© ATOM 2016 A STUDY GUIDE BY JENNIFER CONNOLLY
http://www.metromagazine.com.au
ISBN: 978-1-76061-000-5 http://theeducationshop.com.au Harry & Penelope Seidler House, Killara Sydney 1967 with Penelope Seidler. Photo Harry Seidler
CONTENT HYPERLINKS This film is the first documentary retrospective of Harry Seidler’s architectural legacy and delivers an intimate portrait of his extraordinary life and internationally recognised work. © ATOM 2016
Directed by Daryl Dellora. Produced by Charlotte Seymour & Sue Maslin. Written by Daryl Dellora with Ian Wansbrough. Narrated by Marta Dusseldorp. Edited by Mark Atkin. Original Music by John Phillips. 2 L-R: Harry Seidler on ramp of Rose Seidler House 1951 when it won Sulman Award; Williamson house, Mosman Sydney (1954) - photographer Max Dupain
PROGRAM SYNOPSIS At the time of his death in 2006, Harry Seidler was Australia’s best-known architect. The Sydney Morning Herald carried a banner headline “HOW HE DEFINED SYDNEY” and there were obituaries in the London and the New York Times. Lord Richard Rogers, of Paris Pompidou Centre fame, describes him as one of the world’s great mainstream modernists.
This film charts the life and career of Harry Seidler through return to New York where he had already begun working the eyes of those that knew him best; his wife of almost with another Bauhaus modernist Marcel Breuer. But Harry fifty years Penelope Seidler; his co-workers including Colin Seidler liked Sydney and Sydney certainly liked him. He Griffiths and Peter Hirst who were by his side over four was an overnight sensation. The Rose Seidler House was decades; and several well-placed architectural commenta- like nothing Australians had ever seen before and people tors and experts including three laureates of the highest queued up to see it and its creator, wunderkind Harry honour the world architectural community bestows, the Seidler. Within two years he was inundated with work. Pritzker Prize: Lord Norman Foster, Lord Richard Rogers Twenty six houses were designed or built by 1954. and our own Glenn Murcutt. Harry Seidler’s career was not without controversy. Almost From the age of 16 Harry Seidler was convinced he would from the moment he arrived he went headlong into battle be an architect. The few modernist buildings going up in his with local councils that objected to his flat roofs and box- home town of Vienna, the twisted steel and unadorned con- like shapes. Sydney was a town of brick houses with red crete of the Hochhaus on Herrengasse (1932) for example, tiled and pitched roofs. Harry Seidler didn’t like it and he excited the imagination of the young academically gifted was going to change Sydney forever even if some people boy. But WWII intervened and Harry Seidler was forced to thought he and his ideas were foreign. flee Austria along with thousands of other Jews. He found a short-lived refuge in the UK, until he was interned and In the 1960s Seidler built the defining tower building in the deported soon after the outbreak of hostilities. It was in Sydney CBD, Australia Square (1967), it alone changed the Canada that Seidler finally gained acceptance to architec- outlook of the city forever more. Suddenly this sleepy back- tural studies at the University of Manitoba. Although he had water of the southern hemisphere was looking more to New not finished his high school education the University admis- York than provincial England with the advent of the tallest sions board recognised his talent and he was to gain entry light weight concrete structure in the world. Seidler’s career at second year level. In this way he finished his architecture went on in leaps and bounds with hundreds of buildings degree in 1944 and became a registered architect by the all over the world including private houses, tower blocks in age of 21. Further studies with Bauhaus masters Walter every major capital city in Australia, and public buildings like Gropius and Josef Albers and a stint in Brazil with Oscar the Australian Embassy (1977) in Paris and one of his last Niemeyer gave Seidler unique experience. buildings, The Ian Thorpe Aquatic Centre (2007) in Sydney.1 © ATOM 2016
Arriving in Sydney in 1948, Harry Seidler was intending to 2016 marks 10 years since the death of Harry Seidler and stay only a short time, long enough to build a house for this timely documentary delivers an exhilarating retrospec- his mother, Rose. With that task complete he planned to tive of Seidler’s architectural vision. 3 CURRICULUM AND EDUCATIONAL SUITABILITY LINKS
