TermTerm 1 20052005 RegisteredRegistered by Australia Post Publication No. 327687/00003327687/00003
Zart Extra Newsletters 2005
Term 1 Term 2 Term 3 Term 4 Blank Page Term 1 2005 Registered by Australia Post Publication No. 327687/00003 contents
cover + Secondary Article: Product Development Primary Article Faces Profile: Wild Things Zart’s Student Gallery Lazertran Monochromatic Painting New Products Lowther Hall Grammar 3D Mosaic Sculpture What’s on and featuring in Discover the techniques for South Geelong Primary Great new products in New
page 3 page School 5 page Pamela Irving 7 page our Gallery for Term 1 2005 8 page applying decals to any surfaces 10 page School 11 page 2005! 12 page Resources Creating an Intelligence-friendly Art Room Eric Oddleifson, President for the Centre for the Arts in the Basic Curriculum states, “Many people do not associate the arts with ‘thinking’. We are aware of the art ‘product’ - the song, the picture, the play - but less aware of the ‘process’ which creates the product. The arts are not so much a result of inspiration and innate talent as they are a person’s capacities for creative thinking and imagining, problem solving, creative judgement and a host of other mental processes.” Artistic achievement is learning • Do I have the ability to direct artistic choices and the journey of how to unify diverse elements into student thinking? their own artistic growth? Am I cohesive art works. For this to take • Do I challenge students with helping students to learn how to place a plethora of different kinds of problem solving that will result in constructively evaluate their art thinking and feelings need to melt individual solutions to complex works and the art works of others? together to form a whole. problems? (Or am I helping to raise • Do I allow time for peer group For a small number of the thought provoking questions that discussion? population, artistic talent comes will challenge students to think • Do I act as a mentor/guide or as naturally and intuitively. However, outside the box?) a know-it-all? most of us rely on thinking strategies • Am I stretching their thinking If you are doing all this, then you to help us to discover what we do through the processes of playing, are a teacher of the 21st century! not intuitively know. experimenting, discovery and During the 2005 school year many discussion? (Am I asking questions Zart Education Service teachers will be employing The about the unique properties, the
Thinking Curriculum in a bid to strengths and weaknesses of each IMPORTANT DATES TERM 1 2005 better educate and prepare their medium, tool, skill, and method eg. International Year of Micro Credit students for the demands of the 21st the "why" "how" and "what if" Chinese Year of the Rooster 2005 2005 term one dates century. Are you? questions.) Act Thursday 27 January friday 8 april Here are some questions you can • Do I allow students to define Nsw Friday 28 January friday 8 april eastern Nsw Friday 4 February friday 8 april western ask yourself about your role in the art problems and suggest solutions? And Vic Tuesday 25 January friday 1 april learning process: do I find positive ways to channel Tas thursday 10 February friday 27 may Tas easter break friday 25 march sunday 3 april • Am I teaching "learning by doing" these positive responses? Sa monday 31 january friday 15 april ZART EXTRA or "art by copying"? • Do I allow students to think Wa monday 31 january friday 8 april A Visual Arts publication • Am I giving opportunities for about their thinking eg. do we talk Nt tuesday 25 january friday 1 april Qld monday 24 january thursday 24 produced each spontaneity? about the type of thinking I am term for Public holidays term 1 2005 Pre-school, • Am I providing an emotionally challenging students with eg. critical Australia day wednesday 26 january Labour day monday 7 march (wa) Primary & safe environment that is tolerant and thinking or creative thinking. (Do I Secondary Labour day monday 14 march (vic) Teachers by Zart conducive to risk-taking? ask open ended questions? Do I Eight hour day monday 14 march (tas) Art and Zart • Am I providing a rich encourage clarification of ideas?) Canberra day monday 21 march Education Good friday 25 march Service. environment for thinking, learning • Am I allowing time for, and do I Easter monday 28 march and creating (eg. posters, books, feely show the value of, self-reflection? Zart art closed for stocktake monday 27 june ISSN 1448—8450 boxes)? • Am I allowing time for students tuesday 28 june to consider the impact of their Wednesday 29 june
Zart Art School & www.zartart.com.au contemporaries and then Zart Education Service KLA’s group. leisure or seek assistance [email protected] make a relevant piece of from our experienced staff. Wholesale Supplier Zart Education Service Please refer to the ‘Workshop Hours: their own art work in our Zart Art offers an extensive provides hands on Insert’, a supplement to every 3/41 Lexton Road Mon-Fri: 8.30am-5.00pm workshops with an art range of resources, art professional development Zart Extra or refer to our Box Hill North Vic 3129 Sat: 8.30am-12.00 noon consultant. The gallery is materials, craft and workshops for primary and website for dates and times. Ph: (03) 9890 5110 also open to the public for technology supplies. You secondary teachers, as well Fax: (03) 9898 6527 Zart’s Student Gallery viewing during opening Zartworks (Retail Shop) will find competitive prices as LOTE teachers, Pre- Internet: The gallery features art hours (please see Zart Zartworks have all your art [email protected] and efficient and quick schools, and librarians. works made by students of hours) free of charge. and craft needs catering for email: service. Visual Arts workshops are Prep to Year 12 from all both beginner and [email protected] For Term Gallery listings regularly held at Zart and in 5/41 Lexton Road around Victoria. Schools professional artists. You can Hours: refer to our Zart Extra and metropolitan and country Box Hill North Vic 3129 can arrange for students to select from a wide range of Mon-Fri: 9.00am-5.00pm our website. locations and upon request Ph: (03) 9890 1867 visit the gallery, analyse visual arts, craft and graphic Sat: 9.00am-12.00 noon at your school, district or Fax: (03) 9898 6527 the works of their supplies. Browse at your 2 Zart Extra_Term 1 2005 Secondary article
Faces—from Realism to Fauvism and Cubism Lowther Hall Anglican Grammar School, Essendon
Faces - from Realism to Fauvism challenging as students were asked to own personalised interpretation of the and Cubism work from an identical photocopied face using some of the Fauvist image of a face. They were asked to principles which were: The aim of this unit was to broaden trace the image in pencil and create students' understanding of different • raw colour often straight from the enclosed lined shapes where they tube with very little mixing techniques and emphasis used by perceived the tone of the face changed artists when making art works, with • colour should be bold and stimulating from light to dark. When the outlines to the eye particular focus on Fauvist and Cubist were completed the drawing was painters. • brushstrokes are loose and painterly transferred on to a small piece of • the creation of a shortened The initial task was to complete a watercolour paper. picture plain tonal, realistic drawing of one of their Students were then taught some of friends in class, the aim being on The third exploratory task the features of gouache and learnt how recording what is seen. Drawing was to introduced students to the artwork of to achieve an intensity of colour before be from direct observation using the Cubists - Picasso, Braque, Leger and continuing with their individual pieces. charcoal and white chalk, Delaunay. Students were asked to use We discussed the nature of Fauvism concentrating on form and proportion. the same image of a face from the and students were introduced to the art previous task and begin by tracing the On completion of this, students work of Matisse, Dufy, Manguin, face on to paper. This line drawing was began more exploratory tasks based on Derain, Vlaminck, Roualt to stimulate then cut-up using straight cuts with the the work of the Fauvist and Cubist their thinking and broaden their ideas. scissors into four or five simple shapes. artists. This second task became more They were then asked to develop their A selection of masks are on display at Zart’s Student Gallery this term. Zart Extra_Term 1 2005 3 Secondary article cont
On completion of this drawing we The final task in this unit was to discussed some of the principles of create a large portrait of their subject Cubism which were; choice on canvas board, using one of the • a complex breaking up of forms techniques explored but instead of using to deconstruct and reconstruct gouache they were introduced to acrylic paint. They were encouraged to • sacrificing colour to form complete a number of trials before •preference of monochromatic beginning their work to work out colour colour scheme combinations and possible solutions. The shapes were pasted on to paper • introduction of collage materials Students enjoyed the unit because it with but not necessarily forming the Students were asked to develop their enabled them to work independently shape; the lines only had to suggest the own version of a small cubist artwork. and achieve success. As their teacher I face. Where there were gaps in the On completion of this work students loved listening to the discussions about drawing students could trace other were then required to critically colour and composition because it aspects of the face from the original evaluate the work they had undertaken. happened naturally in class. The art traced face or repeat parts of the Students discussed and debated what works produced were personal, drawing. worked best and why. They were most colourful, varied and impressive. This drawing could be as simple interested in the personal variations or as complicated as determined by that occurred within the class and Yvonne O'Connell the student. began to appreciate what a change in Head of Visual Arts emphasis could do. Lowther Hall Anglican Grammar School, Essendon
The WINNERWINNER of the Zart Art & Save the Children Christmas Order Draw is Balwyn North Primary School The winner of the Bang and Olufsen phone was selected at random at the end of our Christmas buying season. Thank you to all our valued customers who placed their Christmas order with us. With your support Zart Art had much pleasure in & donating to Save the Children Victoria. Principal, Graeme Lane and class teacher, Edwina Bateup 4 Zart Extra_Term 1 2005 accepting the prize. profile "Wild Things" 3D Mosaic Sculpture Pamela Irving
Wild Things Small children will develop their fine creatures and people of the Ancient Greek motor skills with this activity. Older and Roman myths. The history teacher Aims of this unit: students can approach 3D mosaics may want to undertake a joint project? • For students to extend their knowledge thematically to produce a body of work Give the students a copy of a story of mosaics and be introduced to 3D for folio presentation. All students will of an ancient myth and ask them to mosaic forms. learn that there is a process in making art make the form, for example, the stories • For Teachers to master mosaic sculpture and that the mosaic process is quite of Zeus as he metamorphoses into techniques and take them into any class labour intensive. an animal. level and vary them. Initiating the project: For lower primary use the 'wild things' • The techniques learnt in this unit Firstly, inspire your students. Show the of their imaginations and ask the can be applied from prep to year 12. students inspirational pictures made by students to write a story about their The variations could be thematic, size other artists. Gather resources such as creatures or all the creatures made by the variations, relief work rather than 3 books on mythological creatures and class. It could be done in conjunction dimensional etc. The techniques can wonderful children's books and their with their classroom teacher. They could also be employed for flat wall pieces. illustrations. Read them a story which create their own book with the stories There are also applications for they can interpret for themselves. Show and creatures. collaborative practice as well as individual them an array of the wonderful mosaic Give the students a list of zany or small groups. environments which have been created characteristics and encourage them to Outcomes of this unit: around the world. "go wild" creating a "wild thing", for Students will learn how to: Starting points: example, a creature with six legs, three eyes, green hair and a short tail. They will • construct a form using chicken wire You could take a thematic approach to all interpret these creatures differently. • cover this form with Sculpt It, making it making 3D sculptural mosaic pieces. The Make a class sculpture or relief wall strong and durable myths of Greece and Rome could, for example, inspire them. Use library books piece. Engage the students in • successfully decorate this form with and the net to explore the amazing collaboration. mosaic tiles cont • grout the form &
Zart Extra_Term 1 2005 5 profile cont.
ThThe Techniques or wrong way. Use Mastic Adhesive or Resources: 1. Students design their "wild thing" by Supertac to glue each tile on to the model. Websites drawing it. 5. When the mosaics have been Mosaics Matters http://www.mosaicmatters.co.uk/ 2. Students make their "wild thing" applied all over the form and left to dry, using Chicken wire, joined with Armature for at least one day, they may be grouted. Pamela Irving: Wire and stuffed with newspaper. Make sure that enough time is allowed www.pamelairving.com.au for this activity. Mix up the grout with Nek Chand Emphasize to the students that the water or for added strength use Latex http://www.rawvision.com/nekchand/ stronger the base, the stronger the overall Additive. Use a soft cloth eg. old towel to nekchand.html sculptures will be. It is essential that the apply the grout and fill all the spaces wire object is strong to hold the weight between the tiles. Push the grout firmly Raw Vision Magazine or the website of the mosaics and grout. For very young into all the spaces, scrape off any excess, www.rawvision.com students who could not manage chicken then as the grout sets use a damp sponge Books: wire, a base form such as juice bottles, to gently wash back the remaining excess Creative Mosaics by Monica Cresci milk containers, etc can be used, grout. If grout is not wiped off in time, it combined with other forms like plastic dries and becomes almost impossible Making Mosaics by Leslie Dierks cones, flower pots, etc. to make the to remove. Mosaics by Kaffe Fassett + Candace shape. You still need to ensure that the Bahouth form is strong before applying the Sculpt- It and tiles. Materials: Raw Creation by John Maizels •Chicken wire 3. Demonstrate mixing and applying •Armature Wire Sculpt-It to the surface of a wire construction. The Sculpt-It should be •Wire cutters/or old scissors about the consistency of dough. Don't •Newspaper make huge quantities at once, rather •Sculpt-it make as you need it. When the •Mosaic tiles construction is completely covered with •Buttons/shells/springs Sculpt It, set it aside to dry. •Popsticks for applying tile adhesive 4. Teach the students the art of •Mastic Adhesive or Supertac applying mosaics. The mosaics can be •Tile cutters/ or if not available hammers tiles, buttons, bottle tops etc. Show the students books on mosaics and what can •Safety Eye Goggles be achieved. Discuss ways of applying the •Grout tiles, for example: ordered, random, close •Latex Additive together, further apart. There is no right •Rags for grout (old towels and windcheaters are best)
6 Zart Extra_Term 1 2005 Zart’s Student Gallery
situated at zart the opportunity to bring education service their families along to is Zart’s Student Gallery. appreciate their visual art. In the Gallery you will We are always on the term find some outstanding lookout for art work to visual art work created by be displayed in our students from Levels 1-7. gallery from both ONE primary and secondary Each term the exhibition levels. If you have any is changed so a new pieces of artwork that display may be viewed would be of some over the holidays, interest, please email 2005 supplying unlimited photos of works to Jan, ideas for the following one term in advance. terms. Photos may be Please contact Zart taken to build Education Service for up your own further information folio of regarding the gallery on resources. The (03) 9890 1867 or by gallery also gives the email on: students exhibiting work [email protected]
“clocks” melbourne grammar school Japanese Kites Middle years students at Haileybury in black permanent marker and painted. Castlefield made these kites during a Visual Two coats of paint were required, Art rotation. They were designed for use in and designs were finished off with the Haileybury Tattoo, as props for a dramatic the application of a black painted production of Sadako and the 1000 Cranes. outline. The finished designs were Students were initially provided with a design then cut out and spray painted on the brief requiring them to research and reverse side. Florist wire was attached construct a Tyvek kite which featured with masking tape to reinforce the edges. traditional Japanese design elements, and Heavy cardboard strips and coloured Paper which could be easily carried by a Junior Stripping were used to attach the kites to school student to give the appearance of a long bamboo poles stylized kite in motion. Judi Robertson The A3 kite designs were initially enlarged Haileybury College Brighton 95980588 and transferred on to large Tyvek squares using a grid technique, before being outlined
Banksia Secondary College Melbourne Girls Grammar Jnr Carnival Masks Felt Animals Donvale Christian College Waverley Christian College Prints Faces Frankston High School Ivanhoe Girls Grammar Jnr Tea Pots Art Movement &The Human Body Geelong South Primary School Mullauna Secondary College Landscapes & Still Life Clay Poles Haileybury College Brighton Carey Grammar Donvale Japanese Kites Olympic Plaques Little Yarra Steiner School Niddrie Primary School Pastel Work Art and the Photocopier Lowther Hall Montpellier Primary School From Realism To Fantasy Microcrystalline Wax Models Lowther Hall Rosanna Primary School Texture In Art Clowns St Brigid Primary School Ballan Eastbourne Primary School Papier Mache Masks & Totems The Grange P-12 Dingley Primary School Chess Sets Year of Rice
“masks” banksia secondary college
Zart Extra_Term 1 2005 7 age on to n im any r a su sfe rf an ac LazertranTr e
A water slide paper that allows the transfer of full colour images on to almost any surface including paper, canvas, fabric, wax, ceramic tiles, glass, Perspex, sheet metal, plaster, wood or stone. Regular Lazertran has three layers: a thin acrylic decal layer, a glue layer and a bluish backing paper. The acrylic decal layer is the shiny side that ‘takes’ the image. The glue layer sticks the decal to the surface you are transferring on. The backing sheet holds everything together until the transparent decal is applied. Regular Lazertran decals can be applied face up or face down, depending on the application. If applying the decal facedown the image must be copied on to the decal paper in reverse if it features words, symbols or numbers. For face up decal applications, the image you see is the final image. Porous surfaces need to be primed with an acrylic medium, whereas non-porous surfaces do not need to be primed. Images and designs can be protected after they have been transferred with a varnish.
