap paper. Visual Art allows all students to succeed. Art pages. The students illustrated their When they were happy with their design is also an important part of my teaching narratives and together we jointly they began their fi nished product. because I believe that it creates a bright and constructed them. The students were encouraged to be engaging learning environment for the I found that the students were more creative and make their books bright, students. motivated to complete and write a narrative colourful and interactive. The students used of a high standard as it was being published pop-out pictures, folded maps, strips of into a ‘book’. The mini books are the most paper to show length, café menus and sought after item to read during silent envelopes to enhance their information. reading time. It gives the students great We ended Term 2 with a successful ‘Book pleasure to see their writing being Fair’ between the other 5/6 classes in which enjoyed by others. the students proudly shared their quality The mini books were such a success that I work and enjoyed their peers work. decided to use the same technique to present their information report in our Inquiry Tricia Butters Based Unit ‘Murder under the Microscope’. Year 5/6 Class Teacher The students were given a choice of Aranda Primary School ACT creating a mini book; publish a brochure

6 www.zartart.com.au Linking Art with literature

Books for Boys How do we look for new ways to stimulate It was this notion that ignited the boys’ was a feeling of unity throughout the school boys to write and illustrate? A magnifi cent imagination and before long they were and they enjoyed following the progress of seven metre long resident dragon named speculating on where Zingora had gone the each book. There was always great Zingora, created by the boys of Scotch night before. Subsequently, the idea for the excitement when one of the seventeen books College Junior School, was the impetus for a ‘Zingora Picture Storybook’ series was born. was ready to go to the publisher. This was a project designed to promote the love of The project was carried out during Terms 3 self funded project, in that parents and the literature. and 4 in 2009. Ownership of the project at wider school community pre-ordered the every stage was one of the main aims. The books and the number of each book printed During 2009 the whole Junior School boys selected topics democratically and made corresponded with the orders. Subsequently, (boys age range 5 – 12) participated in a decisions during the entire process. it is the type of project that could be adapted collaborative project integrating Literacy and To complement the variety of written to any size school and have far reaching the Visual Arts. All boys were involved in the genres, each Year Level focused on a benefi ts regarding promoting literacy through production of a series of seventeen different art style in conjunction with the the arts. professionally printed picture storybooks. Art curriculum. Prep was based on drawing Each book sold, generated a small profi t Each boy contributed to their class book, with minimal background; Year One used that was donated to charity. The books were based on the adventures of Zingora, by paper collage (with handmade paper) inspired recently presented at the International Boys’ writing the text during Library lessons and by Eric Carle; Year Two applied paint and Schools Coalition conference in creating the illustrations during Art lessons. glitter and were inspired by photographs; Philadelphia, USA and attracted a great deal Zingora was created in 2008 as part of an Year Three used black ink and coloured of attention. They are now on display in the artist in residence program. Lyn Ferrall was pencils and were inspired by real structures; Zart Art Student Gallery for all to read. commissioned to work with the Art Year Four created 3D mixed media collages department to produce a textile masterpiece, inspired by Jeanie Baker; Year Five explored Jocelyn Pride Priscilla Williams inspired by China and the Beijing Olympics. a limited colour background and used Head of Library Head of Art Everyone in the school created a piece for acrylics, watercolour and collage techniques; Scotch College Junior School the dragon. In a busy six months, all Year Six drew with black ink and were artworks were completed and skillfully sewn inspired by the illustrator Neil Curtis. together into a three dimensional sculpture. Preparing the text and illustrations for Zingora was awakened by the Chinese Youth publication was a long process and the boys extension & Links Society’s special ceremony in December learnt a great deal about the publishing Zart Extra Articles: 2008 and boys paraded Zingora around the industry and the importance of careful • Term 4 2006 Gallery : St Pauls School school grounds with excitement and pride. editing and attention to detail. Although the Monbulk At the beginning of 2009, Zingora boys focused primarily on • Term 1 2009 Gallery : Templestowe found his home in the their own class book, there Heights Primary School Library where he spends his days sleeping and watching over everyone. However at night it is a whole different story… Zingora magically fl ies out of our Library and has adventures all over the world. Zart Extra_Term 4 2010 7 Artist in Residence

