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Zart Extra Newsletters 2005 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.
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