To use Lazertran Regular
1. Stretch your paper or canvas 3. Slide the sheet of Lazertran 5. Carefully pick up the Lazertran 7. Allow to dry flat overnight. over a flat board. Prime the into a clean water bath and allow film from the water; it will tend to Binder Medium may be applied to canvas with acrylic primer and for to soak for a minute. The backing curl up. give a flat finish. paper, seal with Binder Medium sheet will fall to the bottom of Acrylic, oil, gouache or water to avoid cockling and to increase the bath. 6. Lay the Lazertran on to the colour paint may be applied to the mobility of the transfer. wet Binder Medium. Position your the surface to finish. 4. Apply a fresh coat of Binder image, then carefully expel air 2. Photocopy desired image on Medium to the area you wish to bubbles with a roller. NB. Use Lazertran Inkjet with the to the Lazertran sheet. Trim your fix the image to. same method as Regular. Image is image to the size required. printed on an Inkjet Printer.
8 Zart Extra_Term 1 2005 acactivities cont. To use Lazertran Silk
1. Iron the silk flat. 3. Place the silk in clean water, paper 5. Cover with a sheet of parchment 2. Photcopy desired image on to the side down and leave until the paper falls paper. Allow the iron to cool and then Lazertran sheet. Trim your image to size off, or alternatively use a sponge to wet iron gently from the back to dry the silk. required. the backing sheet until it peels off. 6. When dry, return the iron to hot, turn 3. Place the Lazertran face down on the 4. Lift the silk carefully from the water the silk over and place a sheet of fabric. Set iron to a medium heat and and wipe the fabric with a sponge to parchment paper over the image. cover Lazertran with parchment paper. remove any excess glue. Lay the fabric 7. Iron through the paper, then allow Gently iron over the image until it is face down on to a cloth. to cool. Then peel the parchment securely attached to the fabric. paper away.
This method produces a beautiful result for surface pattern. It will not stiffen the silk around the image, allowing the cloth to flow naturally. The silk can be rinsed in warm water but will not take a vigorous wash. Lazertran Regular may be used on heavier fabrics and tapestry canvas.
To fix Lazertran to glass, ceramic tiles, Perspex and shiny sheet metal: For non-absorbent shiny surfaces, no glue other than the gum on the back of the transfer is required. Simply soak Lazertran in water and slide the transfer on to the carrier. Expel all air bubbles with a rubber squeegee and allow to dry 24 hours. The image can be varnished for protection with both acrylic and oil based varnish.
To bake Lazertran Regular on ceramics, glass and metal to give a hard, waterproof finish: Copy the image in reverse. Put the sheet of Lazertran Regular with the images on in a warm domestic oven for one to two minutes, to make sure the toners are completely fused on the paper before cutting and soaking in water. This will avoid small bubbles later. Soak the transfer off and apply face down, toners next to the ceramics and wash away any gum on the surface of the decal. Put in a domestic oven on very low with the door open to dry out for 15 minutes then close the door for a further 15 minutes. Then increase the temperature as slowly as possible over about an hour and a half until the decal melts (about 200 deg Celsius). The finish should have a hard glazed appearance.
Zart Extra_Term 1 2005 9 primary article MONOCHROMATIC PAINTING Background many excellent formal works of art. We I teach Art at two schools- South Geelong discussed how the presentation of art works Primary School, a suburban school and could add to their impact. Contrasting and Lethbridge Primary School, a rural school 20 complimentary colours and the use of shape minutes from Geelong. The facilities are totally and line in presentation were also discussed. different but the enthusiasm and creativity of The paintings of the everyday objects were children in both schools is excellent. Visual Arts carefully cut out. The children then used is highly valued at these two schools and it is various sizes of Cover Paper, and Kinder Circles seen as a vital part of the curriculum. To ease for the presentation of their art works. They planning time, I sometimes use similar also had access to fancy-edged scissors and mediums at both schools but with different rulers to use for extra effect. The children were topics and emphasis. amazed at the final art work and pleased with the many glowing comments from other South Geelong Primary School students, parents, teachers and visitors to the (5 x 1 hour lessons) school. We looked at examples from various Zart Lethbridge Primary School Art Packs and discussed how artists vary a I taught a similar unit to the above at single colour. I introduced the term Lethbridge last year and so decided to develop ‘monochromatic colour’ to describe various it further this year. The children revised shades of the one colour. knowledge of colours and shade through free Initially children experimented using one experimentation. We looked at our own colour and added black and/or white to create surrounding landscape, photos and art works as many shades and tones as possible. Some showing how colour is affected by distance, formed this in straight lines, some painted atmosphere, etc. and vice versa. We also circles and others made patches. They enjoyed discussed the layers of views within each scene. this challenge and were delighted with the The children drew about 8-10 lines to range of shades they were able to create. Their distinguish the layers of views in a landscape (a creations also resembled abstract art and so calendar of photographed landscapes came in they were able to appreciate that art isn’t handy here). They were then challenged to always about the final product but that the paint each section in monochromatic colours processes of getting there are also important. going from lightest (sky) to darkest We then discussed how the shades of (foreground). colour could give a three-dimensional effect Presentation and evoke emotion. Children were challenged to paint a scene using monochromatic colours I decided to use the scrapbooking idea of to express an emotion. a “fractured” landscape for presentation. Children ruled lines on the back of their pages Following on from this, we looked at and created 16 rectangles. These were common everyday objects and even though we numbered sequentially and one strip was cut know that they are one colour, we observed the out at a time, and glued on to contrasting or difference made by light and shade. The complimentary background paper, one children initially sketched these objects (jug, rectangle at a time. Some children did mix up a funnel, paint bottle, vase, mug etc...) using rectangle or two but this added to the effect. I pencil to shade. always emphasize to the children that their art In the next lesson the children were is never wrong but ‘different’ and so perceived challenged to paint these everyday objects ‘mistakes’ are a new idea and totally accepted. using their newly acquired knowledge of The children were excited with their monochromatic colours. finished creations and many were displayed at Presentation the Geelong Show.
We are within walking distance to the Clare Carroll Geelong Art Gallery and so have easy access to South Geelong Primary School
10 Zart Extra_Term 1 2005 New Products INSTANT SILK DYE Instant dyes for all natural fibres. A brilliant range of 12 vibrant colours. Paint on dyes for all natural fibre fabrics; silk, cotton. Wash resistant, no additional fixing required, so Soft Cut Carving Block easy for beginners. Maintains This printing block has the ease of carving into softness and suppleness of butter. Use lino-carving tools to create fabric. Water based and intricate designs not possible on lino. It is intermixable. In 100ml bottle. Colours available are Yellow, quick and easy to use. The block Golden Yellow, Brick, Red, Pink, may be used both sides and is Purple, Violet, Navy, Turquoise, flexible enough to print on to Olive Green, Brown or Black. curved surfaces. Use the 100 ml ...... $8.17 $8.99 block to print designs on to paper, fabric or canvas. 11 x 11 cm each ...... $3.32 $3.65 15 x 21 cm each ...... $9.80 $10.78 italic prices do notitalic GST Bold prices include gst, include NEW Paint for Pre-Schools CHROMA KIDZ PAINT Makes painting fun and easy for young children. Chroma Kidz is designed for preschool children. It is suitable for works on paper, and great for finger painting. Quick drying and non toxic. It has been designed to wash easily out of childrens clothing. However, some fabrics may retain stains so wear protective clothing. Remove accidental stains with cold water and detergent and hand wash with laundry soap. Soak stubborn stains overnight in cold water. Colours available are Red, Blue, Yellow, White, Black, Brown, Green, Magenta, Purple & Orange. 2 litres ...... $6.50 $7.15 TERM 1 SPECIAL ROYMAC CHUNKY BRUSHES Ideal for small hands to grasp. Normally each ...... $1.40 $1.54 Special ...... $0.96 $1.06
Zart Extra_Term 1 2005 11 Newnew resources Resources
Book Spotlight:
Transferring Designs The Visual Arts Book Simon Raw-Rees and Mick Kelly Anne Bamford Stunning designs can be created An innovative resource for Visual easily using amazingly simple Art students in Years 7-10. It transfer techniques. Just choose provides a carefully structured Discover great art while playing an image, photocopy it, then but flexible approach presenting two favourite card games: two Art transfer it on to fabric, glass, images, information and ideas classic games of strategy, metal, polymer clay, ceramics, that enable students to develop memory and art appreciation. GAMES 'Go Fish' and 'Concentration' are plaster, paper, even wax. The interesting applications of their Then read fun and fascinating favourite card games for all transferred images are artistic knowledge and skills. stories about the artists in each ages. In the Renaissance Art transparent, so beautiful effects This book encourages students to games's companion art book. Game, players fish for art by Learn the story behind each can be achieved when they are find creative and fun ways to Michelangelo, Leonardo da painting and fun facts about laid on to textured rocks or excite their interest in art, while Vinci, Raphael, Botticelli and Fra the artists. Why did Leonardo da weathered wood. advancing them to higher order Angelico. In 'Concentration' Vinci write backwards? Who 64pp ...... $24.50 $26.95 thinking through the selection of players win by matching punched Michelangelo in the thought provoking material. The different works of art by the nose? Why did Van Gogh cut off text focuses on the development same Renaissance master. part of his ear? What artist In the Van Gogh and Friends Art of critical thinking by engaging believed his dead wife's spirit Game, players fish for art by six students in art making and helped him paint? Which artist of the most beloved artists of all appreciating tasks. wanted to "paint the way a bird time: Van Gogh, Gauguin, sings"? How did the 112pp ...... $44.50 $48.95 Cezanne, Seurat, Rousseau and Impressionist get their name Toulouse-Lautrec. In from a critic who wanted to 'Concentration' players win by insult them? matching different works of art Each game includes a full-colour by the same artist. art book and a deck of 36 In the Impressionist Art Game, playing cards packaged in a players fish for art by Monet, treasure box. Renoir, Degas, Pissarro, Manet, The Impressionist Art Game Caillebotte and two each ...... $45.41 $49.95 The New Book of Image extraordinary women artists, The Renaissance Art Game Transfer Mary Cassatt and Berthe each ...... $45.41 $49.95 Debba Haupert Morisot. In 'Concentration' The Van Gogh & Friends Art This book covers the basic Street Logos players win by matching Tristan Manco Game technique of using Lazertran different works of art by the $45.41 This is an international celebration same artist. each ...... $49.95 transfer paper. This material prices do not italic blue GST Bold black prices include gst, include of the developments in 21st allows you to transfer any black century graffiti. From Stockholm and white or coloured images to Tokyo, Barcelona to Los (photographs, drawings or inkjet Angeles, Melbourne to Milan, wall prints) on to virtually any spaces are a breeding ground for surface, from fabric to glass. In graphic and typographic forms as this book all three Lazertran artists unleash their creations. products Regular, Inkjet and Silk Current graffiti art is more are used in a variety of reflective of the world around it. techniques for applying decals to An essential sourcebook for all art a wide range of surfaces. and design students. 176pp ...... $36.32 $39.95 112pp ...... $27.27 $30.00
12 Zart Extra_Term 1 2005 Term 2 2005 Registered by Australia Post Publication No. 327687/00003 cover + page 3 contents Zart Education ISSN 1448—8450 Girls Grammar Strathcona Baptist Antonio Gaudi Article: Primary ATEXTRA ZART produced each A Visual Arts Zart Artand 2 Teachers by publication Pre-school, Primary & Secondary Zart Extra Zart Fax: (03) 98986527 Ph: (03) 98901867 Vic3129 Box HillNorth 5/41 Lexton Road service. andquick and efficient competitivewill find prices supplies.Youtechnology materials, craft and range of resources, art offers Art anextensiveZart Wholesale Supplier School& Art Zart term for Service.