Newhaven College Arts Programme 2010

Newhaven College had an exciting start to the chainsaw, each group engaged in robust Lady Nelson. At the other end in contrast is 2010 as we were celebrating our 30th year discussions on how the fi nal seat would the magnifi cent sweeping tail of the Peacock, as an educational institution on Phillip look. Once completed students where then a feature bird of this Island. Finally the Island. Each year the Art department given a range of Vipond Paints and painted chunky Clydesdale hooves that support the organizes a visiting artist to work with sections of the seat to highlight surface entire bench represent the original students from year 7-11 as part of our artist texture and fi ne detail of some of the workhorses that helped the settler’s farm in residence program. animals. To date it is one of the most used and plough their crops. The bench again objects on the school grounds and is a was carved from Macrocarpa pine, which is This year I was lucky enough to secure a feature that sits between the junior and readily found on the Island, primarily planted chainsaw artist by the name of Angie senior schools. to provide wind breaks for livestock. Polglaze, who by her incredible reputation No sooner had Angie dusted the sawdust as a professional artist, is usually overseas from her clothes, she was asked to also be Sian Adnam competing for a good majority of the year. involved in a collaborative initiative Head of Visual Art For the entire month of March, she worked between Phillip Island Nature Park and our closely with the year 10 students students. Each year PINP donates around extension & Links brainstorming ideas associated with the $5000 to our school to encourage our Zart Extra Articles: 30-year history of the school as well as its senior students to become involved with • Term 2 2010 : Urquhart Park Primary overall educational philosophies and the creation of large sculptural pieces for School – Making A Difference direction for the future. Students looked at our region’s public spaces. This particular • Term 1 2010 : Wanganui Park symbols such as the school house system project saw fi ve of our year 9 students from Secondary College – Aerial Views and their emblems, the school song, our the environmental campus, work closely • Term 4 2009 : St Joseph’s School, values such as Respect, Excellence, with Angie to create a long bench ‘Love Malvern – Mrs O’s Friendship Tree Responsibility, Honesty and Empathy and seat” for the grounds of Churchill Island, a • Term 1 2006 : St Francis Xavier Primary fi nally, the fact that we are a school on an small heritage farm not far from Newhaven School, Box Hill – The Many Faces of Our island surrounded by the sea. College. Again students brainstormed ideas School Angie started with an enormous trunk of that would refl ect the history of the Island www.zartart.com.au Macrocarpa pine, cut from a local farm and and the farming practices used by the fi rst showed students how she had to clean dirt settlers to the region. Because the group of and bark off it before she attempted to students was small, Angie was able to allow draw the fi nal designs on. It became each student to use her small chainsaw evident early on that this trunk was going under close supervision, for the fi ne detail to become a throne like seat and many work. This was a defi nite highlight for many ideas changed during the early carving and a challenging one at best. process. All along the bench seat there are images Animals depicted our natural marine life of apples, corn, peas and vegetables near the school, a large book representing intertwined around the carved bucket learning, became the main seat and the seats, to represent the fi rst hand sewn House emblems began to entwine garden in the area. At one end of the seat themselves around the entire seat. Each day boasts the bust of a woman whose design meant a fresh look at the overall design and was used on the bow of the largest ship to although no student was permitted to use enter Westernport Bay in the 1800s, The

