Bwo-Me workshop is designed to foster 'Creativity' in preservice teachers. It encourages engagement between Indigenous and non-Indigenous people through the Visual Arts

1. Creative Arts Program (K-6)
Visual Arts ‘First Marks’ Workshops
Forms: rock art frescoes, prints, paintings & drawings
TEP 320
Semester Two
2011
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

2. Developing Critical & Creative
Graduate Capabilities (Macquarie University)
The Australian National Professional
Standards for Teachers (2010) states that graduates are
required to develop:
Critical and creative thinking and
resources to engage students and draw
on local, national and global content
through virtual and/or real environments
for their programs
(2010, Item 3.4, p14).
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University.

3. ‘First Marks’
Rock Art Frescoes
other forms of visual art
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University created 23.7.11

4. Cultural perspectives in the Creative Arts
Creative Arts K-6 Syllabus, 2000, p.9.
Teachers are considered the facilitators of the passing
on of traditional knowledge. Workshops provide
Opportunities to develop knowledge understanding about
Visual arts forms and diverse cultural art practices.
Relates respectfully to Aboriginal Indigenous art cultures
building on reconciliation model for Indigenous non-
Indigenous people.
Focuses on contemporary art forms that acknowledge and
reflect on-going traditions.
4
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

5. Conceptual Framework
(Board of Studies NSW.(2000),The Visual Arts Years 7–10 Syllabus)
5
.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University.

6. Stage 3- Visual Arts Outcomes:
• Making (VAS3.1 3.2)
• Investigates subject matter in an attempt to represent likenesses of
things in the world.
• Makes artworks for different audiences, assembling materials in a
variety of ways.
• Appreciating (VAS3.3 3.4)
• Acknowledges that audiences respond in different ways to artworks
and that there are different opinions about the value of artworks.
• Communicates about the ways in which subject matter is represented
in artworks.
(Creative Arts K-6 Syllabus, 2000)
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University.

7. Overview of Primary Level Visual Arts Language
Subject
Elements- Matter
point, line Places
shape, form FORMS
texture Spaces
Drawing, Painting
pattern
colour. Printmaking – 2D
Sculpture- 3-D
Media-4-D
GLOSSARY The Artists Tools
Composition,
Fine motor skills,
Incising, monoprints, Visualisation
Representations
Scumbling Transformation
Digital artworks
Planning
Programming
Assessing
Reporting
Evaluating
(Creative Arts Syllabus
p. 82-104).
7
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University.

8. 3 major components in Visual Arts Language
• 1. Subject matter
the general category of information or theme being communicated
• 2. Content
The specific message with an intended meaning and function
• 3. Form
Visual and physical structure of the communication.
• By manipulating these three components, the teacher is able to vary
their emphasis and change the message.
(Wallschlaeger,1992, p.435).
8
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

9. Form: Rock Art Pictograph
Applying a scumbling painting technique
(C.A. Syllabus, 2006, p.104).
Artist: B.W.Leeuwen 2005 NAIDOC Week, Taiwan
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

10. Some symbols used in Aboriginal desert art
There are many different interpretations meanings given by
different clan groups across Australia
(Stokes, 2004, p.7 p.11)

11. Aboriginal Rock petroglyphs
on campus… Have you seen this?
Form: Rock sculpture using incising techniques
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

12. Artist: Edna Marion Watson Title: ‘Water is Life’, 2000.
Form: Sculpture using incising techniques into the sandstone rock surface.
Purpose: To Celebrate birthing and Darug Women
Position: outside Mia-Mia Childcare, X5B.
Visit Macquarie University Art Gallery-sculpture park.
website: http://www.artgallery.mq.edu.au/about/sculpturepark
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

13. What Forms
Techniques have
been used here ?
Artists: Euphemia Bostock
Jan Shaw
Title: The Warawara
Friendship Stone, 2003.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

14. Silk screen Techniques
Subject Matter: People
Indigenous Artist
Jeffrey Samuels at
‘Bwo-Me’ Creativity
Workshops 2011.
(C.A. Syllabus, 2006, p. 80).
Making: Stage 1-create the screen Stage 2- print off the screen
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

15. ‘Bwo-Me’ Screen printing Workshops, 2011
Artist Jeffrey Samuels, 2011
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

16. Screen printing workshop using
acrylic paint and card squeegee boards.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

17. Form: 2-D printmaking using organic materials
mono printing techniques
(Monoprint (one-off print) C.A. Syllabus, 2006, p.103).

