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Student Education Resources Student Education Resources Prepared by Kerry–Anne Reeves and Museums & Galleries Queensland Teachers Notes Fifteen exhibiting artists have been profiled in this resource. All are winners of the Tattersall’s Club Landscape Art Prize. This education resource kit was developed during the implementation phase of The Australian to the glossary attached to Queensland Curriculum and Assessment Authority’s Standard Curriculum: The Arts (Visual Arts) and caters for upper primary and lower secondary students. Elaborations for each year level(1) to discuss key terms and ideas with your class. The varied learning opportunities align with the Australian Curriculum, including the cross– curriculum priority areas of Sustainability and Aboriginal and Torres Strait Islander histories All students, regardless of age, should be briefed on appropriate gallery etiquette. An and cultures. They also support the General Capabilities of building critical and creative understanding and appreciation of the “look but don’t touch” nature of these exhibits can thinking, and ethical understanding. The tasks have been created to contribute to the learning of be nurtured through classroom discussion. Students should be encouraged to engage with cross–curricular content and to assist in the development of skills, knowledge, understandings the artworks through critical observation of each artist’s contribution. Prior instruction in and techniques as artists, designers, critics and audiences. critiquing may be necessary for some students. Close scrutiny of the paintings displayed at the exhibition will enhance the experience and help students to engage with the artworks as The activities suggested in this kit link with the Australian Curriculum: The Arts (Visual Arts) the artist intended. through the strands of Responding and Making. The suggested experiences may be used as a starting point to further explore the issues and themes presented in the exhibition. Many of the It is suggested that teachers peruse the Responding and Making sections to decide which Making activities are linked to specific Responding tasks. learning experiences are best for before, during and after visiting the exhibition. Artists’ profiles are included as recommended reading for both teachers and students. Through this kit, students will experiment with a range of equipment, materials, media and technologies to design and make artworks that communicate their ideas, feelings and References observations. By exploring traditional media, new technologies, established codes and 1 https:// www.qcaa.qld.edu.au/downloads/p_10/ac_arts_visual_yr5–6_se.docx conventions, students will develop an understanding of visual arts as a field of knowledge 1 https:// www.qcaa.qld.edu.au/downloads/p_10/ac_arts_visual_yr7–8_se.docx informed by diverse histories, theories and cultures. They will make choices to define artistic 1 https://www.qcaa.qld.edu.au/downloads/p_10/ac_arts_visual_yr9–10_se.pdf intentions, express ideas and produce artworks. Their work will be presented with cognisance of venue, space, purpose and context. Students will use art and design thinking, and create NOTE works that include evidence of conceptual and problem–solving processes. To view the web links in this Education Resource, we recommend you copy and paste the Students will make observations about artworks, using the language of visual arts to talk about links into your web browser. what they see. They will respond to a range of paintings and styles, applying aesthetic criteria to make judgements about their own and others’ work. They will consider the place and function www.tattersallsclub.com.au of art in their personal lives and in the wider community. Questions about individual artworks will serve as a springboard for classroom discussions. Prior to visiting this exhibition, students should have opportunities to discuss the concept of “landscape”, including “urban landscape”. Comparisons with cityscapes, skyscapes and Tattersall’s Club Landscape Art Prize is organised by Tattersall’s Club and toured by Museums & Galleries Queensland. This project is supported by the Queensland seascapes will further enhance their interactions with the artworks. You may wish to refer Government through Arts Queensland. Tattersall’s Club Landscape Art Prize Education Resources 2. Tattersall’s Club Landscape Art Prize From Des Whybird Tattersall’s Club President In 2015 Tattersall’s Club celebrated its 150th anniversary. To celebrate this milestone and to mark 25 years of its prestigious, national Landscape Art Prize, the Tattersall’s Club Committee has made available a selection of 15 winning entries to tour to regional Queensland centres to share with art lovers and the general public. The Art Prize was the conceptual idea of the then Chief Executive Mr Paul Jones. Mr Jones’ enthusiasm for art and culture saw the introduction of this long standing art award, that has allowed the Club to acquire award winning paintings by well– known Australian artists for the Club’s art collection. Each