Fulbright Australia 2006 Project of the Year

Cross-Culture
Curriculum Connections
Matching Australian-American curriculum and community
resources, students explore connections among Science,
Culture, and Environmental Education through Art.
WONDROUS WATERSHEDS
Art project to study the artworks of 18th C. European explorers to Botany Bay and
San Francisco Bay, making connections among Art, Science, and Environment.
CULTURE CLOAKS
Graphic Design project to study the wisdom and beauty of Aboriginal patterns of
possum skin cloak as a model for a contemporary Environmental cloak design.
[re]VISIONING LANDSCAPE
Study of Australian and American artists and exhibitions as a model for a school
exhibition exploring and challenging how we see and use/abuse Nature.

Wondrous Watersheds
Students at Palo Alto High School studied the wetlands
habitats of San Francisco and Australia to explore the
similarities of wetlands communities around the world. They
studied artworks of early European Naturalists who recorded
the flora & fauna of these similar regions. They practiced
drawing skills as Naturalists and researched ideas for a
school exhibition of wetlands and for submission to the
international contest River of Words that celebrates
the Art & Literature of worldwide wetlands.
www.riverofwords.org

Artist Scientists
Botany Bay – San Francisco Bay
Students studied artworks
of early European
Naturalists to the Bay
Area from copies of Bay
Nature magazine and
copies of Cook’s Voyage
to Botany Bay from the
National Library of
Australia. They studied
about Joseph Banks’ and
Adelbert von Chamisso’s
work as artist-scientists in
early explorations.

Nature Drawing:
Observing the Details
Outdoor education starts
outside the classroom
door. Being aware of
how Nature surrounds us
everywhere we go is a
key concept of observing
the world as Naturalist.

Watershed Landscapes
Students used references to study wetlands habitat.

Outdoor
Education
Students explore the Don Edwards National Wildlife Refuge in
Fremont, CA. to study local wildlife up close in their own
neighborhood that includes salt ponds, mudflats, and marshlands.

Studying
Habitats
Students
learn about
the habitats
of animals
and birds of
the Bay
Area.

Getting to Know Our Natural Neighbors
Students sketched a variety of birds that frequent
the Bay Area including; cormorants, puffins and
murres spend most of their lives at sea, coming
to land to nest off the coast of San Francisco.

Students visited Australian websites including Kakadu webcam, and
the Wonga Wetlands in NSW, to notice similarities of wetlands
around the world to understand the importance of preserving
wetlands habitat throughout the world.
Internet Connections:
Visiting Virtual Wetlands

Visual Research
Students use textbooks, Internet research and Nature magazines for photo
references of their Nature subject for the River of Words contest.

Visual Research in Science Texts
Students used the textbook The
Nature Company Guide:
The Walker’s Companion to
research animals and habitats of
North America.
Students sketched favorite
animals to draw for the
River of Words contest.

Drawing From Nature
The Art textbook
included a section on
Naturalist painting,
while a field guide to
birds included a
history of artists’
contributions on
European voyages of
discovery around the
world including; John
James Audubon’s
Birds of America
and John Gould’s
Birds of
Australia.

Media Connections
After visiting the National Wildlife Refuge, Peter is intrigued by the puffins
of the Farallon Islands for his Naturalist subject. He uses an issue of
Audobon magazine to paint the details of the puffin and its habitat.

Studying the Details
Sophie uses an issue of Audobon magazine as a reference to draw the realistic details
of the variety of corals from the reef that surrounds her Naturalist subject.

Local Inhabitants of Our Watershed
Patrick sketches a collared lizard found along Coyote Creek in the Bay Area watershed.

The Biozones Rule
Eddie researches details for a desert lizard and its habitat. California has eight
of the nine Earth biozones, including marine, mountain, desert, and rainforest.

On the Subject of Birds
Megan studies the details of the
Eastern Bluebird and includes its
primary food source of berries
from the tallgrass prairie.
Alexa carefully selects a variety
of red colored pencils to sketch in
the details of a brightly colored
species of cardinal: Pyrrhuloxia.