Registered by Australi of significantAustralian landscape and specialistartteachers.Theworks classroom andearlysecondary primary Heather Leeandespeciallydesignedfor traditional Aboriginalartworks. Pack resource: the Adjunct tothisseriesisanothervaluable packs are:FacesandLandscapes. Already availableinthisseriesofart useful. research willalsofindthemvery students who curriculum. socialstudies) arts andSOSE(history, students andmaybeusedinthevisual andsecondary suitable forprimary activities forstudents.Thisartpackis art teachers’ notesandsuggested these artworksarecomprehensive artists inaplasticfolder.Accompanying prints ofAustralian worksbyAustralian Century Australian Water ArtPack 1788—21st Australia. to assistteachersintheirstudiesof of introducingthreenewresources This term,ZartArthasthepleasure art resourcesonAustralia andfailed? Have youevertriedlookingfor Resources _Term Abstract Australia page 6 Vermont College Secondary &Design in Art Three DimensionalForms Secondary Article: Making Waves inArt Abstract Australia Australian Water ArtPack , whichfeaturesbothmodernand contains 12fullcolourA3size 2 2005 These resourcesare: Sat: 8.30am-12.00noon Mon-Fri: 8.30am-5.00pm Hours: [email protected] www.zartart.com.au the works of their visit thegallery, analyse can arrange for studentsto around Victoria. Schools Prep to Year 12from all works madebystudentsof featuresThe gallery art StudentGallery Zart’s Librarians, artgroupsand Australian IndigenousArt are conductingtheirown is atextwrittenby
page 8 Making Waves inArt Abstract Australia & New Publications our website. refer to ourZart Extra and For Term listings Gallery hours) free of charge. hours (pleaseseeZart viewing duringopening also opento the publicfor is consultant. Thegallery workshops withanart work inour their ownart make arelevant piece of contemporaries andthen artists areusedasastartingpointfrom to invigorate theircurrentprogram. Sea, MarineLifeorOceans)seeking introducing anewtopic(suchas:The and classroomteacherswhoareeither This bookissuitableforbothartspecialists the artisticresponseofyounglearners. journey ofexploration thatwillenhance sea andlighthouses,Katetakesusona or monstersofthedeeptomoods From TheEndeavourtowindsurfing, sea andcoastallife,realimaginary. investigate andcelebrate allaspectsof allows teachersandtheirstudentsto Australians liveonthecoast.Thisbook Australia is“girtbysea”andmost school resourcewrittenbyKateHart. Making Waves inArt visual artandculture. understanding ofAustralian Aboriginal can onlycomeaboutthroughan who believesthatnationalartforAustralia examines theworksofMargaretPreston explore atmosphereandcharacter. It concepts ofcolourandpatternto Janet Dawsonwhodefytraditional landscape. ItlooksatDaleHickeyand shape andtextureoftheAustralian invented newwaysofseeingtheline, of FredWilliams andJohnOlsenwho response. Itexposesstudentstotheworks which studentsdeveloptheirownartistic review ofthesethreeexcellentresources See pages5&8foramorecomprehensive
page 9 our Gallery forour Gallery Term 22005. What’s onandfeaturing in StudentGallery Zart’s at your school, district or at your school,district locations anduponrequest country and metropolitan and in held at Zart regularly workshops areVisual Arts schools, andlibrarians. as LOTE teachers, Pre- teachers,secondary aswell workshops for and primary professional development provides handson EducationService Zart EducationService Zart is anewprimary
. page 10 classroom. Look insideaHallsCreek to theKimberleys FromProfile: HongKong supplies. Browse atyour craft and graphicvisual arts, fromselect awiderange of professional You artists. can both beginnerand and craft needscatering for haveZartworks allyour art Zartworks website for dates andtimes. Zart Extra orrefer to our Insert’, asupplementto every Please refer to the‘Workshop KLA’s group. Zart Art wishes Art Zart Goodbye &Welcome service toservice allourcustomers. continue to provide ourongoing sales teaching andwill &primary secondary Philipa hashadvast experience in McInerney would like toZart welcome best.... we wishhimallthevery tooff pursuehisownpainting career... sales team for years, thepastfive now farewell. Rene avalued memberof our www.zartart.com.au workshop details : or ourwebsiteforup-to-date refer to your term2workshop insert include Interstate locations. Please through to theendofJuly, these start from the23rdofMay andrun for listings. Zesbookweekworkshops books for2005.pleaseseewww.cbc.org.au council have announcedtheshortlisted of Book Week 2005 page 7formoreinformation. product demonstrations... pleasesee throughout theday therewillbefree and pickupabargain Also ortwo! the 8thofJuly. Remember- come early The Annual Zart SalewillbeonFriday Zart Expo: we appreciate your cooperation. from june27th2005to 2ndjuly 2005, Zart Art willbeclosed for What’s Happeningat Art inTerm Zart Two: reading rocks. (Retail Shop) page 11 products points from papiermache Explore themany starting New products our newSalesConsultant. Rene van Kan ... The childrensBook celebrates thetheme Sat: 9.00am-12.00 noon Mon-Fri: 9.00am-5.00pm Hours: [email protected] email: [email protected] Internet: Fax: (03) 98986527 Ph: (03) 98905110 Vic3129 Box HillNorth 3/41 Lexton Road from ourexperienced staff. leisure orseekassistance Philippa stocktake a fond w Resources
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Book Spotlight:
BOOKWEEK 2005 Reading
The Children’s Book Council’s choice of theme for 2005, Reading Rocks, engages a popular colloquialism used by young people of today. “Mr Smith rocks”, “Holden rules” or “John’s cool” – which describes someone (or something) as being fantastic, marvellous, wonderful etc. This year’s
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Background Strathcona Baptist t and Drama at I teach Ar e have excellent * to School where w provide students with an Girls Grammar ogram. valued Arts Pr overview of Gaudi’s life acilities and a highly f including e * to allow four weeks in Spain, Susan Clark them to gain an I recently spent understanding studying the Art Teacher of the eek in Barcelona development a w Gaudi. From of his work and ecture of Antonio athcona the inspiration archit a unit of Str for his ideas trip, I developed this field students Baptist Girls * to extend the students’ ear 5, in which the work for Y and ideas on archit in the life, ideas Grammar ecture, were immersed incorporating amazing Gaudi’s architecture of this techniques entric artist. and ecc * to use Gaudi’s work as inspiration for 2D designs and to Aims of develop ceramic sculptures from this Unit them
Zart Extra_Term 2 2005 3 primary article cont
AIRMAIL
Watch a DVD on Gaudi in order Stage One: to gain more knowledge, and Research sketch different ideas from his work while viewing it on the Students research Gaudi, screen. presenting five facts about his life and work. They can use Stage Two: the library or internet sites 2D designs such as Students design their own www.cyberspain.com/passion Stage Three: /gaudi.htm building by drawing it, keeping Stage Four: in mind the organic forms that Major 3D work SPAIN During each lesson, one Help students inspired Gaudi, the lack of Students construct a 3D chapter of a short biography of realise the importance of straight lines, and his creative clay model of a building Gaudi is read in order to build colour and pattern in use of mosaic and colour. They based on their 2D images. up an understanding of how decoration. Paint their form are reminded that their final At this stage it is important his ideas and style have with Chromacryl Paint. design will be constructed in to re-visit clay techniques, developed and what influences clay. such as emphasis on slab Materials them. thickness and joining methods. cartridge, Artline liquid Encourage them to develop crayons, white earthenware, their own techniques to glass mosaics, Chromacryl create the form they want, paints, P.V.A., Resources eg. twist clay to create a Books: curved surface. Allow "Barcelona Tell us about Gaudi" Barcelona experimentation with the My name is Antonio Gaudi" use of glass in clay – it drips M. a Victoria Molins, stj down when pressed in Fantasy Worlds vertically and creates glass Deidi von Schaewen lakes when pressed horizontally. John Maizels
Susan Clarke Art Teacher Strathcona Baptist Girls Grammar 4 Zart Extra_Term 2 2005 publications New Voyage into Australian waters
Card 1. William Buelow Gould The Australian Water Art Pack 1788—21st Century: art activities for students. This art pack is Sailing Ships off Rocky Coast contains 12 full colour A3 size prints of suitable for primary and secondary students 1850 Card 2. Charles Conder Australian works by Australian artists in a and may be used in the visual art and SOSE Departure of the Orient 1888 plastic folder. The art works have been selected (history, social studies) curriculum. Librarians, Card 3. Harold Cazneaux from major galleries around Australia, to show art groups and students who are conducting Sydney Surfing 1928 the historical development of this country, their own research may also use them. Card 4. Margaret Preston through the eyes of Australian artists. Also available in this series of art packs are Flying over the Shoalhaven River 1942 Accompanying these art works are Australian Faces and Australian Landscapes. Card 5. John Perceval comprehensive teachers’ notes and suggested A journey through Australian Art History Gannets Diving 1956 Card 6. Robert Juniper The River Dies in January 1977 Card 7. James Clifford Coastal Tempest 1984 Card 8. Asher Bilu The forms that swim and the shapes that creep under the waters of sleep 1988 William Buelow Gould Charles Conder Margaret Preston John Perceval Card 9. Ena Gimme Nungurrayi Wantarlpa Rock Hole 1991 Harold Cazneaux Card 10. Ken Done Balmoral Series X11, X, X111 1994 Card 11. Virginia Cuppaidge Sunlight and Sea 2000 Card 12. John Olsen The Lake’s Edge 2001
Robert Juniper James Clifford Asher Bilu John Olsen
Ena Gimme Nungurrayi Ken Done Virginia Cuppaidge
Also available in this Australian Art Pack series 1788—21st Century: Australian Faces Australian Art Pack water Australian Art Pack 1788—21st Century Landscapes Art Pack Each pack . . .$55.00 $60.50
Zart Extra_Term 2 2005 5 Secondary article
Three Dimensional Forms in Art & Design Thinking and problem-solving Fantasy Shoes – all year levels skills are vital in the contemporary classroom as these skills form the Students are asked to transform an foundation of resilience and existing shoe into a shoe sculpture using adaptability that are so important in mixed media. Materials used include Modroc, life. Thinking in three dimensions is feathers, paint and papier-mache, that are therefore an important mode of art combined by each student to create their production for us at Vermont Secondary own fantasy shoe. Each shoe will carry College since it affords the students something of the personal history and many opportunities to problem-solve. characteristics of each student. There are many In this brief article, I will share with variations on this theme. For example, you some of our favorite projects in students may be encouraged to research and three dimensions. choose a specific artist, as the basis for designing perhaps a Van Gogh shoe or a Instruments of the Orchestra – Year 8 Gauguin shoe.
Students commence by researching an Icons and Idols – Year 10 instrument from the orchestra. They also discuss the work of the Cubists, Braque and Using the style of the traditional icon Picasso, and observe the manner in which and, to a large extent, the same methods, they created abstract three-dimensional students are asked to make a contemporary constructions. Students then produce the icon featuring a celebrity/hero/idol of their shape of their instrument and cut it out own choice. Each icon is made up of tiny- using a variety of tones of hinged wooden panels that form freestanding flat brown card and tablets. Each panel is then highly decorated corrugated card. Tuning and adorned with an eclectic mix of materials pegs and guitar strings - beads, old jewelry, chains, wire, mirrors and can be added using glass, paint, paper and assorted found objects. more cardboard and Images of idols include music stars as well as brown string. TV and film personalities. As part of the Visit us online www.zartart.com.au
PD Workshops, The Zart Extra, Activities, Zart’s Student Gallery, Downloads & so much more! Zart Art. The Complete Package.