year over one hundred artists are selected from each state and territory and are invited to exhibit a painting in the Tattersall’s Club Landscape Art Prize. Four judges form the judging panel: one judge is from interstate; one represents the public gallery sector; one is a practicing artist; and the fourth judge is a representative of the Tattersall’s Club Committee. The Club’s Art Curator, Bernie Hollet, has overseen the Tattersall’s Club Landscape Art Prize since it began in 1990. She has selected 15 winning entries for this exhibition, all with a connection to Queensland – many locations depicted are Queensland landscapes. Collectively these artworks present a diversity of ways of viewing and interpreting our landscape. The exhibition features a range of painting styles including traditional, contemporary, narrative, industrial and urban, by mid and senior career artists. Tattersall’s Club is proud to be touring this exhibition in partnership with Museums & Galleries Queensland and sharing its prized collection with Queensland audiences. Tattersall’s Club Landscape Art Prize Education Resources 3. Gordon Shepherdson Leaving the Garden Tattersall’s Club Landscape Art Prize winner 1990 Gordon Shepherdson was born in 1934 in Brisbane and studied art under the tutorage of Caroline Barker, Jon Molvig and Andrew Sibley. He is widely known and celebrated as one of Australia’s most important figurative expressionist painters. His work is represented in the National Gallery of Australia, Queensland Art Gallery | Gallery of Modern Art (QAGOMA), and regional art gallery and university collections. He was awarded the Georges Art Prize in 1980 and was the first artist to receive the Tattersall’s Club Landscape Art Prize in 1990. The inaugural Tattersall’s Club Landscape Art Prize did not have a theme and it was the year after Shepherdson’s success that the theme of landscape was introduced. A recent stroke has reduced Shepherdson’s mobility, but has not impacted upon his productivity in the studio or his commitment to making paintings. His more recent paintings have been done from memory, resulting in artworks rich in emotional response to place. Shepherdson’s passion for fishing sees him spend extended periods of time quietly and patiently observing nature. “His art is one of enduring and recurring themes, absorbed in a brooding and turbulent romanticism the origins of which are, in many respects, traditional. It is possible to see Shepherdson’s vision as having a foundation in a nineteenth century genre of nature as catastrophe – a threatening and shapeless world, allowing only for an uneasy balance between man and his environment, a conditional reconciliation fraught with uncertainty. It is the timelessness of Shepherdson’s imagination that makes his landscapes so relevant for today.” (1) Gordon Shepherdson Leaving the Garden (1990) 87 x 78cm Oil and enamel on paper Photography by Carl Warner Image courtesy of Tattersall’s Club Landscape Art Prize Collection Tattersall’s Club Landscape Art Prize Education Resources 4. e.g. a storm or anger. Draw a scene to communicate the • Who or what is leaving the garden? Is the subject Upper Primary mood created by the dark colours. Display your works visible or has it left the scene? Are there elements of the and invite your classmates to comment. human form within the artwork? Animal form? Share your answers with your classmates. Did they all see the Responding • Choose one colour of acrylic paint. Apply it to a solid artwork in the same way? surface, such as a ceramic tile or perspex. Explore the Identify what you consider to be the focal point of different marks and textures you can make with just • Identify which style of painting Leaving the Garden this painting. Think about why your eye was drawn to this area. your fingers. To make a monotype print, place a sheet of represents, such as surrealism, expressionism, realism. paper onto the painted tile or perspex and then rub the Justify your answer. • Investigate the texture of this artwork. Gordon back of the paper with your hand or a spoon. Gently Shepherdson often elects to use his hands to paint, remove the paper and leave to dry. Apply more paint Making reserving brushes only for the black enamel paints. to the surface to make additional monotype prints; try Consider why this may be his chosen technique. manipulating the paint with a variety of objects, e.g. • Write and display a label and a brief artist’s statement for one of your own artworks. Your statement should give • Observe the way in which the painting has been framed. skewer, pine cone, cotton bud, comb. Experiment by the viewer an insight into your artwork. Look for the jagged edge of the French paper preferred adding small amounts of other paint colours. What do by the artist. If you were going to create a landscape, on you see where the colours have bled into each other? • Plan an artwork where colour is used to create a which surface would you prefer to paint? Why? Discuss • Create a garden scene with crayons or watercolours using focal point.
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