Fishing for a Subject
Stephen knew right away that he wanted a brightly colored fish from a coral reef for
his Naturalist subject. Oil pastels with their rich color saturation were a great choice
to capture the rich colors of fish on a coral reef.

Favorite Flora & Fauna
Nicole made her preliminary frog
sketches were from the science textbook.
For her final painting, she selected the
cover of an issue of Bay Nature as her
photographic resource to show frogs in
their watershed habitat.

Library Exhibition
Watershed paintings and drawings were displayed in the school library along with an
introduction about the Don Edwards Wildlife Refuge, Kakadu National Park, and The
Wonga Wetlands to inform the school community about the importance of preserving
wetlands habitats worldwide.

The Common Puffin
Peter T.
Lustrous wings
beat their constant rhythm
into the sky and then you spiral
downwards, beak first,
into the icy iridescent water.
Curving through the cool chasm
of deep blue you are a blur
of black and white.
As you rise from the Pacific
You shake your plumb body
in exultant triumph.
You stand above the water
on solid mound of hoary rock
and spy a shimmer of gray
amidst the ocean
then you labor
into the air once again.

Who Am I?
Nicole V.
Out of my milky eyes I see
The things that no one appreciates,
The things that mean the most to me
Are being destroyed by others who do not
understand
The value of tall green stalks on which I slip and
slide
When predators come in which I hide,
The swamps at which I spend my day
To others just seem in the way.
Who am I?
I am the creature that jumps around
The one that seems always happy.
But how can I be happy when my home is gone?
I might be slimy with some scales.
From leaf to leaf I travel.
I lay my eggs in groups of ten
In the river bend.
From tad poles to frogs we struggle
To live in this, our environment.
Who am I?
I am the frog
Out of my milky eyes I see
The things that no one appreciates
I am the frog.

Watchers of the Bay
Watchers of the Bay,
they guard it from intrusion
happy to see all
yet no one passes by.
The delicate petals
are cheery with the light
they watch over the waters,
still calm with morning air.
Do not be fooled
by the lighthearted breeziness
the golden poppies’ aura
is nothing but a mask.
When they become disturbed,
the poppies have no mercy
the winds they will unleash
to chase the offense out.
Windswept cliffs thus tower up
barren, saddened rocks
they, too, are washed with light,
but they do not reflect it.
Gleaming waves graze lonely beaches,
sprinkled among the cliffs
no soul has walked these sands
the poppies hide them well.
Now and then a lone bird comes
aside from that they’re alone
the poppies keep invaders out,
The Bay belongs to them.
Hadas J.

Why We Need to Preserve Trees
The chipmunk is sitting on the roots
of a tree eating berries. In the
background there is an owl looking
for its prey. My drawing represents a
chain in life; the chipmunk eats the
berry, the owl eats the chipmunk,
and some times even the owl will
become the prey.
The habitat is a forest where there
are trees. As time goes by people
just keep cutting down more trees to
make paper and pencils and other
materials, which is why we should
not waste paper and recycle things
we use. If we don’t there soon will be
no forest left, and slowly the animals
will start to disappear.
Lorena D.

In the Coral
Steven G.
I chose to draw a colorful fish because
it’s one of the many animals that live in
Coral Reefs, which are the oldest and
richest natural communities on earth.
They hold millions of years of our
planets evolution. Present day reef
animals are found as fossils dating back
to an age of dinosaurs about 100 million
years ago. The Coral Reef is home to
many different varieties of animal, like
the fish I’ve drawn. They are essential to
underwater life and should be protected
and cared for.
I chose to draw this fish because of the
habitat it lives in. Hundreds of creatures
living under one roof is interesting and
unique. Coral Reefs are full of life and
evolution which is interesting to me.

Pyrrhuloxia Poem
Alexa H.
Pinkish-red feathers,
Curved parrot-like bill
The Pyrrhuloxia enjoys
sunny weather,
And has great singing skills.
She sports a bright Mohawk,
With a delicate gray physique.
Prefers flying in flocks,
And has a bright yellow beak.
She is the most beautiful bird,
With her unique singing voice,
If you haven’t already heard.