6 Zart Extra_Term 2 2005 Secondary article cont
research for this work, students study Russian As part of this project, 3. The model can be in all white and Byzantine icons. students are asked to present a with a décor booklet or in full report paper on Modernism in colour including materials to be used. Designing for the Stars – Year 11 architecture and interior design, that features the work 4. Students can include As one of our enjoyable Year Eleven of Walter Gropius and the Bauhaus designs, exterior elements such as the projects, students are asked to develop an Gerrit Rietveld, the Schroeder House and his fall of the land, greenery, architectural design for a celebrity such as chair designs, Frank Lloyd-Wright’s landscaping, cars, etc. Sir Richard Branson, the owner of the Virgin American designs, and Martin Boyd’s group of companies. We imagine that Sir Australian designs. Making art and design Richard has asked us to design part of his new Over the course of the project students: in three dimensions is Melbourne mansion, that he proposes to be very popular with located in Eltham overlooking the Yarra River. • develop drawings for a plan for the feature students as it Sir Richard asks that students design one or rooms and furniture stimulates two feature rooms for his mansion and that • refine drawings of the final interiors imaginations they present him with a model of the design of • draw a plan view of the feature rooms and while enhancing a student’s its interior. furniture in a scale of 1:50 sense of command over the built Sir Richard Branson also asks that students • draw a sectional view of the final feature environment. Very young children are respect his vibrant personality and his taste rooms and furniture naturally drawn to three-dimensional forms for the following features: • create a model using foam-board and such as toys and sandpits. Three- mount-boards as well as balsa wood, paint dimensional forms in secondary school • He loves the architectural designs of the and coloured paper. allow the continuum of childhood play to Twentieth century Modern period. develop into more sophisticated modes of • He loves comfort and dramatic affects. 1. Their model should include a clear construction while, at the same time, • He loves to cook and eat gourmet foods and wines. reference to furniture colour schemes and providing challenges that extend thinking • He loves entertaining and impressing his friends. other items of décor. skills and offer valuable problem-solving • He loves contemporary art. situations. • He loves looking at nature. 2. They should be made to a scale of Adrian Montana • His favorite music is classical. approximately 1:50 (that is one metre will be Arts Coordinator • He thinks of himself as ultra-modern and very chic. 20 mm or 2 cm). Vermont Secondary College
ZART ART'S OPEN DAY Free Modelling with Magiclay and Printing with & CLEARANCE SALE Soft Cut Workshops with instructors guiding FRIDAY 8TH JULY you through the step-by-step process of One Day Cash Only Sale! making works of art. Four sessions throughout 9am—4pm the day for you to choose from for teachers only. Join us in a day of fun, bargains and information at Bookings essential so please ring 03 98901867 Zart Art's Annual Open Day. The Clearance Sale will Session 1: Modelling with Magiclay: 9am—10am offer you the chance to pick up art materials at Session 2: Modelling with Magiclay: 10.30am—11.30am below cost prices. Session 3: Printing with Soft Cut: 12.30pm—1.30pm Zartworks - our retail outlet will be offering retail Session 4: Printing with Soft Cut: 2pm—3pm customers a 20% discount on all purchases made Plus ongoing demonstrations by arts and crafts on Friday 8th July and Saturday 9th July (morning only). people throughout the day! Zart Art. The Complete Package
Zart Extra_Term 2 2005 7 what’s new
Abstract Australia- Exploring Abstract Images Of The Australian Landscape is a text written by Heather Lee Abstract Australia attempts to challenge and expand students’ notion of how artists have responded to and represented the land. exercises and make implementing each unit Although most of the art easy for both specialist and non-specialist works considered are not arts teachers. strictly abstract, their Full-page colour reproductions of students’ images and narratives are completed works give teachers and about less, tangible, less students an idea of possible outcomes. obvious things. No specific age or grade levels have been Abstract Australia can be assigned to the units in Abstract Australia. taken as a whole module, All can be easily adapted to suit a wide providing the classroom range of students and situations. teacher or the specialist 92pp ...... $39.95 $43.95 arts teacher with a term’s visual arts education program. Alternatively, each unit within Abstract Australia can stand alone, making them suitable for individual lessons. Detailed step-by-step instructions provide teachers with a clear understanding of the art
Making Waves in Art is a new primary resource written by Kate Hart that explores all aspects of the sea. This book is full of easy 2D and 3D activities. These multi-media activities explore: playing in, on and under the sea; creatures who live in, on and under the sea; pirates; windsurfing; ‘The Endeavour’; mermaids; lighthouses; treasure maps; monsters from the deep, both real and imaginary; and much more. Each activity begins with preparation, research and practise. Each activity develops skills and creativity. As students make these visual art and craft works, they are encouraged to practise, share ideas, borrow ideas, discuss outcomes, and to start again if they are not satisfied with those outcomes. It is hoped that these activities will be used as starting points, and that teachers will extend and enrich them with their own creative ideas. Have fun with this topic, learn art skills, develop your creativity and enjoy making art about ‘the sea’. Each ...... $35.95 $39.55
making waves in art Available late April
8 Zart Extra_Term 2 2005 Zart’s Student gallery
situated at zart the opportunity to bring education service their families along to is Zart’s Student Gallery. appreciate their visual art. In the Gallery you will find We are always on the term some outstanding visual lookout for art work to art work created by be displayed in our students from Levels 1—7. gallery from both primary and secondary Each term the exhibition levels. If you have any is changed so a new pieces of art work that display may be viewed over would be of some the holidays, supplying 2005 interest, please email unlimited ideas for the photos of works to Jan, following terms. one term in advance. Photos may be taken to Please contact build up Zart Education Service your own for further information folio of regarding the gallery on resources. (03) 9890 1867 or by The gallery also gives the email on: students exhibiting work [email protected] vermont secondary college Clay Animals A group of International students worked with clay for the first time in this unit of work. They looked at and discussed art works of Indigenous Australians, the colours, patterns, lines and shapes used in the work. They discussed what the art works might mean, to the artist and to the viewing audience. The students used a stencil to trace around a chosen animal shape directly on to a slab of clay. They used clay tools to create their own design within this shape. The clay pieces were then dried in between two sheets of cement board, which absorbs the moisture of the clay st johns regional college, dandenong and keeps the shapes flat for firing. The dried pieces were then bisqued fired and then an Acrylic Stain (opaque paint) was painted on. Blackburn Lake Primary School Some students presented their work on a sheet Space creatures of masonite decorated to create an Australian Brunswick SW Primary School view gallery landscape. These sheets were painted and Glorious Papers collaged with pieces of bark. on our Year 10 Camberwell Grammar Wesley College Jigsaw Faces website! Elsternwick Greenhills Primary School Art works Mt Martha Primary School Russell Drysdale St Johns Regional College Dandenong Newcomb Secondary College Artist Inspired Typography Layers in landscapes St Leonards College Bangholme Penders Grove Primary School Art Works Paper Weaving Strathcona Baptist Girls Grammar Rangeview Primary School Gaudi inspired art works Dragons Trafalgar Primary School Rosewood Downs Primary School Water Art works Sun Pictures Vermont Secondary College Selby Primary School Sculptures Clay Heads Waverley Christian College St Francis Xavier’s School Box Hill Prints Under the Sea Wesley College Elsternwick Australian Animals
Zart Extra_Term 2 2005 9 profile From Hong Kong To The Kimberleys
Halls Creek, in the Kimberleys, is Although the children had very little Tinsel Stems and Chenille Stems, which a long way from the hustle and experience or skills in art, they had lots were easier to join, wind and tie than bustle of Hong Kong, not to mention of natural ability, with a good sense of other threads. Basic sewing was changed a huge geographical, cultural and colour and design. Initially they were to gluing and the teacher assistants very shy and reticent, fearful of trying and I helped cut the animal shapes the environmental leap. Strangely something new and fearful of failure. Our children wanted, if they asked. though, it was while teaching in aim was to give the children a range of The two weeks reinforced the value Hong Kong that the opportunity to new experiences and the opportunity to of intensive sessions where the major work in Halls Creek came about. My experiment in the two areas of the arts. co-artist in the Warlawurru project, part of the curriculum is dedicated to The planned program was modified the Arts. These blocks of time enabled John, was Head of Music /Expressive due to the students’ lack of previous the children to practise and develop new Art in Hong Kong, while I worked skills and aimed at enhancing their self- skills with increased confidence and alongside him as Head of Art. It esteem, and also at providing them with concentration. We were constantly was there that we came in contact the opportunity to complete an exciting reminded of the joy that children still get with Leonie who had returned to art work by the end of each session. from simple activities such as rubbings, and the delight and pride on their faces Australia and found work in the The following were achieved: when they saw their work framed and Kimberleys at a small school called • masquerade masks attractively displayed the next morning. Warlawurru, situated three kilometres • scratch back of indigenous animals in As the children came into the classroom, out of Halls Creek. relief on rubbings they would proudly point to their piece • hessian wall hangings - background Warlawurru, which means 'because of art work. The smiles that lit up their sponge prints, animals made of felt, of God's goodness our hearts are good', faces when they showed their work to sequins, buttons etc. was started by the Canossian Sisters of each other were priceless. John would dash • printing on foam Charity at the request of the Lunja across from creative music-making to • tie dye T-shirts using disperse dyes Community of Red Hill in 1987. The school snap their latest creations. The children • weaving crazy spider webs in pre-cut is surrounded by spinifex, red rocky were fascinated with the instant digital decorated frames with spiders made of outcrops, termite mounds and an images of themselves and friends proudly tinsel stems and wooden beads expansive vivid blue sky. displaying their work. • felt hand puppets The 82 children at the school range • cold wax batik on fabric with food dye The two weeks spent in Halls from kindergarten age to year 7, and • crayon resist - tracing geometrical Creek reminded me why I love they come from the Lunja Community shapes to create creatures with a teaching art: it provides the and other communities within the background of food dye opportunity for all children to township of Halls Creek. The majority of • fabric printing - stencil and resist using succeed and to grow in students travel by buses driven by the food dye. confidence and self- teachers to and from the school. • God's Eyes weaving on chopsticks esteem, and it also We were employed as Artists in • Dream Catchers brings joy into lives Residence for two weeks. It was • contrasting / complimentary colours and generates stimulating established that the school had very little Initial lessons were planned for instant discussion. in the way of art or music materials, and success using pre-cut masks, (Rainbow) we should bring whatever was required. scratch art paper, and printing from Arrangements were made with the printing foam, and from there, more airline, and we set off with bursting demanding and difficult tasks were suitcases, including 55 kilos of excess introduced. luggage with a huge supply of art Karen Harman & John Meir materials and musical instruments. Dream Catchers were adapted to use
10 Zart Extra_Term 2 2005 Term 3 2005 Registered by Australia Post Publication No. 327687/00003 cover + page 3 contents Zart Education ISSN 1448—8450 Junior School GrammarCamberwell Organic Forms Article: Primary ATEXTRA ZART produced each A Visual Arts Zart Artand 2 Teachers by publication Pre-school, Primary & Secondary Zart Extra Zart newsletter provides detailsof without notice. and are to subject change duration ofthecurrent term only prices quoted are valid for the the market. latest materials andresources on techniques andprocesses, the information onnewart teachers are doing.You willfind education andwhatother art about whatishappeninginart teachers/co-ordinators to learn term. This newsletter allowsart week ofschools inthefirst each This publicationissentoutto all Extra Zart primary article term for Service. T
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Te The insert of the The insert daily lifeinTheNetherlandsduringthe powerfully capturesthevividimagesof cityscapes andseascapes,thisexhibition and reverentgenreworks, self-portraits, European gallery.” not normallyleavethewallsofthisgreat amazing works-masterpiecesthatwould Rijksmuseum willbeinMelbourne. “Between JuneandOctober2005,the Director DrGerard Vaughan says: Rijksmuseum inAmsterdam.NGV renovationshappeningatthe major this exhibitionis in 2004, Winter Masterpiecesseries. for thesecondexhibitionin Dutch masterpieces century on show in on Dutch masterpieces Pieter deHoochandJanSteen artists suchas works anddecorative objectsbygreat brings togethermorethan100sumptuous staged inAustralia. Dutchartever of17th century survey Amsterdam willofferaudiences _Term The mostcomprehensivedisplayof Displaying lavishstilllifes,revealing “We havesecuredsomeabsolutely A rare treatforAustralian audiences, Following thesuccessof Opening Friday24June,theexhibition page 5 2005. forin ourGallery Term 3 What’s onandfeaturing StudentGallery Zart’s ® Dutch MastersfromtheRijksmuseum 3 2005 [email protected] www.zartart.com.au Fax: (03) 98986527 Ph: (03) 98901867 Melbourne Victoria 3129 5/41 Lexton Road, Box HillNorth andquickservice. efficient competitivewill find prices and supplies.Youand technology craft materials,of resources, art Z Wholesale Supplier School& Art Zart art Art offers Art anextensiveart range insightful portraiture, humble Rembrandt, Frans Hals, and bookinto theworkshop. teachers canthencontact us our term's workshops, so only possibleduetothe
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Level 3 1—4 (odd year) Multicultural Studies– The Five Continents
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1 Dram Thea 2 Dra A F page 7 College Doncaster EastSecondary Words &Pictures Secondary Article: Insert’, asupplementto every Please refer to the‘Workshop orKLA’sschool, district group. locations anduponrequest atyour country and metropolitan and in held at Zart are regularly workshopslibrarians. VisualArts LOTE teachers, Pre-schools, and teachers,secondary aswell as workshops for and primary hands onprofessional development provides EducationService Zart EducationService Zart our Zart Extra andourwebsite. For Term listingsrefer Gallery to hours) free of charge. EMSE 7 KETMASTER
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$8.45 www.zartart.com.au website forup-to-date workshop details : your term3workshop term 3/4schoolholidays. w Early BirdChristmas Also Our on thisgreat process thisterm. willbeconductingDeanne Clark workshops are somefabulous dry felting activities. as wehave! Onpage 10ofthisedition,there this year’stheme‘ReadingRocks’ asmuch to theendofJuly. Wehopeyou have enjoyed book weekworkshops for2005willbeheld corner, 20th-26thAugust, thelast ofour • ZES:W valued customers. Seeyou allnextyear! familiar faces, andto meet ournewand opportunity forusto say ‘hello’ to some demonstrations! Onceagain itwas agreat enjoyed ourfreeworkshops andproduct hope you pickedupabargain and ortwo The Zart 2005Expowas ahugesuccess, we What’s Happeningat Art inTerm Zart Three: (Retail Shop) Johannes Vermeer ith BookWeekjust ar The love letter 1669—72 page 10 Rijksmuseum, Amsterdam of dry felting.of dry Discover theexciting world Activity: ® Dutch 1632-75 44.0 x38.5cm 44.0 oil oncanvas SK-A-1595 Needle Felting Sat: 9.00am-12.00noon Mon -Fri: 9.00am-5.00pm orkshops beginin insert orour Hours: E: [email protected]
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$24.95 Primary Article
Organic Forms Camberwell Grammar Junior School Sculpture is an expression of the relationship between media and space. It invokes our senses, as often sculpture or assemblage occupies a physical three- dimensional space, much the same way as people do.