8 www.zartart.com.au Creative Skills Wired Fabric Dolls

The girls at Lowther Hall in their patterns and colours to give a good quest to create a work of art that effect. Hideous fabrics can look displayed their artistic capacity; wonderful! Wrap the fabrics and combined learned skills, problem secure the ends with little stitches solving and above all their joy – large eyed needles and thin Perle through the process of creating these Cotton #8 is perfect for young amazing dolls. The spindly wired students to use. dolls created by Grade 3 girls, Use metallic, fancy threads, display how an artist’s technique ribbons etc. to wrap and tie around can be adapted to suit the skills of and over the fabric. Chenille Stems much younger artists. are great for socks and wrists. Teach the students how to make a The inspiration for these dolls gathering running stitch along the came from the book called “Cloth top edge of a 10-15 cm wide and Dolls for textile artists” by Ray Slater. about 60 cm long fabric strip to My Year 3 classes have worked on create the skirt. They can be layered this project for a term. The wired doll for effect. Lining polyesters are great, has a simple wire armature made velvets etc. from the 3.0 mm soft aluminium Paint the heads with Poster Block armature wire that means it can be paints. Add hair with Wool Tops/ posed in a variety of positions. knitting wools, Curly Hair. Use Dancers and acrobats can be used as felt scraps to make hats and sources of inspiration to create shoulder bags. Embellish movement and fl ow. these with beads. The wrapping technique used to Attach the doll to the cover the armature is easy for the stand with thin Armature students to learn and only simple Wire in a couple of places on stab stitching is needed to attach the the trunk of the body and beginning and ends of each strip. twist the wire at the back. Hot Glue the rod to the stand to secure Method fi rmly. Students can then pose the See www.zartart.com.au/galleryt410/ fi gure in the way they’d like it! lowther.http for materials and diagram This is a wonderfully satisfying Make the armature following the artwork, with the students learning a measurements of the diagram. Give a big range of skills and techniques student a piece of Paper Magiclay with a fabulous result. about the size of a ping pong ball, Pamela Wood and shape it over and around the Lowther Hall Anglican Girls’ School circle for the head. The hands are Essendon added at the end of the project. Time to start the wrapping: on an angle, wrap up and down the armature, extension & Links starting at the neck. It is important to Zart Extra Articles: keep the wadding taut to create a • Term 3 2006 : Killester College, fi rm fi nish. Use a needle and doubled Springvale – Whimsical Fabric Dolls thread to secure the ends with a few • Term 2 2007 : Methodist stab stitches. It doesn’t have to look Ladies’ College, Kew – Felt Dolls neat; it is just to secure the wadding. • Term 1 2007 : Altona Primary When the wadding is over the frame, School – Colonial Figures it is time to start to use the colourful www.zartart.com.au stretchy fabrics. Combine different

Zart Extra_Term 4 2010 9 Actvities RISO Screen Printing Step-by-Step light blue prices do not include gst, dark blue prices include GST • prices are valid until December 17th 2010