18. Imagining Aboriginal Rock Art Frescoes
Form: Drawing into mono-prints
Artist: B.W.Leeuwen 2010
Artist Jeffrey Samuels, 2011

19. Lino Prints
Composition:
Structure
pictorial
arrangement
in the artwork
(C.A. Syllabus,
2006 p.103).
Artist Jeffrey Samuels, 2011

20. Always display record artworks (Edwards, 1998).
Form: Photography Digital
Use camera, digital video recorder, scanner computer.
(C.A. Syllabus, 2006 p.84).
Artist Jeffrey Samuels, 2011
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

21. Imaginative paintings inspired by
Aboriginal rock art frescoes
Artists: P. W. Quinn B.W. Leeuwen, 2010.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

22. The literature shows preservice and early career
teachers generally feel inadequate about their
capacity to foster ‘Creativity’ through the visual arts
with the children they teach.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

23. How can ‘Creativity’ be fostered in Teachers
through the Visual Arts?
This PhD study investigates ways of
fostering ‘Creativity’ in teachers.
It integrates the Visual Arts with other
Creative Arts strands (music, dance,
drama, media).
These Workshops are designed to encourage
teachers-in-training to foster ‘Creativity’ firstly in themselves
so they can more effectively mentor the children they teach.
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

24. Aboriginal perspectives in Creative Arts
(Harrison, 2011, p.190) encourages teachers to incorporate Aboriginal
perspectives in the classroom. Some ways of doing this In visual arts us
Deidre Stokes’ Desert Dreaming's (2004) ask children to interpret
paintings using these symbols and keys.
Visit Board of Studies New South Wales, Affirmations of identity, Years
7-10 kit-
http://ab-ed.boardofstudies.nsw.edu.au/go/aboriginal-art/affirmations-of-identity#handbook
Integrate Visuals with Dance, Drama and Music- discover how
Aboriginal dancers use movement to represent animals.
www.youube.com/watch?v=j75uSz{F6QE
Another good stimulus is to visit the Boomalli Aboriginal Cooperative
www.boomalli.com.au
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

25. Other useful resources for teaching
Aboriginal Art Culture in the primary years.
Visit Sydney’s
Aboriginal Artist
Gallery
at Boomalli
Aboriginal
Cooperative-
www.boomalli.com.au

26. Proof07 9.10.09
Additional Indigenous Resources
Finding our feet
First findings from Footprints in Time
DVD production
On social justice
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

27. © B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

28. Reference List
Board of Studies NSW, (2000), The Visual Arts Years 7–10 Syllabus.
Board of Studies NSW, (2006), Creative Arts K-6 Syllabus.
Dinham, J. (2011), Delivering Authentic Arts Education. Melbourne, Cengage
Learning.
Boomalli Aboriginal Cooperative- www.boomalli.com.au
Edwards, C., Gandini, L., Forman, G. (1998), The Hundred Languages of
Children. New Jersey: Ablex Publishing.
Harrison, N. (2011), Teaching and Learning in Aboriginal Education. 2nd Edition.
Sydney, Oxford University Press.
Macquarie University Art Gallery Website:
Department of Education, Employment and Workplace Training,
(2010), National Framework for Professional Standards for Teaching
Commonwealth of Australia.
http://www.deewr.gov.au/schooling/pages/professionalstandardsforteachers.
Samuels, J. (2011), Guest Artist, ‘Bwo-Me’ Creativity workshops, held at
Workshop Art Centre.
Stokes, D. (2004), Desert Dreaming. Reed International Books Australia.
Wade-Leeuwen, B, Wade Quinn, T., (2005) Moku Expressionists Artists
Australia, http://www.mokuartists.com/mokuartists.html Visited 24.7.10.
Wade-Leuwen, B. Bwo-Me (Life’s Breath) Exhibition Workshops, Workshop
Art Centre, 2011.
Torrance, P. (1974),Torrance Tests of Creative Thinking. Lexington, Ginn and
Company (Xerox Corporation).
© B. Wade-Leeuwen, (2011). Unpublished PhD Thesis, Department of Education, Macquarie University

29. TEP320
Preservice Primary Art Teachers
Creative Arts Program
Contact details:
Bronwen Wade-Leeuwen
PhD Candidate in Human Science
Macquarie University.
Bronwen.wadeleeuwen@mq.edu.au
Website: Moku artists.com
Mobile: 0422211645