Context Unit outcomes: In this unit, it was my aim to • to identify and describe a allow for student self-expression variety of media used in three of form through an activity that dimensional sculpture focused on colour, contrast, • to develop an understanding of balance, line and shape, but also art principles such as balance, on problem-solving and contrast, unity and proportion thinking skills. The unit was • to further develop student planned to also engage students understanding of the elements in both paired and individual of design such as line, shape and work settings. colour
Zart Extra_Term 3 2005 3 Primary Article cont
Unit outcomes cont: • to develop an understanding of organic shape composition • to accurately apply adhesive techniques • to problem solve and overcome issues of balance and free standing • to use line to reflect pattern • to accurately apply paint in a clean crisp manner • to accurately use papier mache techniques to suit varying situations
selected areas of their form. It was important to At the end of the project, I asked them point out to them at this stage to paint as artists to write a reflection on their unifying/ organic-shaped areas so that the work. Would they recommend this activity aesthetic was maintained. to be repeated again with next year’s Year 5 7. Students then used the opposite colour to students? This is how some students paint in patterned areas using very fine responded: brushes. Shaped areas were outlined using glue Yes, because they need to know how to build brushes. Emphasize at this stage the need to stuff. They might be house-builders one day. load the brush with paint, to work softly so that Yes, because it was fun, challenging and the paint flows into the texture valleys created interesting. You also have to think about what by papier macheing with tissue, and to only you do. Prior to commencement travel a short distance before re-dipping. Yes, because it is a good activity for of the task, students looked at and responded to various three 8. When completed and dry, brush over expressing people’s personality and nature. dimensional forms. We discussed the works diluted P.V.A so as to give it a Yes, it was really interesting to see the way of Debra Helpin, Augustine Dall’Ava , Rose glossy appearance. other people designed their forms. Nolan and Robert Klippel. We also looked at the organic qualities of nature’s own Reflection David Williamson formations, such sea urchins and sea stars, From a teacher’s perspective, Visual Arts Teacher and the wonderfully whimsical works of this was a fantastic unit. Although Camberwell Grammar Junior School artist Bronwyn Oliver. its duration was 8 weeks, students Students were shown the media that maintained a very high level of they could use within their sculptures, and engagement and discipline. It was great they then completed a series of quick to see students working independently, to drawings reinforcing organic shapes. listen to the cross-pollination of ideas and problem- Process solving 1. Students were given a large balloon. They were to inflate it as much as possible. 2. Demonstrate papier mache technique. We used the method of smearing glue on to the applications, table and then placing pre-torn newspaper and to witness strips on to the glue, wiping with flat palms, their enjoyment and and then placing it on to the balloon. Due to satisfaction with the finished product. the large size of the balloon, students worked in pairs. 3. After the completion of 6-7 newspaper ...good layers, students chose their preferred coloured tissue. This was applied over the newspapered form. It is important to note that the tissue activity for paper must be 3-4 sheets thick to avoid tearing and scrunching. expressing 4. Once dry, students hot-glued cones, cylinders and rolled cardboard into place ensuring that their form was free-standing. people’s Masking tape was applied to reinforce the join. 5. Students then continued to apply papier mache. It is important to reinforce to students personality the need to focus on the join between the additions and the balloon- covered surface. and nature! 6. Using black or white Vipond paints, students painted their additions and other
4 Zart Extra_Term 3 2005 Zart’s Student Gallery
situated at zart We are always on the education service lookout for art work to is Zart’s Student Gallery. be displayed in our In the Gallery you will find gallery from both term primary and secondary some outstanding visual levels. If you have any art work created by pieces of art work that students from Levels 1—7. would be of some Each term the exhibition interest, please email is changed so a new photos of works to Jan, display may be viewed over one term in advance. the holidays, supplying 2005 unlimited ideas for the Please contact following terms. Zart Education Service Photos may be taken to for further information build up your own folio regarding the gallery on of resources. The gallery (03) 9890 1867 or by also gives the students email on: exhibiting work the [email protected] opportunity to bring their families along to appreciate their visual art. great ryrie primary school camberwell grammar
Belgrave Heights Christian School Positive/Negative Stencils Camberwell Grammar Up, Up & Away 3D sculptures Croydon North Background apart). Weave raffia (using two Hot Air Balloons Wet Cartridge Paper with a sponge. different colours) to create wefts Doncaster East Secondary College Using three tones of blue food dye that are also spaced apart. Art works (turquoise, blue, dark blue). Apply on People Goulbourn Valley Grammar School to wet paper with a brush so that the The students used Cubist Portraits three tones of blue bleed into each Modelart to create two Great Ryrie Primary School other. When dry, this creates a “cloudy people from the waist up. Puppets and Hands sky” effect. Assembly Hawthorn West Primary School Balloon Glue the balloon and Dolls Cut a cardboard circle into three basket on to the Kingswood College curved sections. Cover each section background. Use thick string Collages with a different piece of fabric, making to attach the balloon and Mill Park Heights Primary School sure the three pieces have matching basket together. Finally, glue the Still Life tones or colours. Glue the three people on top of the basket. Mont Albert Primary School sections together to form the balloon. This unit of work took a full term Masks Basket to complete. Each section of work Penleigh and Essendon Grammar Choose a square piece of Hessian that was completed separately to teach Paintings has a matching tone or colour to their different skills and techniques. Skye Primary School Wire Sculpture balloon. Draw threads from the Hessian to create wafts (evenly spaced Southport Preparatory School Croydon North Primary School Art works St Arnaud Secondary College 3D Sea Creatures St Francis Xavier Beaconsfield Art works Strathmore Primary School Art works Taylors Lakes Secondary College Textile Masks Upwey South Primary School Dioramas Wesley College Junior School Modroc Shoes view gallery on our website!
Zart Extra_Term 3 2005 5 Profile Integration of the Arts strands – Visual and Performing Arts / Drama
The key learning area “The Arts” However they are not integrated. In showcased. This is a major highlight and has proven successful. has a high profile at Strathmore the even years the areas of in the events calendar for the The integration of the Visual and Primary School. The Arts is taught on construction, drawing, threads and Strathmore Primary School year. The Performing Arts / Drama Strands, a two-year cycle operating over an textiles, collage and mixed media are evaluations received following the Arts particularly in CSF levels 2 and 3, has odd and even year basis, and teachers highlighted. The Prep Visual Arts Festival indicate a very high level of made the learning meaningful, and integrate the Visual and Performing program runs over one year covering appreciation for the art pieces on the students’ Visual Arts works, such Arts / Drama strands. all the Visual Arts areas, and display and for the Musical as masks, scenery and props, are at Performing Arts is not integrated. Performances. During the odd year the Visual Arts times used in their Performing Arts component of painting, printing and During the even year, when the Visiting artists are booked during activities. The two-hour sessions for modelling is emphasised at CSF levels emphasis is on the Visual Arts, the Art the Drama component to enhance the the above levels have demonstrated to 2 and 3, and the Performing Arts / teachers liaise with the music teacher program and provide further be an efficient and effective delivery Drama component is integrated into to coordinate an Arts Festival titled motivation and stimulation for the of the Arts program at Strathmore the program with much success. At “Arts from the Heart.” The festival students. Primary School. CSF level 4 both the strands of Visual enables the talents of the students in The integration of the Arts strands Rita Di Grazia & Miro Graystone Arts and Drama are the focus. Music and Visual Arts strands to be has been developed over several years Strathmore Primary School
Integrated program model Level 1 Level 3 Level 4 (odd and even years) (odd year) (odd year)
• Students attend Art for one Semesters 1 & 2 • Students participate in a Terms: 3 hour per week and are exposed to Topic: Modelling – Terms: 1—4 two-hour Art session per the Visual Arts strand. Earth and Space Topic: Multicultural Studies– fortnight over the entire year Terms: 4 The Five Continents and the two strands are not Level 2 combined at this level. The Topic: Painting and Printing – (odd year) • Students participate in a two- students’ work is more Aboriginal Art hour Art session every week for complex and sophisticated and Semesters 1 & 2 • Visual Arts is the focus and one semester. we have found that concepts Terms: 1 & 3: these units are integrated with are more effective when Topic: Circus’ and Clowns • Various countries from the five the classroom program. taught independently. Terms: 2 & 4 continents are studied. One country is presented to the students Topic: Fairy Tales Terms: 1 every one or two weeks and the Topic: Drama– • Students participate in a two- students are immersed in the art, Theatrical Conventions hour session every week for one culture, drama, music and dance Terms: 2 semester. of that particular country. Topic: Drama Performance – • Encompassed in the Performing A Fairy Tale Adaptation Arts sessions are the theatrical conventions and elements of drama • In Term 1, the students are such as characterisation, voice, immersed in the ideas, skills, mime movement and role-play. students are techniques and processes of drama. students are Students ultimately present a To consolidate the skills and ‘Circus Performance’ incorporating immersed in elements of drama such as voice, immersed in the different circus acts, using characterisation, improvisation, Physical Education Equipment art, culture, mime, and role-play, the students ideas, skills and other appropriate props. form a group, plan their own adaptation of a traditional Fairy • The Visual Arts strand includes drama, music techniques Tale and then perform it to a year painting, printing, and modelling. 1/2 class. In the Performance they Activities. Also included are mask and dance consider theatrical conventions and processes making and painting; painting such as script, costume, scenery, clowns; colour mixing, and stage set-up and props. modelling clown faces. 6 Zart Extra_Term 3 2005 Secondary Article Words & Pictures A Middle School Cross-Curricular Project: Visual Arts and English 2005 East Doncaster Secondary College
In 2003, while on a visit to the National at the Ian Potter Centre, National Gallery exhibition. At this time Cathy Price and Noel Troy Gallery of Victoria at Federation Square, the of Victoria in Federation Square. discussed some ideas with the staff that they could Arts KLA Leader at East Doncaster Secondary incorporate later in the classroom. The idea for this College, Cathy Price, came across some labels For a program like this to be effective, PD came from feedback out of the 2004 program attached to art works that were written by and more importantly sustainable, the staff where teachers felt that a staff preview of the students. These bits of poetry and narrative involved must support the idea, see the exhibition would assist them in their preparation for motivated by the images were inspirational. benefits and be committed to the project. This the gallery as well as for back in the classroom. As a result she approached a Year 8 English involves setting up and supporting a learning teacher at the College, Jenny Hoegh. Jenny team. The coordinators of the team were Mrs. • Sub-learning teams were created based on groups and Cathy taught the same group and Cathy Price (KLA The Arts) and Mr. Noel of students and their English / ESL and Art teachers. worked together to trial a program which Troy (KLA Leader English). These groups coordinated their excursions by involved using Art images as inspiration for themselves, negotiated with Gallery Education Officers, thinking, questioning and responding. The Prior to the Gallery visit and discussed ideas and topics for the classroom. success of these trials led to putting into place • Meetings were held by the Coordinators to formulate a program at the Year 8 level which uses a basic operational structure: • A final meeting of all involved was held just prior visual imagery to assist students to further to the Gallery excursions to clarify issues. develop their thinking, learning, writing, and • Two form groups were taken out at a time (approx. creative expression skills. 50 students). At the Gallery At the gallery, students examined and The aims of the program are to: • The coordinators negotiated with the gallery discussed the works with the assistance of their • engage students through cross-curricular concerning times and made all the bookings at teachers and an Education Officer. The focus, activities; one time (including buses), set over two weeks. supported by the Education Officers, was not an “all you ever wanted to know about • build links between English / Literacy and The • The gallery excursion was done over two periods James Gleeson”. Students were encouraged Arts at the College and increase student and lunchtime (although a review afterwards felt to apply a philosophical inquiry approach to connectiveness to school; the time was a little too brief). the provocative works, with student questions and responses critical to the process. The works • use visual imagery to improve and enrich • A document was produced giving basic information of the Surrealists, with their emphasis on the students’ critical thinking and questioning skills; about Gleeson and Surrealism for staff: This was done imagination, were very stimulating starting even though the focus of the project was not for points for students’ creativity, both in the • use visual imagery as inspiration for written students to “learn” about Gleeson or Surrealism. It Art and English classroom. Students were responses both in the English and Art classroom. was felt that staff, particularly non-Art staff, would given some time to respond while directly in feel more confident if they had some knowledge of front of the works. In 2004 and 2005, we were fortunate the artist and style. enough to have two exhibitions in Melbourne Back at School centered on Surrealism which provided • A CD was available to staff with images and Although there had been some work done thought-provoking images for our students. information from the exhibition. in the classroom on the theme of Surrealism This year, all of the Year 8 students at the and Gleeson prior to the Gallery visit, it was College, accompanied by their Art and English • A professional development event was organized after the visit that an in-depth look and response / ESL teachers, went to see “James Gleeson: for all staff. The College covered the costs. This was began. Staff was given some ideas that they Beyond the Screen of Sight”, featuring the held on a Saturday morning at the exhibition. Staff could incorporate but students and staff were work of Australia’s foremost Surrealist artist, met for coffee and then were guided through the encouraged to find their own direction and
Zart Extra_Term 3 2005 7 Secondary Article cont
nothing is ‘corrected’ or re-written, the Activity : Surrealist Collage unexpected material produced by this method Using copyright free imagery, magazines, etc., create a can be used as the basis for further composition. Surrealistic collage based on juxtaposition of What is crucial is the un-premeditated free- unrelated imagery. association that creates the basic text. Activity : Automatism Type Techniques Activity : To make a Dadaist Poem Practise automatism type techniques used by the 1. Take a newspaper. Surrealists such as decalcomania, or ink blots where 2. Take a pair of scissors. the end result is based more on chance than planning. 3. Choose an article as long as you are planning to Use these techniques as a background for Exquisite make your poem. Corpse characters as seen above. 4. Cut out the article. 5. Enlarge it on a photocopier – makes cutting out easier. Activity : Appropriation interpretation from the Gleeson exhibition. 6. Then cut out each of the words that make up this Recreate a famous Surrealistic image. For example, article and put them in a bag. trace out the basics of René Magritte’s surreal bedroom in Debriefing 7. Shake it gently. “Personal Values” and use drawing and collage to With the wide range of creative responses 8. Then take out the scraps one after the other in the create a new version. an exhibition is a must. Samples of students’ order in which they left the bag. work from English and Art went on display 9. Copy conscientiously. Activity : Dream Diary in the College library and office foyer. The Keep a “Dream Diary” and base an illustration or painting on it. exhibition was also a focus for the College Further writing ideas after viewing an exhibition Open Evenings. At the debriefing meeting the • Pretend you are a newspaper critic and write a review. Activity : Surrealist poetry exhibition was on show and staff were asked • Write a poem inspired by one or more of the works. Illustrate a Surrealist poem or other written response to evaluate the program. All staff felt that the • Some of the work displayed the artist’s reaction against completed in English. benefits for students and staff were enormous War. Express your views of war using one of the images. and supported the continuation of the program. • Keep a dream diary and describe a dream or Activity : Illustrate Colloquialism Ideas for the following year were discussed. nightmare in prose or poetry. Illustrate (literally) a Colloquialism and use it as the One area of concern is the material given to • Write a dream sequence for a favorite TV show. start of a Surrealistic piece of art. students and whether it was appropriate for • carry on like a pork chop - behave foolishly ESL and Integration students. This is an area Surrealism and the Art Classroom: • catching flies - yawning; astounded look with jaw wide open that will be looked at prior to 2006. Activity : Create an Exquisite Corpse in Art • grab forty winks - have a short nap 1. Take a piece of paper and fold it into sections. For • knuckle sandwich - a punch in the mouth Surrealism and the English Classroom: example, if there are four people participating, fold • like a stunned mullet – bewildered Activity: How to Play the Exquisite Corpse to the paper into four sections; you can do this in • rare as hen’s teeth - precious Create a Surrealist Piece of Writing three or even two sections. 1. Each person will need a piece of paper and a pencil. 2. Without letting anyone see, Person #1 draws the The following poem was a response to the 2.Decide on a sentence structure start of a person or creature in Section #1. Person #1 James Gleeson painting, The Sower Article/Adjective/Noun/Verb/Adverb). continues the lines at the bottom of Section #1 Evil lurks where the monster stands, 3. On the first round, each person writes a word slightly over onto Section #2, as shown below. Spreading evil and hatred, to where he goes. fitting the outlined sentence structure. All good dies and evil grows, 4. Fold the paper over to conceal the written word Life will not go on. Section #1 and pass it to the next person. The world will be full of evil, 5. The next person writes a word, conceals it, and The only question we can ask, Section #2 passes the paper to the next person. Is how it came? 6. When a round of sentences has been completed Where did it come from? Section #3 open the paper. Soon the impossible 7. The resulting sentence could become the first Will be inevitable. Section #4 part of a longer poem or story. It could also inspire By Domenic Curulli a painting or drawing. Cathy Price & Jenny Hoegh 3. Person #1 then folds Section #1 over (so that no East Doncaster Secondary College Activity : Automatic Writing Surrealist Techniques. one can see what has been drawn) and passes the Sit at a table with pen and paper and start writing. paper on to Person #2. Continue writing without thinking of what is 4. Now, starting with the lines from Section #1, appearing beneath your pen. Write as fast as you Person #2 (who hasn't seen Section #1) continues can. If, for some reason, the flow stops, leave a space the drawing in Section #2, then continues the lines and immediately begin again by writing down the from Section #2 slightly over onto section #3. first letter of the next sentence. Choose this letter 5. Person #2 then folds Section #2 over (so that no at random before you begin, for instance, a ‘t’, and one can see what has been drawn) and passes the always begin this new sentence with a ‘t’. paper to Person #3. 6. Continue until all the sections are filled. Then Although in the purest version of automatism unfold the paper and see what you have created.