Harry Seidler: Modernist is most suitable for ++ Summary of links to the National Curriculum Secondary school students in Years 7 – 12. The following table provides a summary of links to the National Curriculum. ++ General understandings addressed in the film Learning areas:
- The link between art and architecture - Design Technologies 7-10 - Visual Art 7-10 - The importance of architecture in defining (STEM – sustainability and - Work Studies 9-10 public spaces environment) - General capabilities – - Difficulties faced by people who are innova- - English 8-12 Information and Communication tive in their field of expertise - Digital Technologies 7-10 Technology (ICT) Capability, - The impact Harry Seidler’s work had in trans- - Media Arts 9-10 Critical and creative thinking. forming Australia’s urban landscape. Reference: http://www.australiancurriculum.edu.au/overview/7-102
LEARNING YEAR YEARS AREA LEVEL 11-12
Design Years 7/8 Links to senior Technologies Design Technologies and Understanding Design Investigate the ways in which products, services and environments evolve locally, regionally and globally Technology and how competing factors including social, ethical and sustainability considerations are prioritised in the in different development of technologies and designed solutions for preferred futures (ACTDEK029) regions. Design and Technologies Processes and Production skills Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035) Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036) Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037) Years 9/10 Design Technologies and Understanding Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040) Design and Technologies Processes and Production skills Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048) Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049) Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
Digital Years 7/8 Links to technologies Define and decompose real-world problems taking into account functional requirements and economic, senior environmental, social, technical and usability constraints (ACTDIP027) Digital Technology Evaluate how student solutions and existing information systems meet needs, are innovative, and take in different account of future risks and sustainability(ACTDIP031) regions. Year 9/10 Digital technologies, processes and production skills. Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038) © ATOM 2016 Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
4 LEARNING YEAR YEARS AREA LEVEL 11-12
English Year 8 Unit 1 Responding to literature Create a range of Recognise and explain differing viewpoints about the world, cultures, individual people and texts concerns represented in texts (ACELT1807) -using appropriate Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, form, content, style including multimodal elements, to reflect a diversity of viewpoints (ACELY1731) and tone for different purposes and Creating texts audiences in real and Create imaginative, informative and persuasive texts that raise issues, report events and imagined contexts advance opinions, using deliberate language and textual choices, and including digital elements (ACEEN011) as appropriate (ACELY1736) -drawing on a range Text Structure and organisation of technologies in, for example, research, Analyse how the text structures and language features of persuasive texts, including media communication and texts, vary according to the medium and mode of communication (ACELA1543) representation of ideas Interpreting, analysing and evaluating (ACEEN012) Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text(ACELY1732) Unit 2 Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of Reflect on their own content and the credibility of sources, including finding evidence in the text for the author’s and others’ texts by: point of view (ACELY1734) -analysing the values Year 9 and attitudes expressed Interacting with others in texts (ACEEN038) Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in Unit 4 particular ways (ACELY1740) Reflect on their own Interpreting, analysing and evaluating and others’ texts by: Use comprehension strategies to interpret and analyse texts, comparing and evaluating -analysing and representations of an event, issue, situation or character in different texts (ACELY1744) evaluating how Creating Texts different attitudes and perspectives underpin Create imaginative, informative and persuasive texts that present a point of view and advance texts (ACEEN076) or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746) Evaluate different perspectives, Year 10 attitudes and values Responding to literature represented in texts Analyse and explain how text structures, language and visual features of texts and the context by: in which texts are experienced may influence audience response (ACELT1641) -analysing content, Language for interaction purpose and choice of language (ACEEN063) Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication(ACELA1565) Expressing and developing ideas Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) Interpreting, analysing and evaluating Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
