Building Critical Discussions <br />
CONTEXT<br />Visual Arts in New South Wales is assessed 50% Practical and 50% Art History.<br />PROBLEM<br />Students only...
SOLUTION<br />1:1 LAPTOPS + EDMODO<br />
THE BORING BIT<br />The outcomes that we teach use a structure called the FRAMES,<br />The frames — subjective, cultural, ...
HOT TIP<br />While this FRAMEWORK is a great tool to help kids analyze artworks,<br />Many kids struggle with this! <br />
MY IDEA<br />Get kids to interpret artworks using <br />discovery and discussion!<br />
MY VISION… and HOW TO!<br />Get kids to interpret artworks using discovery and discussion….<br />In SMALL GROUPS… and WITH...
THE TASK<br />PART ONE: (10 MARKS)<br />Group analysis of unseen artworks and presentation of ideas<br />PART TWO: (20 MAR...
SMALL GROUPS<br />AHHHHHHHH!!!!<br />Kids freaked out!<br />Groups named after the artists that we analysed<br />
THE ARTWORKS<br />(For those of you playing at home…)<br />Joseph Kosuth<br />One and Three Chairs<br />1965. <br />Wood f...
THE ARTWORKS<br />(For those of you playing at home…)<br />Robyn Stacey<br />Entomology, from Beau Monde<br />2006<br />Ty...
GROUP DISCUSSION<br />Slow at first….<br />
THE PRESENTATIONS<br />Collaboratively created…<br />Using Glogster and PowerPoint<br />
ANY GLITCHES?<br /><ul><li>Group work challenged the students
Students relied on someone else to start the presentation
The teacher at the other school misunderstood the task
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Edmodocon

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Edmodocon

  1. 1. Building Critical Discussions <br />
  2. 2. CONTEXT<br />Visual Arts in New South Wales is assessed 50% Practical and 50% Art History.<br />PROBLEM<br />Students only want to do practical!<br />
  3. 3. SOLUTION<br />1:1 LAPTOPS + EDMODO<br />
  4. 4. THE BORING BIT<br />The outcomes that we teach use a structure called the FRAMES,<br />The frames — subjective, cultural, structural and postmodern — give meaning and are the instrument for generating different understandings of the function of and relationships between the artist – artwork – world – audience.<br />SUBJECTIVE: Is feelings and emotions, audience response<br />CULTURAL: Ideas and Beliefs, Time and Place, context, gender, race, background, religion, Year<br />STRUCTURAL: Signs and Symbols, description of the work, size, materials used, colour, texture, form<br />POST MODERN: New technology, challenging conventions, pluralism, irony, humour, pastiche and appropriation<br />
  5. 5. HOT TIP<br />While this FRAMEWORK is a great tool to help kids analyze artworks,<br />Many kids struggle with this! <br />
  6. 6. MY IDEA<br />Get kids to interpret artworks using <br />discovery and discussion!<br />
  7. 7. MY VISION… and HOW TO!<br />Get kids to interpret artworks using discovery and discussion….<br />In SMALL GROUPS… and WITH ANOTHER SCHOOL!<br />Through my PLN, I put the message out there, and one brave teacher from another school wanted to work with me!<br />
  8. 8. THE TASK<br />PART ONE: (10 MARKS)<br />Group analysis of unseen artworks and presentation of ideas<br />PART TWO: (20 MARKS)<br />Individual essay response using unseen artworks to examine the question:<br />Discuss how artists use objects to create meaning<br />
  9. 9. SMALL GROUPS<br />AHHHHHHHH!!!!<br />Kids freaked out!<br />Groups named after the artists that we analysed<br />
  10. 10. THE ARTWORKS<br />(For those of you playing at home…)<br />Joseph Kosuth<br />One and Three Chairs<br />1965. <br />Wood folding chair, mounted photograph of a chair, and photographic enlargement of a dictionary definition of "chair", Chair,<br /> 82 x 37.8 x 53 cm, photographic panel, 91.5 x 61.1 cm, <br />text panel 24 61 x 61.3 cm<br />Larry Preston, <br />Donut Tower #3<br />2010<br />oil on panel<br />13 x 10" <br />
  11. 11. THE ARTWORKS<br />(For those of you playing at home…)<br />Robyn Stacey<br />Entomology, from Beau Monde<br />2006<br />Type C print (photograph)<br />84 x 170cm, edition of 5 + 2 AP<br />MAN RAY<br />The enigma of Isidore Ducasse <br />1920 reconstructed 1971<br />object wrapped in felt and string Edition: no.8 of an edition of 10<br />40.5 h x 57.5 w x 21.5 d cm <br />
  12. 12. GROUP DISCUSSION<br />Slow at first….<br />
  13. 13. THE PRESENTATIONS<br />Collaboratively created…<br />Using Glogster and PowerPoint<br />
  14. 14. ANY GLITCHES?<br /><ul><li>Group work challenged the students
  15. 15. Students relied on someone else to start the presentation
  16. 16. The teacher at the other school misunderstood the task
  17. 17. One group didn’t submit anything at all! </li></li></ul><li>POSITIVE REFLECTION…<br /><ul><li>Students essay results showed deeper understanding of the artists studied
  18. 18. Students remembered the artists in their half yearly exam
  19. 19. They learnt the power of collaboration
  20. 20. The group that didn’t submit got a ‘second chance’, with different artworks, and learnt from the process</li></li></ul><li>WOULD I DO IT AGAIN?<br />FOR SURE!<br />

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