8 Zart Extra_Term 3 2005 New Products
Crayola Twistable Coloured Pencils Just turn the ends to twist up 12 vibrant colours. See the coloured Wooden Boomerang leads twist inside the clear plastic 10's barrels. There's no sharpening Decorate a Wooden Boomerang with needed, just twist and draw. Strong decorative pattern work using Vipond leads that give great colour coverage. Paint or Chromacryl Paint. Posca Pens or Dotta-Riffic pens may be used to add Pkt of 12 ...... $4.60 $5.06 extra detail in the pattern work. Link Crayola My First Markers this activity with the study of Indigenous Art. The Boomerangs are These washable marker's gumball nib approximately 30 cm long and 6 cm is safe for children of ages 2+ and wide made of plywood allows bold, colourful strokes at any Pkt of 10 ...... $9.50 $10.45 angle. The ink rinses off skin with no soap or scrubbing needed. Washes off machine washable clothing in their normal wash cycle. Pkt of 8 ...... $5.84 $6.42
Dye Paper A4 sheets of pre dyed paper in 20 Colour different colours is unusual in its texture and colour surface to resemble dyed fabric. Use the paper for decorations, collage and your costumes. Pkt of 20 ...... $8.45 $9.30 Silkee Paper World! A4 sheets of coloured paper with silk threads running through each sheet make this paper a very decorative one. 10 different colours Fantasy Face Paints in this pack of 20. Use the paper for A bumper pack consisting of decorations, collage and costumes. 30 oil based face painting Pkt of 20 ...... $8.45 $9.30 crayons (5 x 6 colours). Remove Face Paints from Lace Paper skin using make-up These A4 sheets of coloured paper remover or a cleansing resemble lace in 10 different lotion, and soap and colours. Use the paper for water. Ideal for a fun decorations, collage and costumes. fete activity. Pkt of 20 ...... $8.45 $9.30 Pkt of 30 .$25.76 $28.34 Metallic Mesh Tissue A4 decorative metallic tissue paper with a difference, it is Chromolux available in gold, silver and White gloss card ideal for copper. Use the paper for italic prices do notitalic until 16th september 2005 • prices are valid GST Bold black prices include gst, include decorations, collage and mounting senior work. Easy to costumes. cut windows with utility knife. Pkt of 40 ...... $11.95 $13.15 Ideal for photography and design art folios. 300gsm 650 x 910 mm. White Pkt of 10 . .$13.45 $14.79
Zart Extra_Term 3 2005 9 Activity eedle Feltin N g
Needle (or punch) felting is a soap- up and down action into the and-water-free way to make loose fibre. fantastic felt art works. When the needle is repeatedly Contemporary fibre artists and felt poked in and out of a mass of makers have adapted this commercial loose wool, its "barbs" tangle process to be used by hand. Using a Felting and interlocks the fibre and Needle, it is now possible to make eventually makes felt. elaborately detailed, well controlled, two Needle felting doesn't require strength, and three-dimensional pieces of art from but it does require patience and concentration. Merino Wool Tops that would be difficult to The needles are very sharp, so a block of foam achieve using traditional wet felt making. rubber is an essential piece of equipment to prevent Felting needles are made from hardened steel, usually with a the needle pricking the artist’s fingers. triangular profile, and are very sharp. They have tiny barbs Deanne Clark will be conducting a full day workshop “Dry or notches near the point of the needle. The brittle needles Felting” on Wednesday 31st August 2005. Check our are likely to break if they are flexed, they require a straight website or the Workshop Insert for more information. 3 D picture for the photocopier. By flipping the frequently to be sure it is MATERIALS acetate image over and re copying it, not sticking to the foam. your design will be in reverse before Continue this process until your Synthetic Wool Tops Cream ironing. outline is complete. Merino Wool Tops 2. Place the felt over a block of foam 3. Add colours of Wool Tops to the rubber and take a small portion of design using the same process as Felting Needle black Merino Wool Tops and stretch it described in Step 2. Foam Rubber out into a long length. Position this 4. Small features are added into the length on to the felt square. This will be design by needling over the top of an 1. Use a Fabric Transfer Pencil to draw the outline colour for the design. Start existing colour. a design on to Bond Paper. Iron the to work the black wool into the felt, design face down on to a felt square by pushing the Felting Needle gently in Remember your design will be the and out of the wool. You will note the reverse of the image drawn. To create the wool begins to bind into the piece of same image, photocopy the design on felt. The more you needle it the better to a sheet of acetate that is suitable the result. Lift the felt square er Create your own doll or creature inner fibres. Turn your roll frequently Wool Tops to the d using the Felting Needle and Wool to be sure it is not sticking to the end of each leg. i Tops with this method. foam. Use the needle to shape your 4. Bend the legs 1. Take a roll of cream Synthetic Wool core to resemble the spider body. Work until the spider p MATERIALS Tops and begin needling the shape the core until it holds together firmly. stands upright. S with the Felting Needle to form the 2. When the core holds firmly together 5. Use the Felting Synthetic Wool Tops Cream body. Use a large block of foam and is in the shape of a spider’s body Needle to felt rubber to work on so that the needle lie three black Chenille Bumps across small tufts of Coloured Merino Wool Tops goes through the Wool Tops and into the underbelly for the legs of the coloured Merino Felting Needle the foam, without pricking the spider. To secure the legs in place, use Wool into the fingers. Move the Felting Needle in a length of Wool Tops across the mid spider’s back. Black Chenille Bumps and out of the Wool Tops in a straight point of each of the bumps and dry 6. Glue on Sequin Sequins Large, Sequins Flat motion. Start with fairly deep jabs to felt this length into the body. eyes and a Glitter Glitter Pom Pom 12 mm make sure you are entangling the 3. Glue small tufts of coloured Merino Pom Pom nose. Arbee Craft Glue 10 Zart Extra_Term 3 2005 Activity cont
BODY 3. Dry felt the shoes and together and cut (on the eyebrows and lips.Keep 1. Use five Chenille hands separately and fold) a small semi circle the neck hollow for the J Stems to create the then attach them using of felt away from the Chenille Stem loop to e armature for the body as the Felting Needle to the mid point of all three nestle into. s shown in the diagram. appropriate limbs. rectangles. 2. Lightly paint with a t 2. Use lengths of Merino COSTUME 4. Keep the three folded flesh coloured paint. e Wool Tops to dry felt the 1. Choose three colours together and slip them 3. Glue on beads for eyes. body, arms and legs of Felt and cut out three over the loop of the 4. Glue on tufts of Wool r around the Chenille rectangles, one in each Chenille Stem neck. Tops for the hair. Stem armature. colour and three 5. Use the triangles of HAT different lengths. 12 x 20 felt that were cut away 1. Use the Felting Needle cm, 12 x 24 cm and one from the rectangles to to create a hat and 5 12 x 28 cm. Fold each on glue around the neck as decorate it with bells and in half and cut away a collar. Glue on beads or beads. MATERIALS 4 triangles from and bells to the front of the 2. Glue the hat on to the across the short ends. costume on to the point Jester’s Head. 3 Felting Needle 2. Dry felt some Merino of each triangle. Use a Hot Melt Glue Gun Chenille Stems Wool tops in a pattern 6. Glue a strip of Felt to to attach the head to the Felt Squares on the shortest each side of the costume Chenille Stem loop of rectangle. under each arm to keep the body. Tuck the loop Merino Wool Tops 3. Lay the three the back and front of the up into the hollow of the Zart Paper Magiclay rectangles of felt on top costume together. neck and glue it into Folley Bells 10 mm of each other from HEAD place. Glue the neck of Jug Beads largest to smallest, with 1. Use a small ball of Zart the costume around the 1 2 the patterned piece lying Paper Magiclay to model Magiclay neck. Arbee Craft Glue on top. Fold all three felt a head and neck, Foam Rubber block rectangles in half exaggerate the nose,
HINTS • Always work on a block of foam rubber!
• Do not workis too pushed fast oras pulledthe needle on an is angle.likely to break if it • You can increase the thickness of any line by adding or laying another piece ofneedling. wool over an existing one and
• The finished felt design can be framed, incorporated as a feature panel in a bag, or sewn on to a cushion. Zebra MATERIALS 1. Use the Synthetic Wool Tops to dry felt the core body, neck and head. A length of Florist wire might be used to give the head Synthetic Wool Tops Cream and neck more stability by dry felting around the wire. 2. Use a Felting Needle to cover the core with coloured Merino Wool Tops Merino Wool Tops, add stripes of a contrasting colour and Florist Wire tufts of colour for the tail and mane. Plasticine 3. Add eyes and nostrils with black Wool Tops. 4. The ears may be dry felted separately and attached to the head using the Felting Needle. 5. Thread two lengths of Florist Wire through the body for the legs, make sure the four legs are the same length either side of the body. Dry felt the Wool Tops around each of the wire legs. Use deep jabs of the needle where the legs join the body. 6. Poke the end of each wire leg into a ball of Plasticine to enable the zebra to stand.