Media Arts Years 9/10 Links to senior Media Analyse a range of media artworks from contemporary and past times to explore differing curriculum in different viewpoints and enrich their media arts making, starting with Australian media artworks, regions. including media artworks of Aboriginal and Torres Strait Islander Peoples, and international
media artworks (ACAMAR079) © ATOM 2016
5 Above: Seidler’s Horizon Building, Sydney- photographer Dan Freene 2016
LEARNING YEAR YEARS AREA LEVEL 11-12
Visual Arts Years 7/8 Links to senior Develop planning skills for art-making by exploring techniques and processes used by different artists Visual Arts (ACAVAM120) curriculum in different Identify and connect specific features and purposes of visual artworks from contemporary and past regions. times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124) Years 9/10 Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126) Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127) Plan and design artworks that represent artistic intention (ACAVAM128) Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
Work Studies Year 9 Work skills Investigate a wide range of occupations, and the skills and personal qualities required in these fields (ACWSCL006) Explain the importance of teamwork and collaboration in school, community and work-related contexts (ACWSCL009) Year 10 Entrepreneurial behaviours Complete an action project utilising entrepreneurial behaviours to address an identified challenge or opportunity (ACWSCL031) Assess the benefits of developing an ‘entrepreneurial mindset’ and its relevance to 21st century work and enterprise (ACWSCL029)
General capabilities: © ATOM 2016 - Information and Communication Technology (ICT) Capability - Critical and creative thinking
6 From top: Hochhaus Neue Donau, Vienna - photographer Michael Hierner 2016; Seidler’s Horizon Building, Sydney- photographer Dan Freene 2016 (1)
++ 2. UNDERSTANDING ARCHITECTURE
The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by stu- dents at home before the class session, while in-class time is devoted to exercises, projects, or discussions.3
The following TED talks examine architectural design and innovation from a variety of interesting viewpoints. Students could be allocated one of the talks to view and analyse as a homework task. The following day students can form groups, with others who were allocated the same talk, and compare responses to the guided analy- sis questions.
TED talk guided analysis questions:
1. What is the issue or idea being explored in the speech? 2. What is the speaker’s contention? 3. What is the purpose of the speech? 4. Comment on the choice of language used by pre- senter. Was it formal or informal and why did they make this choice? Use examples of specific words or phrases to support your response. 5. Describe the use of tone in the speech. 6. What methods does the speaker use to engage the audience? 7. Does the speaker achieve their purpose? Why or why not. 8. Summarise the key points made in the speech in 5 PRE-VIEWING ACTIVITIES dot points.
https://www.ted.com/talks/alejandro_aravena_my_archi- ++ 1. UNDERSTANDING ARCHITECTURE tectural_philosophy_bring_the_community_into_the_ process Prior to watching Harry Seidler: Modernist it would be use- https://www.ted.com/talks/marc_kushner_why_the_ ful for students to explore the ‘What is Architecture’ web- buildings_of_the_future_will_be_shaped_by_you site below. The website contains short, filmed interviews https://www.ted.com/talks/dan_barasch_a_park_under- with some of the world’s leading architectural designers neath_the_hustle_and_bustle_of_new_york_city and thinkers. Students in the group could be allocated 2 of https://www.ted.com/talks/ole_scheeren_why_great_ar- the short films to view and summarise. Each student could chitecture_should_tell_a_story then report back their findings to the class. Findings could https://www.ted.com/playlists/25/ be recorded on the whiteboard as a brainstorm that can be architectural_inspiration referred back to after the film. https://www.ted.com/playlists/28/ sustainability_by_design http://www.whatisarchitecture.cc/donald-bates/ https://www.ted.com/playlists/127/design_giants © ATOM 2016