Screen printing solutions for Schools. Screen print fabric, canvas, paper or wood in minutes using your designs. The Thermal Copier Special Offer... transfers your designs on to Riso Screen Mesh in seconds, creating screens up to A3 size. The thermal process – no chemicals/solvents, A4 School Thermal-Copier no hand cutting is fast, easy, low cost and mess free. Print text, Package lines, photo’s and solids. Screens are reusable. Clean up in water. 1 x A4 Thermal Copier + Power Cord, 1 x A4 Hi Resolution Thermal Carrier, 1 x A4 Tefl on Carrier, 5 metres ScreenMaster 70Mesh 30cm, 1 x Artwork Clean-Up paper Roll 30m, 1 x Small Plastic Frame Mounts, 1 x Large Plastic Frame Mounts, 1 x 170mm Long Life Squeegee, 1 x 240 mm Long Life Squeegee, 1 x 165mL Table Adhesive, NEHOC Training Lesson #1 for Standard Inks and Lesson #2 for Opaque Inks, Screen Correction Manual and Operational Manual NEHOC Training CD-ROM, Free 11 month Warranty Upgrade Offer Save a further $340 with our Term 4 Special Offer Free upgrade to a full 20 m roll of Screen Master 70 Mesh and a free A4 Tefl on Carrier Package ...... $2703.00 $2973.30 Printing Your Step-By-Step Design Making your screen You are now ready to begin printing A3 School Thermal-Copier 1. Create artwork to be printed either by your design on to the item of your Package using a photocopy or laser print. choice. 1 x A3 Thermal Copier + Power Cord, 1 x A3 Hi 2. Place design under Riso Screen Mesh and 1. The angle of the squeegee is held upright feed it through the Thermal Copier. at about 60-70 degrees. This provides a Resolution Thermal Carrier, 1 x A4 Tefl on 3. Attach Mesh to a frame ready for printing. clear, sharp print - angles too low force Carrier, 1 x A4 Hi Resolution Thermal Carrier, • Lay the frame on to a fl at surface, tape too much ink through the screen and 5 metres ScreenMaster 70Mesh 30cm, 1 x side up, and remove the double sided bleeding may occur. tape from all 4 sides of the frame. 2. Less pressure is used with the squeegee Artwork Clean-Up paper Roll 30m, 1 x Small • Attach the top edge of the screen to the when printing The blade on the squeegee Plastic Frame Mounts, 1 x Large Plastic Frame frame and then stretch across the bottom should NOT fl ex or bend whilst printing. Mounts, 1 x Small Metal Frame Mounts, 1 x edge. Don’t worry if wrinkles occur at this You don’t need to push the squeegee stage - all you need to do is attach the through the screen - the ink will naturally Large Metal Frame Mounts, 1 x 170,mm Long screen gently to the frame. be drawn through on to the material Life Squeegee 1 x 240mm Long Life Squeegee, 1 • Lift the left edge from the tape and pull a below - you just need to guide the x 165 mLTable Adhesive, NEHOC Training little tighter to remove any wrinkles that squeegee. may have occurred. Repeat this process For more information and handy tips go Lesson #1 for Standard Inks and Lesson #2 for on the right side. to http://www.nehoc.com.au/training Opaque Inks, Screen Correction Manual and • If wrinkles remain, lift the top, or bottom, Operational Manual NEHOC Training CD-ROM. from the tape, slightly stretch to remove the wrinkle and then fasten to the tape. Free 11 month Warranty Upgrade Offer Save a • Repeat the process on any side where a further $384 with our Term 4 Special Offer Free wrinkle exists, until all wrinkles have been upgrade to a full 20 m roll of Screen Master 70 removed. Mesh plus a free A4 and A3 Tefl on Carrier Package ...... $3697.50 $4067.25

10 www.zartart.com.au Collaborative Artworks

Whole School Scope & Sequence

The Specialists at Canterbury PS are a included factual posters, quiz games and Ceremony. Afterer each countrycountry’s’s national highly motivated and collaborative team interactive activities. anthem they introduced each team in Italian that work to ensure that their curriculums Art sessions were dedicated to the creation and then translated into English. The expo are connected as much as possible to the of a team mascot. The project began with a followed and students from other levels scope and sequence topic at each level. presentation of all Past World Cup mascots. visited the displays, which included the We discussed each mascot’s features using mascots and participated in the games and During Term 1 the music teacher, and Art Elements and Principles and why each activities the students had prepared. myself started to discuss the possibility of a mascot was effective or how it could be A round robin tournament was held where World Cup unit as an integrated activity. The improved. We brainstormed key features of students competed against all teams to decide other specialists were quick to jump on the country that might be used to design who would play in the fi nals. Students board with the idea. We decided that we mascots. Students considered fl ora and showed excellent sportsmanship and all would integrate with Level 3 and the Term 2 fauna, food, rituals/ceremonies, climate, students were proud of their achievements topic, Cultural Diversity. The focus of this colours and uniforms as elements they could on the day. unit is on immigration and Soccer is incorporate into their design. The bilingual Closing Ceremony included considered the “world game”. The six Level 3 The fi rst challenge was to create a large presentation of awards and classes randomly selected one of six and simple A4 mascot drawing. Students acknowledgments to everyone who made the countries (India, Vietnam, England, South traced their drawing through to scrap paper. project possible. Celebrating the end of the Africa, China and Italy) as their class team. They used this pattern to cut out two felt project through the Tournament and Expo Each Specialist teacher contributed to the shapes for the front and back for their soft allowed for students, parents and staff to development of the teams and students’ toy. share in the learning that is possible through knowledge of the country they were After they completed a sample stitch, they collaboration. representing so that at the end of the term a attached different felt parts to their mascot. World Cup Tournament and Expo could be Because some details were diffi cult to sew Deirdre Zabel Visual Art Teacher held to celebrate and share the learning that on, some students chose to use Supertac or Canterbury Primary School occurred over the term. permanent markers. Blanket stitch was used The rules and skills needed to play soccer to attach the front and back together and extension & Links were taught during PE sessions. In Music, stuffi ng was added before it was sewn up. Zart Student Gallery/Zart Extra students learnt the songs of the World Cup The classes voted and chose one mascot to Term 1 2007 : Dingley Primary School, and their chosen country’s national anthem. represent their team. – Studies of Asia In the Learning Resource Centre each class The fi nal celebration was organised, Term 1 2001 : Carey Grammar – learnt how to research their country and invitations were sent home to families Indigenous Cultures prepare relevant and valid information for welcoming them to watch the events and www.zartart.com.au presentation during the expo. Students visit the expo. worked in groups to create displays which Several Year 4 students ran the Opening Zart Extra_Term 4 2010 11 new resources FREE Activity Release

