Educational & Key Learning Area Links
Stage 1- Year 1 & 2
Although the content area of Creative Arts, and Visual Arts in particular stands separately to other Key Learning Areas, it is important to know as a teacher curriculum links and the combination of key concepts within a range of various Key Learning Areas. Below is listed the key visual art outcomes seen throughout the study of 'String Theory', along with other KLA's which may be incorporated within the classroom:
Visual Arts
Making:
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things Appreciating: VAS1.4 Beings to interpret the meaning of artworks, acknowledging the roles of artist and audience |
Maths
MS1.1
Estimates, measures, compares and records lengths and distances using informal units, metres and centimetres SGS1.2 Manipulates, sorts, represents, describes and explores various two-dimensional shapes SGS1.1 Sorts, describes and represents three-dimensional objects including cones, cubes, cylinders, spheres and prisms, and recognises them in pictures and the environment |
PDHPE
GDS1.9
Describes the characteristics that make them both similar to others and unique. |
Human Society & Its Environment
CCS1.1
Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants. CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families. |
EnglishRS1.8 Identifies the text structure and basic grammatical features of a limited range of text types WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. |
About the Activities
Students will use the focus of the Noongar Dolls, along with string patterns which they see throughout the exhibition to reflect the emotion of a particular doll through an art making (painting) using string and colours reflecting their particular chosen doll.
How does it make you feel?
Suggested Activities
Pre- Excursion Task
A sequence of lessons in which students gain knowledge in the appreciation of art, and of artworks in which they will engage in within the exhibition.
- Introduce the concept of 'string'. What is string and what is it used for in our everyday lives? Why do we think people would use the concept of string to make artwork? Relate this lesson to the appreciation of the overall exhibition, in which the ideal that string is a form of connecting things such as the world to the audience - Commence by teaching students about the concept of emotions and what emotions are. Students may be exposed to a youtube video to learn about the type of emotions and what they signify. Teachers and students may then engage in an activity, such as an interactive word wall to be placed in the classroom. Integration of KLA's: English & PDHPE - Examine with students how colours represent emotions and how certain colours make them feel. Remind students that there is not right or wrong answer for this task. Teachers may take this opportunity to reinforce the colours for students and apply colour to the everyday world.
Integration of KLA's: English & PDHPE Emotions For teachers whom wish to research basic representations of particular colours, below is provided a link along with a colour chart on the right hand side. - Examine emotions in artworks through facial expression. Speak to students about artwork and the meaning of why particular emotions are placed with certain artworks. What is the significance of producing this particular piece? Why does it present such a particular emotion? Allow students time to reflect to open-ended questions through any creative form (Writing, Drama, Singing etc.) To the right: Slide show of different emotions in portraits Integration of KLA's: English, PDHPE & Creative Arts (Drama, Dance & Music) - Examine with students colours used in artworks and how they portray feelings. This lesson will examine appreciation of artists using colour and emotions to represent meaning through artwork. Below is a slideshow of sample picture artworks teachers may use when engaging students in colour and emotion within artwork. - Prior to going to the exhibition, engage students in a lesson about the artists and their works, in particular those of the Noongar Doll Makers. Allow students to explore the dolls and give them some pre-understanding of what they are going to see and what their task is going to be. Engage students through an appreciation & research lesson in which they will describe the artists, works and meanings of the art they are going to see and engage in. Below is linked the website for the Noongar Doll Makers for the teachers access:
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Extra Teaching Activity: Teachers may wish to engage their students further in the concept of colours representing emotions in artwork. Teachers may choose to give each child an emotion and ask them to represent their emotion through the use of lines and colours on a piece of paper. For example, a student whom has the emotion confused may choose to use the line shape of circles and circular lines, whilst using a range of colours contrasting each other. |
Excursion Task
- Students will be required to take to the exhibition cameras/ Ipads and working either individually or in small groups (regarding school availability of digital sources), along with a piece of paper and coloured pencils or crayons
- Students will be looking around the exhibition keeping in mind the concept of emotions in artwork. They will examine in particular the 'Noongar Dolls'. - Students activity will require them act as critics to chose one doll in particular to focus on. They will take a photograph of one of the dolls (each student may choose their preference) and record on a sheet, the emotions they feel the doll represents (both physically, and through use of colour) and the reasonings for their thoughts. This may be done on a scaffolded sheet provided by the teacher or as a journal entry in an Ipad. - Students will also be required to use their coloured pencils in drawing a rough colour chart of the emotions portrayed within their doll. An example of this can be seen to the right hand side of the page. - Lastly, Students will be required to look at the video of patterns and think about what patterns may represent their particular emotions. For instance, circular shapes may represent confused. Integration of KLA's: PDHPE, Maths & HSIE |
Post- Excursion Task
- Students reflect upon their chosen doll from the exhibition. They are required to complete a 'string art' reflecting the emotion presented within their chosen doll. For instance, if their doll is happy and shows colours of reds and pinks to highlight happiness, students will be required to use such coloured shades within their artwork. Photos of each doll will then be stuck to the bottom of their emotional representation, along with a tag describing the emotion.