(Curriculum links: Design Technologies, Digital Technologies, English, (Curriculum links: Design Technologies, Digital Technologies, English, Media Arts, Visual Arts, STEM, Work Studies) Media Arts, Visual Arts, STEM, Work Studies) 7 Above: Marcus Seidler House, Wahroonga Sydney 1953 - mural by and photographer Harry Seidler Below L-R: Blues Point Tower, Sydney - photographer Dan Freene 2016; Daryl Dellora at Rose Seidler House, Wahroonga - Above: Marcus Seidler House, Wahroonga Sydney photographer Maria 1953 - mural by and photographer Harry Seidler Boyadgis 2016
++ 3. DEFINING MODERNISM
Modern Art or Modernism is the loose term given to the https://www.youtube.com/watch?v=SozfIGPf58o succession of styles and movements in art and architec- English, Media Arts, Visual Arts ture which dominated Western culture from 19th Century up until the 1960’s. Movements associated with Modern https://www.youtube.com/watch?v=TM-OaHSvyYk art include Impressionism, Cubism, Bauhaus, Surrealism, English Futurism, Pop Art and Op Art. https://www.youtube.com/watch?v=Lr0Vjnsa-WY Modern Art rejects the past as a model for the art of the Visual Arts, Design technologies, Media Arts, Digital present and is characterised by constant innovation. Technologies Modern Art grew out of the Impressionist’s rejection of the ‘imitation of life’ school of art. Their emphasis on the https://www.youtube.com/watch?v=vDCEtnXlA4Y act of painting, on the paint itself, can be seen in the Visual arts, Design Technologies Expressionist and Cubist art of the turn-of-the-century.4 https://www.youtube.com/watch?v=ZQa0BajKB4Q The following short videos could be used to ensure that stu- Visual arts, Design technologies (focus on Bauhaus) dents have an understanding of the historical, philosophical © ATOM 2016 and design elements related to modernism. They have been (Curriculum links: Design Technologies, Digital Technologies, English, categorised for use in different curriculum areas. Media Arts, Visual Arts)
8 Below from top: Harry Seidler with conceptual scheme for McMahons Point 1957; Harry Seidler with final year design model and Prof Milton Osborne, University of Manitoba, Winnipeg, Canada 1944
Above: Harry Seidler at University of Manitoba, Winnipeg Canada c 1941-44 - photographer Marcell Seidler.
VIEWING ACTIVITIES ++ 1. Use the table overleaf to take ++ 2. Harry Seidler Modernist notes while viewing the film. Film Questions
Jump to table. Students do not need to fill in each While viewing, ask students to find answers to the follow- column for each fact presented. ing questions. Students could also be asked to offer at least one question of their own for discussion after the film. The notes taken on this sheet could be used in a variety of ways. Facts can be shared and discussed and the • When did Harry Seidler arrive in Australia? questions could be set for homework or as an extension • How old was he when he arrived? activity. Responses could be discussed in class to • Harry’s attitude is described early in the documentary determine individual opinions and used when completing as “take no prisoners”. What does this mean? post viewing activities. • How long did Harry’s career span? • What type of structures did he design? Teachers may wish students viewing the film for Visual • Complete this quote from the film, “Harry Seidler was a Arts, or Digital Technologies to focus on the first two star architect on one hand but on the other and he had columns whereas students of Media Arts and English a very strong ______commitment.” might concentrate more on the last two columns. • During his career who did Harry have to fight to see his © ATOM 2016 designs realised? (Curriculum links: Design Technologies, Digital Technologies, English, • How old was Harry when architecture began to inter- Media Arts, Visual Arts, STEM, Work Studies) est him? 9 RESPONSES FACTS QUESTIONS Direct notes Questions that students have in response to Personal responses to the film. from the film facts and information presented in the film These can be statements or questions
Example: Harry Seidler was Example: How did his experiences Example: I didn’t realise curved metal a modernist designer during the war impact Harry chairs were designed in the 1930’s Seidler’s design work? © ATOM 2016