EVENTS OF TERM FOUR Light Blue prices do not include gst, Dark Blue prices include GST • prices are valid until December 17th 2010 Melbourne Cup Hat, Horse & Collage HowHow to TalTalkk to Children Ch About World Art Isabelle Glorieux-Desouche For anyone who wants children to understand and love the art of Africa, Asia, Oceania and the Americas, this guide has questions and answers Beginnner’s Guide to Needle about thirty amazing objects. Written Felting especially for people with no art Susanna Wallis experience, the book uses everyday This book demonstrates how to create language and includes maps to help wonderful pictures and three- you see where the work comes from. dimensional objects using wool and 176pp simple needle felting techniques. BK029 Learn how to make cards, pictures, Each ...... $31.82 $35.00 jewellery and other 3D fi gures from wool. With clear step-by-step ChristmasChr instructions enabling the student to PaperPa Ball produce a variety of designs, this book ChristmasCh will also inspire them to experiment further with their own designs. 64pp HHangers, BK234 ChristmasCh Each ...... $19.99 $21.99 SSpinningpin Top, ReindeerR

Graduationn Treasured Memories, Memory Artwise 2 Visual Arts 9-10 2nd Ed Bracelets & Photo Frames Glenis Israel This second edition has been re-designed with a strong focus on The Printmaking Handbook Stage 5 needs, covering a range of artists and artworks. New artists Louise Woods include: Irene Hanenberg, Jasper This book encompasses a variety of Knight, Peter Sharp, Sangeeta processes and techniques, with clear Sandragsegar, Ah Xian, Jaqueline step-by-step instructions. Every stage Fraser, Laith McGregor, Ben Quilty and of the process of relief printing, many more. 240pp intaglio printing, lithography, screenprinting and photocomposition BKAA315 are visually presented. Printmaking Each ...... $59.95 $65.95 can offer the student the fl exibility to visualise ideas in many ways. This Senior Artwise Visual Arts book will give them the confi dence to 11-12 2nd Ed trial different methods to obtain the results they have in mind. It also Glenis Israel provides them with inspirational New edition will replace the Senior examples of prints in all media. 192pp Artwise and Senior Artwise 2 with the For step-by-step instructions on how to complete these one text with a refreshed design that BK906 covers a range of artists and artworks Each ...... $28.17 $30.99 activities, please visit the website: that suit senior study. Now fully http://www.zartart.com.au/html/artcraftactivities.html supported by eBooksPLUS for students. 286pp BKAA317 www.zartart.com.au Each ...... $68.14 $74.95 12 www.zartart.com.au