An example of the final product can be seen to the right hand side of this page, or accessed via the website listed below: Extending in Art: Students may continue working with string and producing various artworks through the use of string, which will ultimately lead them to producing their own doll representing a given emption. Students can also expand the idea of 'emotion' into the use of music, and examine how music makes one feel and how this feeling can be represented through art. Post- Activities in other KLA's: Post- Activities, along with ays in which this exhibition can be integrated into other KLA's can be seen at the top of this page, where outcomes for a range of key learning areas are listed. Although the particular activity suggest within this resource kit relies heavily on Art appreciation & MAking, many other key learning areas can be integrated within and throughout the course of the semester, in regards to both the overall exhibition and the particular exhibition focus. |
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Integration of other Key Learning Areas
EnglishStudents are able to definitely incorporate the KLA of English amongst this particular exhibition. The teacher may choose to inter-relate the two areas by asking students to write a recount about their experience at the Museum. Along with this, the teacher may involve the subject area of 'narratives' around this particular topic, where students listen to aboriginal dreamtime stories and can use the story presented at the exhibition as a basis for learning. Along with his, their final project may need to be a narrative in which their doll is the protagonist, and the dolls feelings must be employed within the narrative. Commonly, the children may engage in a descriptive text about their particular doll./
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MathematicsTeaches may use the opportunity of string to engage students in the content area of mathematics. The teacher may ask students to examine how string can be used to form different 2d & 3D shapes, and how these shapes can be incorporated into our everyday lives. Along with this, teacher may like to introduce the concept of measurement through using string as an abstract form of measurement.
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PDHPESuch an exhibition and what students are focusing on during the exhibition definitely lends itself to the PDHPE syllabus. Students are investigating emotions and the use of emotions within artwork. Such a topic can act as a basis for the introduction of the 'interpersonal' topic area in the syllabus. Teacher can expand on the concepts of the doll by asking students reflective questions such as "why do you think he/she is sad, what might of made him sad" etc.
Along with this, students may extend into the area of dance where they are required to make a dance reflecting the emotion of the doll and the skills in which they have learnt through shapes in mathematics. |
HSIEAs this exhibition has a large focus on the concept of culture and connecting life of one to the lives of others, many activities can be made through the HSIE syllabus. Students can compare their lives to those of the Aboriginal culture seen throughout the exhibition. Students can look at the past and present and compare the ays in which artwork was made, whether it be culturally or professionally. Along with this, students can have a look a the relationship between families and cultures (for instance,the doll makers are just a simple tribe of people.
Lastly, students can take on the roll of looking at goods and services provided to the community. They can research the ways of production and steps in making 'dolls'. |
As i have made this resource package for teachers to use in the implementation of 'string theory' to not only the art classroom, but the overall classroom in general, i have found that there are may strong links between key learning areas which can be implemented. Although creative arts is a content area which stands on its own, it lends much attention to other key learning areas in which students can critically engage with content. Other than the areas mentioned above, 'string theory' can extend its self to just about all key learning areas, regardless of stage outcomes. The areas of science, languages and even music can be investigated though the understanding and learning of the 'string theory' exhibition.
Science: Design & Make outcomes
Languages: Learn about describing the dolls characteristics in other languages
Music: Take into consideration the 'sound' which the doll might sound like. Would the emotion it shows be happy, fast paced music or may be slow and droopy.
It is up to each teacher to choose tasks adequately suited to their students, but above is a list of activities and integrations which I believe would be effective to use within the classroom.
Science: Design & Make outcomes
Languages: Learn about describing the dolls characteristics in other languages
Music: Take into consideration the 'sound' which the doll might sound like. Would the emotion it shows be happy, fast paced music or may be slow and droopy.
It is up to each teacher to choose tasks adequately suited to their students, but above is a list of activities and integrations which I believe would be effective to use within the classroom.