10 Left: Harry and Penelope Seidler at their wedding 1958. Photographer Marcell Seidler.
• Where was Harry’s birthplace? philosophy pioneered at this studio? • What was significant about the Hochhaus design? • Why did Harry feel he needed to fulfil a moral obligation • The end of the 1930’s saw great change in architecture, with his work? why was this? • Harry was granted Canadian citizenship after the war • Charles Jeanneret (Le Corbusier) outlined the guiding ended in 1945. He followed his mentor Breuer to New principles for modernist design as ______. York. The houses Harry worked on at this time were • Why were these concepts considered revolutionary? characterised by ______. • 1938 saw the Nazi’s take control of Jewish businesses • In 1948 Harry went to Brazil to meet with Oscar in Austria including the Seidler shirt factory. Where was Niemeyer who had worked on the famous Harry sent around this time? ______building in New York. Niemeyer was • In 1940 the Internment of Aliens act demanded that famous for ______. Austrian and German men aged between 16-60 were • Why did Harry move to Australia? interned. What impact did this experience have on • What award did Harry win for the house at Turramurra? Harry? • Why did people queue around the block to see the • Where did Harry go upon his release from internment? Rose Seidler house? • In the 1920’s the German Bauhaus studio was the • The impact of Harry’s work on Sydney was described most famous school of design. What was the design as ______. • Who did Harry build houses for? • How much did the houses cost? • In what context did Harry meet his father in law? L-R: Rose Seidler House, Wahroonga - • How did Harry meet his wife? What did Penelope find photographer Maria Boyadgis 2016; Wohnpark most intriguing about Harry? Neue Donau, Vienna, lobby with skylight - • Before his marriage Harry formed an important relation- photographer Michael Hierner 2016 ship with Geradus Dusseldorp, the founder of the Lend Lease Corporation. What was significant about Harry’s first project with Dusseldorp? • Throughout his career Seidler collaborated with numer- ous artists, photographers, sculptors and photogra- phers. The first of these was______. • What was difficult about this relationship? © ATOM 2016 • Harry consulted Pier Nuigi Nervi on his design for Australia Square. Which of Professor Nervi’s designs did he take inspiration from? 11 Harry Seidler at Berman House 2001 - photographer Daryl Dellora
Left from top: Rose Seidler House, Wahroonga Sydney 1950 by Marcell Seidler; Harry & Penelope Seidler House, Killara Sydney from below - with Penelope Seidler. 1967. Photographer Max Dupain
• What was unique about Professor Nervi’s design? explores a number of public spaces. What are your ob- • What are the different elements that form the Australia servations about the design choices in these spaces? Square collection of buildings? • By the end of the 1980s modernism was falling out of • In the mid 1960’s the architect for the Sydney Opera favour. Blues Point Tower in particular has received a House, Jørn Utzon, was removed from the project. great deal of criticism over the years. Why is this build- What was Harry’s response to this? ing criticised so harshly? • In 1964 Penelope Seidler graduated as an architect. • What was Harry response to the criticism of his work? Harry and Penelope designed their home in Killara • Harry unsuccessfully sued cartoonist Patrick Cook for together. The film shows images of the home in the 60s defamation over this cartoon “Harry Seidler Retirement and now. List at least 5 observations about the design Park.” What are your thoughts on this case? How of the home. would you react in a similar situation? • How did Harry’s work change from the 1940s to the • What offended Harry about the post-modern architec- 1970s? ture of the 1990s? • Harry’s design for the Australian Embassy in Paris took • What are the outstanding features of the house at inspiration from which 2 sources? Joadja? • Who did Harry use as his collaborators on the project? • In 1990 Harry was recognised for his achievements by • Why is the Embassy building described as a ‘work of being awarded ______. art’? • Why was Harry particularly proud of the project he • What type of work was completed by Harry Seidler and completed in Vienna? Associates in the 1980s? • In 1996 Harry was awarded the Royal Institute • Several of Harry’s former employees and partners are of Architecture Gold Medal. Why was this award interviewed in the documentary. What do we learn significant? about Harry through their recollections? • What did the City of Sydney commission in 2001? • It was Harry’s intention that there should be a work of • At the end of the documentary the legacy left by Harry art in every building and that the art work should be Seidler’s work is discussed. What examples are given? © ATOM 2016 considered in the design phase. List at least 3 of the artists mentioned in the documentary. (Curriculum links: Design Technologies, Digital Technologies, English, • (37.46minutes) This section of the documentary visually Media Arts, Visual Arts, STEM, Work Studies) 12 Wohnpark & Hochhaus Neue Donau, Vienna - photographer Michael Hierner 2016