Florist Wire
Zart Extra_Term 3 2005 11 NewNew Resources Resources
Book Spotlight: The Fine Art of the Tin Can Bobby Hansson Cut it, wire it, solder it, paint it- there are many ways to alter a tin can in order to create functional decorative objects that can be amusing, inventive, and often beautiful. This book presents hundreds of inspiring examples, recycled materials have been transformed into elegant jewellery, intricate clocks and handsome lamps. 160pp ...... $22.68 $24.95 Colour on Cloth Paper Inspirations Ruth Issett Cheryl Owen Gloriously colourful effects can be This book introduces the qualities created on fabric using simple cold and uses of a number of papers, water dyes. The range of techniques from delicate translucent and eye- include direct dyeing, layered dyeing, catching decorated papers, to painting with dye, pattern dyeing unusual textured surfaces and and folding techniques, using resists versatile card. The book details such as flour starch and potato essential papercrafting techniques, dextrin and devore, in which fabric from cutting and folding, to is ‘burnt out’ to create a textured decorating and embellishing paper effect. Many different fabrics are used, with embroidery, stamping, such as cotton, silk, satin, linen and embossing and a host of other cotton velvet, as well as threads and ideas. It features 19 step-by-step stitching. Easy to follow dye ‘recipes’ illustrated projects to create items allow you to mix up the jewel-like such as stationery, pictures, table colours used throughout the book, and decorations and gift boxes. guidance is given on the technical 108pp ...... $27.23 $29.95 aspects of colour and dyeing including safety considerations. 128pp ...... $40.91 $45.00
Stitch Magic Holiday Crafts from Warm Glass Jan Beaney & Jean Littlejohn Everyday Household Items Philippa Beveridge Ignasi Two highly respected authors give Domenech and Eva Pascual a unique vision of how stitching A collection of 6 craft books which This book provides detailed can be used to interpret designs. includes easy-to-follow instructions information on the history and MoMA Highlights Over 90 sumptuous photographs of for more than 1000 different projects. All the crafts are made from easy- traditional techniques of using a kiln This full colour book highlights 350 stitching with detailed explanations in glasswork, along with the instructions of the techniques. This book includes to-find household materials and works from The Museum of Modern recyclables, using simple techniques and examples designed to help you Art New York. The Museum of Modern a comprehensive stitch glossary understand all the steps each and stitch diagrams showing the that really work! Clear colour photos Art collection must be a laboratory of the finished products make it technique requires. You will learn where the public can explore the variety of design applications of about the different kinds of glass different stitches. It gives practical even easier to follow the step-by- relationship between contemporary
available and how this substance prices do not italic blue until 16th september 2005 • prices are valid GST bold black prices include gst, include advice on the choice and planning step instructions. Books include: art and the art of the immediate past, Halloween, Thanksgiving, Christmas, behaves during the firing cycle. This in an ongoing effort to define modern of stitches and the creation of comprehensive guide includes full Valentine’s Day, Easter and Every art. The Museum is committed to unusual backgrounds. descriptions of the tools found in a day of the year crafts. developing new ways of understanding glass workshop, grouped according 144pp ...... $36.32 $39.95 and presenting its collection. 6 books in one binder to use for easy reference...... $36.32 $39.95 160pp ...... $45.41 $49.95 372 pp ...... $31.82 $35.00
12 Zart Extra_Term 3 2005 Term 4 2005 Registered by Australia Post Publication No. 327687/00003 re 2 mm coloured wire that wax Stubby nipulate and fun to work with. etallic ronze box of m f Silver, b e interesting shapes to formetre Assorted lours o Metallic New Resources s in co y jewellery, or decorative pieces crayon as. Available in 10 m old. $27.37 Crayons hristm and g $24.88 in 5 assorted colours of Blue, Box of 48 . . . . . New Resource d, Green, Purple or Red. our 2005 “Twelve Days of Christmas”$8.32 ok for a Craft Wire$7.56 Bookmark activity! oll ...... es Book Spotlight: er com Mettex pap d a repe t an Doubley-duty Sided c red fronPaper his heav colou erefore T - a per is th primary article cont ouble sided is pa s Making & Installin d . Th oration llic back as dec ets contents meta hristm rox) she ideal for C ce. A4 (app rs. Handmade Tiles with a differennt colou $9.30 in 8 differe $8.45 Angelica Pozo Pkt of 40 ...... In this referen r bossing uFoilitable fo eight foil is s en. Also will le eavyw a p nd This h ing using elling a emboss nam creat easy r jewellery, e 1m roll inium Coloured Emseful fo 5cm x u ction. 4 r red. Alum constru n o tiles r, gold, gree $21.69 Coppe $19.72 Roll ...... out enh wit str de Altered book collage effe Natu Barbara Matthiessen tile Natur to cre This book features pages on which ex
cover + black Bold gst, not include do prices italic for d unique collages have been created. It l Secondary Article: Zart’s Student Gallery Profile: Places and Spaces Primary Article Activities: Construction New Resources Stories of Art What’s on and featuring Visual Arts Figuratively Speaking New products Foam & Kite Making! Great new resources, Stawell Secondary in our Gallery for Term 4 Penleigh & Essendon Apollo Parkways Primary Create and decorate with 3D activities from our new Plenty of resources page 6 page 10 page page 3 page College 5 page 2005. Grammar 8 page School 9 page these new products! 2006 3D catalogue section! 12 page to keep you inspired!
Computers - The good, the bad and the ugly What’s Happening at Zart Art in Term Four: We have recently installed new We are now back to normal With the end of 2005 shortly approaching, we computer software at Zart Art. with a more integrated system. would like to thank all our customers for supporting us again this year. Your on going This had caused some minor We will be contacting all our support helps us to provide you with; excellent delays in the early weeks of customers soon to update our service, new publications, a wide product range Term 3. Our apologies to those details. and great pricing. Thanks to those schools who affected during this time. supported our student gallery. Remember, if you have any art work that you would like to New Catalogue Release - 2006 exhibit, please phone or email us. please see page 5 for details. lastly, a big thanks to all our The Zart Art 2006 catalogue If you would like to take workshop participants - it has been great to see will be mailed out the week advantage of the back to school many new and returning faces! We hope to see , we are happy to supply you back in 2006 - enjoying our PD program! immediately after Melbourne prices your order at the end of term 4 term 4 pd program: Cup day, November 6th. or January, but not invoice your This year we are celebrating christmas by account until February 2006. focusing on the much loved carol the 12 days of christmas. Our christmas workshops include activities on the theme as well as traditional festive activities. We are now taking bookings for our 2006 back to basics program and also for our christmas demonstrations. See page 9 for more information. Please refer to our Term 4 workshop insert or our website for up-to-date workshop details : www.zartart.com.au festival of trees & save the children (Vic): ZART EXTRA don’t forget to visit federation square A Visual Arts Budgets (melbourne) and see the designer trees which publication We can invoice the remainder of produced each If your school requires your have been constructed to raise money for save term for department to finish your budget for general art the children (VIC). dates for viewing are from Pre-school, outstanding budget money materials. We can provide a the 9th to 19th of december 2005 Primary & credit, so that you may select Secondary by a certain time, and as yet We would like to wish you all a wonderful Teachers by your items as you need them Zart Art and you have not worked out without feeling pressured. Just & safe festive season. See you all in 2006 for another creative year! Zart Education your program requirements speak to one of our Customer Service. — Zart can help. From service people who can assist you Rex & Staff at Zart Art ISSN 1448—8450 with this procedure.
® ® ®
Zart Extra our term's workshops, so Hours: hours) free of charge. Zart Extra or refer to our website
CSF KLA ARTS • STRAND Visual Arts • LEVEL 6 Arts Practice Students: Resources : Responding to the Arts Resources • select an art work upon which Papier Mache Book, Zart Paper Students: Internet, computer access, to focus; Magiclay, gouache or acrylic • select the same art work, and printers, scanners, library • as accurately as possible, paint, brushes, fine liners / markers, both the art work and the artist references, teacher guide reproduce parts of the art work on clear gloss varnish, photocopier are to be the focus of their question sheet (details of the Papier Mache Book cover research; the required areas to be (back and front and sides) • carry out research on the covered in research) and capturing the essence of the internet and through library coloured Cover Paper image; references; • select areas of the composition • produce individual cards/pages to be built up (low relief ) with or booklets on various aspects of Zart Paper Magiclay; the art work and artist; • paint as accurately as possible from • give a class presentation on the reference image, the colour their researched art work and and technique used by the artist; artist using each • spray with clear gloss varnish card/page/booklet enclosed in the book cover.
Zart Extra_Term 4 2005 3 Secondary Article cont
Two new "Zart Art" products, They were required not to lose internet and the art library the Papier-Mache Book and the essence of the art work. reference section. They were Zart Paper Magiclay, inspired required to research according this unit. Zart Paper Magiclay was to a teacher guide sheet, which then used to emphasize parts asked them to produce well Initially, I thought of a unit of the image, eg., Marilyn presented information cards/ for year 7 and year 8 but as my Munroe's lips and blonde hair pages/booklets on areas such ideas developed, I could see in Warhol's art work, the apple as the background of the the potential for a unit in Year placed in front of Magritte's artist and the art work, style, 10. (The junior unit is still in ‘Man with a Bowler hat’ and techniques and media, In their card/page the pipe line.) Munch's ‘Scream’ figure. influences, the use of the art presentation, students could elements, ie., line, shape, colour, use computers, scanners, The task of engaging Gouache paint was used to compositional elements, printers and Cover Paper. students in art research has apply the colour as true to the depth, etc. always been a challenge, and colours in the reproduction as The students were then I have found that the students possible. Capturing roundness Students were also asked to asked to present their book responded to this unit positively. of form / background effects include a bonus card/cards and its contents to class and colour mixes, etc. on an interesting/unusual members. The students had a choice as introduced an element of point about the selected art to which art work they wanted problem-solving to the work, eg. on the theme of In developing the unit in to explore both visually and exercise. Finer details were astronomy and ‘Scream’... the this way, I have given my theoretically for this task. A applied with coloured pencil, blood red skies witnessed in students a range of approaches huge range of art works were and fine liners, and for soft Europe after Krakatoa erupted, to research and alternative chosen, which promoted the effects on the Frida Kahlo were said to have remained in methods of presentation. ultimate sharing of knowledge face, for example, shaved soft Munch's memory. Ten years through their class talks within pastel was used. later, Munch painted the blood Students enjoyed the activity the group of 24. red sky in his famous painting... and especially working with The book covers were the two new products. Each chosen art work was then sealed with a clear gloss OR... a bonus card for Klimt's enlarged and sectioned spray varnish. ‘The Kiss’ book, featured several according to the student's dress designs, influenced by Val McCann ideas about the front, back The students then began the art of Gustave Klimt Yr 10 Visual Arts Teacher Stawell Secondary College and sides of their book cover. their research, using the (found on an internet site).
Please refer to your Term Two 2005 Zart Extra for details of our new range of papier mache products.
4 Zart Extra_Term 4 2005 Zart’s Student Gallery
gives the students exhibiting work the opportunity to bring their families along to appreciate their visual art. You can now see our current and past term term gallery exhibitions on our website www.zartart.com.au/html/gallery.html We are always on the lookout for art work to be displayed in our gallery from both primary and secondary levels. If you have any pieces of art work that would be of some interest, please email photos 2005 Situated at zart education service of works to Jan, one term in advance. is Zart’s Student Gallery. In the Gallery you will find some outstanding visual art work Please contact created by students from Levels 1—7. Each Zart Education Service for further term the exhibition is changed so a new information regarding the gallery on display may be viewed over the holidays, (03) 9890 1867 or by email on: supplying unlimited ideas for the [email protected] following terms. Photos may be taken to build up your own folio of resources. The gallery also King Khalid College
Penleigh and Essendon Grammar
Bush Beach Thomastown West Primary School King Khalid College and Faces Ceramic figures During Term One local feelings about where Penleigh and Essendon Grammar Ruyton Girls School artist Brad West from they live. Drawing on the Aerial Maps Prints Apollo Bay worked with geographical features of the students at Bellbrae their surrounding Apollo Parkways Primary School Catholic Regional College Sale Primary School on a unit environment the students People in action Prints of work based on the collected collage materials Strathcona Girls Grammar Stawell Secondary College environment. The students and used what they could Galata Tower Unit Papier Mache books made ceramic tiles with find in the art room to Brad and he also worked create a collage on Bellbrae Primary School Sherbourne Primary School on a wooden sculpture. acetate. They used Collages Faces As part of the festival to Chromatemp Paint to Doncaster Gardens Primary School Glen Waverley Primary School celebrate this unit of work paint the background Illustrated Letters Collage Trees the students in Grade 3 and used Zart Paper St Georges Road Primary School Waverley Meadows Primary School and 4 looked at and Magiclay to create Paintings Year of the Rooster discussed the work of figures and features of book illustrator Jeannie the land or seascape. Hughesdale Primary School Waverley Christian College Baker. With the help of Dragonflies Birds Library teacher Rosa Port Antoinette Gregory Wesley College (Waverley) Ormond Primary Schools the students wrote poems Visual Arts Teacher Multicutural figures Moroccan lanterns that expressed their Bellbrae Primary School
Zart Extra_Term 4 2005 5 Profile Places & Spaces
Marks & Maps Additional Resources Colour Power, Through Line • A3 images from Melways street directory Aboriginal Art Post How do others and I describe, analyse, of Moonee Ponds area - an A3 image of a 1984. The size, history organize and shape the constructed world section of the original map for each student and intent of this around us? to work from magnificent art work, realised To complement and extend the Year Four Materials by 24 Indigenous artists were Term One Integrated Studies Module, Chromacryl Paints in primary colours plus highlighted to assist the students to gain ‘Melbourne and Beyond’, this visual arts white, A3 Black Cartridge, White Oil Pastels some understanding of a collaborative art unit was designed to enable students to project, of symbolism and of the different examine how past and present artists, Method ways and reasons ‘country’ is mapped. including authors and illustrators of 1. Aerial images of Melbourne's northern 7. The project of the ‘Mapping of Moonee children’s literature, Australian artists and suburbs were viewed and spontaneously Ponds’ was proposed and discussed. Each 9. Students painted artists from other cultures, have, through discussed. (These were generally images student was given an enlarged small their section of the map, using the their art works, attempted to describe, that had appeared in newspapers and section of the Melways map (numbered guidelines discussed and decided upon. analyse and understand the constructed magazines that had been collected over according to where it fitted on the map) Lines (the river, roads, railways, etc.) were urban environment around them. ‘Mapping time, but aerial posters are also available.) and asked to outline the major roads, detailed first, and then the shapes created Moonee Ponds’ was the culminating exercise Landmarks that students were familiar with railways and tramlines, parks, etc. Students by these thoroughfares were filled in of this unit. It took approximately 3 weeks to were identified (Maribynong River, then transferred these major lines and according to whether they were built-up complete. Highpoint Shopping Centre, Golf Courses, shapes on to a sheet of A3 Black Cartridge areas or parks and open spaces. Parks and other recreational sites). using a White Oil Pastel. 10. Upon completion, the individual maps My Place - The Mapping of 2. The images were also examined as art 8. Colours, lines, patterns and symbols for roads, were joined to complete the ‘Mapping of Moonee Ponds works in their own right, and the types of parks, recreational areas and suburban Moonee Ponds’. Art Elements lines, shapes, spaces and patterns of the sections were discussed in order that the • line, shape, colour, pattern, space aerial views were investigated and described. completed map had an overall unity and Heather Lee Artist Links The irregular, meandering curved line of the could be effectively combined to form one Visual Arts Teacher • Aerial photographic images of Melbourne river was compared and contrasted with the cohesive, creative map of Moonee Ponds. Penleigh & Essendon Grammar and suburbs regular grids of the built-up areas and the • Ngurrara 1 canvas 1996, various Artists interesting web of lines created by roads. (Mangkaja) from Colour Power at NGV 3. In pairs, students enthusiastically poured Australia, Federation Square, 2005. Image, over enlarged photocopies of the Melways history and details of this work available in map of Moonee Ponds and its immediate Colour Power, Aboriginal Art Post, 1984, surrounding areas. Key areas of interest were Judith Ryan, published by NGV, 2004 located, including our school, known local shopping areas, parks, playgrounds, churches, recreational areas, the Maribynong River, and the streets where some students lived. 4. The use of mapping ‘symbols’ was discussed. (What is a symbol? How are road, rail and tramlines represented? How are churches, parks, etc. represented? ) 5. Again, these maps were described using the art elements, which were then compared with the aerial photographic images. (The similarities and differences between the photographs and the drawn maps were observed.) 6. As a group, students investigated Ngurrara 1 canvas 1996, various artists (Mangkaja), displayed in Colour Power at NGV Australia, Federation Square 2005, and illustrated in 6 Zart Extra_Term 4 2005 Happenings @ Zart
2 0 NEW! 05 ook Teaching Art for Chr as B the first time? istm Bookings are now being taken for the Zes Back to Twelve Basics program Each year ZES (Zart Education Service) creative organises a 3-day inservice for primary school teachers who are teaching art for days of the first time. It is also suitable for classroom teachers. They are practical “hands-on” sessions, which focus on Christmas specific areas of art (e.g. drawing, painting, printing) in light of the Victorian Essential This year our full colour Christmas book is Learning Standards (VELS). Some reference is based on the popular carol The Twelve Days of also made to art room practice such as Christmas, with the hope that a class can budgeting, room organisation and storage. decorate a Christmas tree or classroom with Each identical program runs over 3 days these gifts as well as a number of traditional from 9.20am—3.30pm and costs $270.00. Christmas decorations. The activities are This includes a Back to Basics Booklet, designed not to copy what adults have morning tea, materials and a light lunch. produced, but to give a child's interpretation and response to For further information regarding bookings & payment, please contact this Christmas carol. The book ZES on (03) 9890 1867 or email will give classroom and visual art [email protected] teachers a starting point for students Venue: Zart Art 7/41 Lexton Road, Box to explore new visual art media, Hill North, Melbourne, Victoria 3128 techniques and skills. 48pp ...... Program A: $25.00 $27.50 16th, 17th & 19th January 2006 *Available 1st of Program B: October 23rd, 24th & 25th January 2006 Program C: 2nd, 3rd & 4th February 2006 out now! includes new and tried and true Christmas and other celebrations products, complete with activities and useful links to our ® website! www.zartart.com.au Zart Art. The Complete Package.