POST VIEWING ACTIVITIES ++ 1. ARTICLE ANALYSIS ++ 2. DESIGN ANALYSIS
Complete a 600-800 word written analysis of 2 of the fol- Choose one of the methods listed below to present your lowing articles relating to Harry Seidler’s work. ideas on how the Rose Seidler house compares with the more typical home designs in Australia in the 1950s. http://www.smh.com.au/arti- cles/2002/09/27/1032734319538.html - A 4-5 minute oral presentation that is accompanied by http://www.powerhousemuseum.com/collection/ visual presentation database/?irn=474385 - A 400-500 word written report http://www.smh.com.au/nsw/sydneys-five-worst-build- - A multi-media presentation that includes images and ings-20131107-2x2t2.html relevant information communicated using a voice over The websites below can be used as a starting point for Your analysis should discuss: your research. • The purpose, any inferred purpose and the audience of http://sydneylivingmuseums.com.au/rose-seidler-house the two texts. https://www.google.com.au/search?q=rose+seidler+ho • The type of text each represents use&espv=2&biw=1280&bih=544&tbm=isch&tbo=u • The central issue of the two texts &source=univ&sa=X&ved=0ahUKEwjureKQrJPQAh • The points of view that are expressed in the two texts VDpJQKHaOrAqMQsAQIPA&dpr=1.5 • The arguments the authors have used to persuade their http://seidler.net.au/?id=1 reader http://sydneylivingmuseums.com.au/ • The kinds of evidence used to support their arguments post-war-sydney-home-plans-1945-1959 • The language and tone of the texts http://www.houzz.com.au/ideabooks/26846438/list/ roots-of-style-how-did-your-australian-home-get- Your work should also: its-look • Express an opinion on the effectiveness of the texts in https://www.google.com.au/search?q=1950s+houses+ terms of providing a convincing argument. australia&sa=X&espv=2&biw=1280&bih=544&tbm= • Express your own opinion on the issue and give sup- isch&tbo=u&source=univ&ved=0ahUKEwi9s4nerJP porting reasons. QAhWDKZQKHU4gDvcQsAQIGQ © ATOM 2016
(Curriculum links: English) (Curriculum links: Design Technologies, Digital Technologies, English, Media Arts, Visual Arts) 13 Left: Lord Norman Foster & Daryl Dellora - photographer Richard Kickbush 2016 Below clockwise top left (all photographed by Dan Freene, 2016): Bronwyn Berman; Elizabeth Farrelly; Edmund Capon; Greg Holman
3. VISUAL ANALYSIS ++ 5. EXPLORING MEDIA CODES AND CONVENTIONS Harry Seidler’s buildings were controversial. Sydney local councils claimed that they “didn’t harmonise with the natural Harry Seidler: Modernist is structured as a biopic that environment.” explores Harry’s life and work. Vintage footage, interviews, narration, visual montages and exposition are all used to Choose 2 of the designs found at the link below and write tell his life story. a 300-400 word essay where you agree or disagree with this statement. View the film and then respond to the following questions: https://www.google.com.au/search?q=harry+seid - Identify the codes and conventions used in the film. ler+designs&sa=X&espv=2&biw=1280&bih=544& How effectively were the codes and conventions used tbm=isch&tbo=u&source=univ&ved=0ahUKEwic to communicate Harry’s story and his design vision? jI_Dr5PQAhVMv5QKHd06B5cQsAQIKA - How does the use of codes and conventions evoke a personal response? (Curriculum links: Design Technologies, English, Visual Arts) - Identify the most significant moments in the film and discuss the choices made by the film maker to effec- ++ 4. VISUAL ARTS PRESENTATION tively convey these moments.
Work from the following artists features in the documentary: (Curriculum focus: Media Arts)
-- Theo Van Doesburg -- Frank Stella -- Keith Noland -- Sol De Witt -- Joseph Albers -- Robert Owen -- Norman Carlberg -- Charles O Perry
Develop a visual research assignment on one of these art- ists that includes the following information: a) The artists place of birth b) Their primary type of artwork (painting, drawing, sculp- ture, printmaking etc.) c) Media (what materials are used?) d) The style or period of art associated with their work e) A short definition of the style or period f) Any interesting facts or information about the artist g) Examples of other artists who work in this style © ATOM 2016 h) At least 5 images of the artist’s work
(Curriculum links: Design Technologies, English, Visual Arts) 14 Left: Blues Point Tower Sydney - photographer Eric Sierins 1996
relevant managerial fields, manufacturing and processing areas, as well as building and architecture.5
The study of architecture has strong links to STEM (sci- ence, technology, engineering, and maths) or STEAM (sci- ence, technology, engineering, arts and maths).