Zart Extra_Term 4 2005 7 primary article
Janice Bowie Visual Arts Teacher Apollo Parkways Primary School Figuratively Speaking
An international event on a grand scale, finish line. The podium proudly such as the 2004 Olympic Games, presented many satisfied participants hardly needs an introduction as an and fabulous art works. inspiration and stimulus, just like a By the Closing Ceremony, students had starting block set to launch a visual art journeyed through a decathlon of art marathon. The gold medal athlete at elements and principles. They had the centre of this paper based artistic chosen from a base of A2 or A3 black or event for grades 2—6 at Apollo white cartridge paper, traced around Parkways Primary School was the their athlete, and then proceeded to humble 2D plastic human mannikin. either cut out the figure and use it as a positive or negative silhouette, Figuratively speaking, it was: ‘Take your highlighting it by filling in with colour marks, set and go’. The Opening or pattern, or focusing on the surround Ceremony saw students choose a sport or of the athletic shape or silhouette. an event from a comprehensive list, and they then proceeded to manipulate their Materials utilised were Watercolour figure into a position that highlighted Paint Discs, Food Dye, Oil Pastels and their fine physique. Students were resist technique, Gel FX Pencils, Derwent encouraged to explore further less Coloured Pencils, Crayola Markers, obvious positions within their event to Connector Pens and Metallic Markers. portray some sequence and the variety All students had many opportunities to of movements athletes travel through develop their understanding of various during the one game or event, from a art forms and elements through CSF11 starting position to fully extended, and levels 2—4. Grades 2, 3 and 4 explored then on to the follow through. pattern, line, repetition, thick, thin, continuous, broken, symmetry and Let the Games begin! balance along with colour and tone Students needed to check that the choices. position and joint rotations they had selected for their athlete were physically Grades 4, 5 and 6 developed shape, possible, especially those related to the negative, positive, contrast, movement, knee and elbow joints. The mannikins are direction, symmetry, balance, light, very flexible and some students soon colour, (hot, cold and energy), pattern, discovered that humans can't bend tone and shade. Grade 4 students also their knee as a camel does. explored overlapping figures and viewpoints. Grade 5 and 6 students Different grade levels were given looked at specific colour to represent different choices of materials and the intensity of the action or event. processes to develop. A medley of Duration of this activity for all grades mixed media resulted in a range of was 2—4 sessions. skills and techniques all the way to the
8 Zart Extra_Term 4 2005 New Products
Craft Aluminium Wire A soft 2 mm coloured wire that is easy to manipulate and fun to work with. Create interesting shapes to form quirky jewellery, or decorative pieces for Christmas. Available in 10 metre rolls in 5 assorted colours of Blue, Assorted box of metallic wax Gold, Green, Purple or Red. crayons in colours of Silver, bronze Stubbies See our 2005 “Twelve Days of Christmas” and gold. Metallic Wax Book for a Craft Wire Bookmark activity! Box of 48 . . . . .$24.88 $27.37 Crayons 48’s Each ...... $7.56 $8.32
MettexDouble Sided Paper This heavy-duty crepe paper comes double sided - a coloured front and a metallic back. This paper is therefore ideal for Christmas decorations with a difference. A4 (approx) sheets in 8 different colours. Pkt of 40 ...... $8.45 $9.30
Aluminium Coloured Embossing Foil This heavyweight foil is suitable for easy embossing using a pen. Also useful for jewellery, enamelling and construction. 45cm x 1m roll Copper, gold, green or red. Roll ...... $19.72 $21.69 blue italic prices do not italic blue date until Insert • prices are valid GST Bold black prices include gst, include Natural Weaving Mesh Natural sturdy fibre. Use as a base to create a form, weave into or use for decoration. 45cm X 9m Roll ...... $10.56 $11.62
Zart Extra_Term 4 2005 9 Activity foam constructio te a n wi rea th e C ase
Find these products in the new 3D section of our Catalogue Available November 2006 Construction Foam
Mark out design onto Cut out design using a To piece art work together use Leave construction plain or Construction Foam with pen/ trimmer knife, scissors or a glue or craft pins. decorate using paint, markers or pencil. Poly cutter. stick on other materials.
1. Draw the outline of a house on drawing paper. Clearly show the position of the windows, doors, chimney, verandah and any other features of the house. 2. Cut the shapes out of Construction Foam. Paint the shapes prior to gluing a if a colour is desired. l ish 3. Use sewing pins to pin ayered f each piece together prior to gluing with Craft Glue. 1. Draw the outline of a fish 3. Paint the foam shapes se directly on to the Construction with waterbased paint and ou Foam with a 6B pencil. allow to dry. build a h 2. Cut the shape out with a 4. Assemble and use Craft trimmer knife and cut out Glue to glue the shapes on smaller shapes to build on to to the main fish shape. the fish shape. bug create a 1. Draw the outline of an Paint the shapes prior to insect or bird on drawing gluing if a colour is desired. paper, clearly showing the 3. Use Metallic Chenille components that make up Stems, wire, feathers and the shape of the creature. Polyballs to add features to eg. legs, nippers, eyes etc. the creature. Add patterns 2. Cut the shapes out of or lines with a marker pen. Construction Foam and glue the pieces together.
10 Zart Extra_Term 4 2005 Activity cont tomake,funto Easy fly
Kite Making Kites - although used today for play, were conquer, then the tunnel was dug. On September 21, 1895 Gilbert Totten tied originally designed to celebrate a cultural Chinese general Huan Theng caught in a a camera to his kite and took an aerial tradition and belief. The kite has also siege, broke the siege by fitting a photograph of the western hemisphere. In played an important role in many squadron of kites with wind harps and 1893 Lawrence Hargrave made a flight using significant historic and scientific events. flutes in the middle of the night, a number of box kites joined together. Kites originated from China, but Japan, terrifying the enemy who fled. In 1689 a This was an important discovery in Korea and India have also a continuing besieging army forced a town in Siam to aerodynamics. tradition of skilful kite making and surrender because bombs were tied to kites. During the Second World War box kites flying. In Korea and Malaysia, flying kites Marco Polo was the first European to see were used to harass planes. They were also is considered a way of getting rid of all a kite. He noted that in some cases, a human used for advertising. sorts of ailments and problems. Write the being was tied to a kite. In 1903 Samuel Cody attached wings to the problem on the kite, fly it and cut the Benjamin Franklin flew a kite during a box kites originally designed by Hargrave, string. In some Asian countries, when a thunderstorm to prove that electricity in and did stunts e.g. he crossed the English child is born, a father builds a kite which lightning was the same as electricity on Channel. He was commissioned to build resembles the baby, and bears its name. earth. Marconi used a kite to pull up an war kites but after becoming disenchanted The evil spirit will follow the kite when aerial which received the first wireless by this switched his energy to planes. the string is cut. communication between Europe and In 1948 Francis Rogallo developed the Delta In 200BC the Chinese general Han Hsin America. kite which was the beginning of a new defeated a heavily defended city with the Meteorologists attached thermometers to sport - hang gliding. help of a kite. When planning a tunnel, a kites. American journalists and kite was used to measure the distance to meteorologist William Eddy used a the walls of the city he wanted to Malayan kite for their observation.
Materials 5. Decorate or colour the kite flat with marker pens or paint. Tyvek, Florists Tape 6. Glue a short length of cane Markers, Cane, inside the keel along the centre Twine, Supertac glue line. 7. Glue the keel together around 1. Use a sheet of carbon paper to the cane transfer the design on to the Tyvek. 8. Place a Fairy Floss Stick across Place the carbon paper in between the wings centrally on the wing tabs, the photocopied design and the leaving about 20mm at each end. Tyvek and trace over the design 9. Fold and glue down the tabs with a pencil. Use a permanent over the stick to keep it in place. marker to outline the design on 10. To create a tail use 3 metres of the tyvek, including the fold ribbon or strips of Crepe Paper, (broken) lines and hole circles. doubled to form two trailing lengths 2. Cut out the main shape, of 1.5m. Tape the tail in place. leaving a slight margin outside 11. Punch a hole where indicated the outer edge line. (two circles just below the nose 3. Fold the kite shape back at the shape) and tie a line loop of Kite centre line. string. 4. Fold the wings forward on the 12. Balloon stick or long line is dashed lines, making sure each suitable for this kite. A winder half meets exactly. The folds may be useful for longer lines. To download a printable version of this template go to website http://www.zartart.com.au/html/activities.html create a keel Zart Extra_Term 4 2005 11 NewNew Resources Resources
Book Spotlight: Making & Installing Handmade Tiles Angelica Pozo In this illustrated reference you will learn how to create your own tiles and find out how to enhance them with a range of Altered book collage striking Barbara Matthiessen decorative Exploring Primary Art 2, effects. Ceramic This book features pages on which 3, 4, 5 or 6 tile making offers many opportunities for creative unique collages have been created. It This series of primary teacher resource expression. The finished surface, which has a beauty books has been designed to provide shows how to create a variety of stunning all its own, can be embellished with textures or collage projects. Give old books new for the sequential development of the decorated with slips and glazes. life as personalised works of art. visual art skills and concepts of primary 160pp $36.32 $39.95 144pp ...... $31.77 $34.95 school students. Each book in the series incorporates the following features: • 15 units of primary art activities, each unit consisting of 8 to 13 lessons • Step by step instructions • Lessons are categorised as Discovery, Planning, Doing and Evaluation Each book 64pp ...... $27.23 $29.95
Stupid Sock Creatures John Murphy Art for Kids Cartooning Beaded Critters Sculpt and sew a one-of-a-kind Kathryn Temple Sonal Bhatt menagerie from cast-off socks and your If you can draw a stick figure, you can Create sparkling beaded critters by own imagination. These creatures learn to create different types of cartoons. stringing beads on to wire that's easily have horns, wings, funny names and This book is full of information and woven into interesting shapes, from plenty of attitude. Once you learn to practical tips with great hands on animals to people. Use your tiny beaded turn sock parts into teeth, tongues, activities. It will show you how to develop critters to make your own great jewellery. tentacles, and other body parts, you skills to create your own cast of characters. 80pp ...... $31.77 $34.95 can invent your own creatures, each 110pp ...... $27.23 29.95 with its own distinct personality. 120pp ...... $19.95 $21.95 Digital Photo Art Theresa Airey Combine the latest computer-based methods of image manipulation with traditional art techniques to take your basic photographic digital prints to a new level of creative expression. Practical and inspirational, this book enables artistic photographers to cross the boundaries of painting, printmaking, drawing, photography, and digital art. 208pp ...... $45.41 $49.95 Fabulous Jewelry from Found Objects Marthe Le Van Paper, Scissors, Sculpt Art for Kids Drawing Using an array of jewelry-making Ben A Gonzales New resources Kathryn Temple techniques, you can turn ordinary Using Gupit-Gupit- "cut-cut" in the Learn about line drawing, light and materials into spectacular wearable art. national language of the Philippines please refer to your shadow, proportion and scale, Fashion scraps of vinyl records into you can make incredible sculptures perspective and drawing faces and funky earrings that have rock'n'roll from a single piece of paper. This ® prices do not italic blue 2005 december until 21st • prices are valid GST bold black prices include gst, include bodies. A well illustrated text with flair, make a stunning necklace with tiny technique allows you to add lifelike 2006 Zart Art plenty of handy hints for students pencil stubs, or incorporate a lovely river curves and your own original touches hesitate about drawing. Everyone can stone as the focal point of a handsome to any project. Cut and fold Catalogue draw! ring. Creating found object jewelry is extraordinary paper animals that are 112pp ...... $27.23 $29.95 imaginative, fascinating and satisfying. great looking but simple to make. 160pp ...... $36.32 $39.95 96pp ...... $31.77 $34.95 available November 2005
12 Zart Extra_Term 4 2005