Strategies to introduce STEM/STREAM into school cur- riculums include:
- Inviting students to visit and interview local businesses and industries involved in STEM work. Students can then share knowledge with the school community. - Invite guest architects into the classroom to discuss what it is like to work in a STEM field. - Use tools like Skype to have architects take students through their design processes. ++ 6. PRODUCING A WRITING FOLIO - Begin to explore co-curricular opportunities to experi- ment with STEM, such as organizing clubs like as Tech Use Harry Seidler: Modernist as the stimulus for students Challenge, First Lego League Robotics, Python program- to develop a writing folio. Explore a range of the differ- ming, Minecraft, Futures Problem Solving, Destination ent writing styles listed below and then ask students to Imagination or Odyssey of the Mind to get students complete 5 pieces of writing that cover at least 3 of the excited about innovation, creativity, and STEM.6 different writing styles. Some suggestions for writing styles Excellent resources that link to STEM Problem Based and associated tasks could include: Learning activities can be found on the website below. http://www.pblprojects.org/stem-pbl-challenges/ - Poem – write a poem that explores to the visual look The activities are suitable for students in Years 9-12 and feel of the architecture in your local community. and cover topics as broad as designing a way to ex- - Creative writing response – write a short story from tract electrical energy from a wind turbine, to designing the point of view of a person in the 1950s in Australia an ergonomic and energy efficient lighting system for who has seen the Rose Seidler House for the first time. submarines. Students could select a challenge to work The story could include the subject’s reflections on the through in teams. These challenges require students changing nature of Australian society at the time. to use skills required in an architectural design process - Letter – write from Harry Seidler to his critics. including: consultation, application, design review, re- - Diary entries – write a series of diary entries, as Harry search and analysis, construction and implementation. Seidler, Penelope Seidler or Bronwyn Berman that reflects on the design and events surrounding the (Curriculum links: Design Technologies, Digital Technologies, Media Arts, construction of the Seidler family house or the Berman Visual Arts, STEM) house at Joada. - Film Review – write a review of Harry Seidler: Modernist. ++ 8. ESSAY - Expository essay – complete some further research on the difference between Modernism and Post Harry Seidler saw architecture as art. Modernism and use this research to assist you in writ- ing an expository essay. “I would like architecture to be a crystal clear, sculptural, proud thing that stands in nature in contrast to it visually (Curriculum focus: English, Visual Arts) but very much appreciating nature.”7
++ 7. STEM/STREAM – CROSS Use evidence from Harry Seidler: Modernist and your own DISCIPLINARY THINKING research to write an expository essay that explores the correlation between art and architecture. What is STEM? Respond to this topic in essay form using research and The acronym for science, technology, engineering, and appropriate terminology. Your essay should be 800-1000 © ATOM 2016 mathematics, STEM encompasses physical sciences, words. life sciences outside of medical sciences, mathematics, statistics, engineering, and computing. It may also include (Curriculum focus : English, Visual Arts) 15 Below: Blue’s Point Tower side elevation design 1961 - Harry Seidler ADDITIONAL RESOURCES
Architecture Resources http://www.whatisarchitecture.cc/donald-bates/ https://www.youtube.com/watch?v=62r3UPrOS9k Archiculture: a documentary film that explores the architectural studio (full 25 min film)
Harry Seidler http://www.sl.nsw.gov.au/stories/ harry-seidler-collection/seidlers-scrapbooks http://sydneylivingmuseums.com.au/stories/ new-way-living (Detailed information and images of Rose Seidler house.)
Work studies https://www.youtube.com/watch?v=62r3UPrOS9k
Design https://www.youtube.com/watch?v=vmHoGicPQQQ
Stem to Stream Teaching Resources http://www.edutopia.org/stem-to-steam-resources ++ 9. GROUP DESIGN PROCESS http://www.pblprojects.org/stem-pbl-challenges/ http://ww2.kqed.org/mindshift/2014/01/09/10-inno- Students should divide into groups of 4 or 5 and work through vative-ways-to-bring-stem-to-schools/ the process below to create a design for one of the following: http://www.hok.com/thought-leadership/the-science- a) A school of the future of-learning-designing-the-stem-learning-facili- b) An ideal house ties-of-the-future/ c) An iconic building for the city you live in (Endnotes) The process: i. Brainstorm ideas 1 ‘Harry Seidler Press Kit’, P3 ii. Collect information from other sources (research, surveys) 2 “F-10 Overview.” Australian Curriculum. ACARA, iii. Develop solutions/ create technical drawings n.d. Web.
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