CULTURE CLOAKS
Patterns of Culture
Cultural Identity
and Environmental Practices
Illustrated in
Design Symbols

Environmental Culture Cloaks
Indigenous peoples share a rich appreciation and respect for the
environment in their cultural traditions and practices. Students
studied the use of graphic design symbols by indigenous clans in
Australia and California, to record land features, environmental
values, and personal identity.
Using the tradition of symbolic designs on clothing and animal skin
cloaks as a model, students designed environmental symbols to
represent important cultural values for a sustainable future. They
transferred their designs onto two contemporary cloaks made of
Australian possum and rabbit skins as a symbol of the practices
that indigenous peoples teach: to live in balance and respect of
environmental resources.
Like a cloak, we must wrap these practices around us
for a sustainable future for the world.

Field Study: Asian Pacific Arts
A field trip to the
Papua New
Guinea
Sculpture
Garden at
Stanford
University
provides a model
of Asian Pacific
Arts. Organic
and natural
design patterns
include wood
carvings, totems,
painted logs, and
carved stone.
http://www.stanford.edu/~mjpeters/png/

Painted Poles
Painted poles are similar to
Australian artworks at the
entrance to the National
Gallery in Canberra.

Making Aboriginal Art Connections
Students examined Aboriginal examples of painted logs with design
patterns that represent cultural ideas.

Comparing
Continents
Art Reflects
Landscapes
Using land maps of Australia and the US, students studied the many
varieties of land forms that shape culture. They noted that the colors and
features of desert, rainforest or mountain can affect the ways that artists
represent and paint the landscape. The variety of habitats and ecosystems
have different types of animals and plants that artists use in their artworks.

Artists and Landscapes
Students examine Aboriginal artworks from Maruku Arts Center at Uluru to see
how land features influence the work of artists. Carved items from the Anangu
include flower patterns and designs burned into the wood of a traditional carrying
bowl. Other forms are design patterns of lizard and snake sculptures.

Classroom Museum
Art resources purchased
in travels around
Australia arranged for a
classroom museum
include paintings and
artifacts with maps of
Australia on each table.
Students could inspect and
touch each of the artworks to
see if they could guess the
landscape it came from: desert,
mountain, or rainforest.

Possum Dreaming
A key table gallery was a collection of possum skins and a stuffed possum. For a
graphic design project students would design environmental symbols for
Aboriginal style possum & Ohlone style rabbit skin cloaks to honor wise
environmental practices of native peoples.

Ownership of Symbols
Symbols represent objects
or ideas and are
recognizable to the group
of people familiar with
those objects or ideas.
Contemporary symbols,
like famous trademarks,
are owned by the
corporations that design
them. Aboriginal artists
own the symbols for their
artworks in the same way.
It’s important to distinguish
ownership of artistic
design to respect
indigenous cultures and
provide a clear structure
for using original designs
for study, rather than to
copy into their artworks.

Cloaks
As
Maps
Fabri Blacklock from The Powerhouse Museum in Sydney sent a packet of
resources on traditional possum skin cloaks. Students examine cloak diagrams with
patterns in a numbered key translating the meaning of the symbols.

Designing Environmental Symbols
Students had to list 10 sustainable environmental habits that they
researched in magazine and textbook information. They listed their
favorite tips and drew symbols in Aboriginal style to represent their
favorite sustainable lifestyle ideas and practices.

Models for Making Environmental Symbols
They studied designs on Aboriginal
artifacts to get ideas for organic
symbols. Square worksheets were
for the Ohlone style rabbit skin
cloak, and the triangular ones were
for the Aboriginal possum cloak
sections.
The diagram of a NSW Aboriginal cloak
pattern with a key identifying meanings
of the symbols proved to be invaluable
tools for understanding how symbols are
designed into patterns to tell a story,
record land features, and communicate
cultural values and ideas.

Selecting Symbols
They selected the best designs for a variety of daily practices that
illustrated saving energy, reducing carbon emissions, recycling, and
conserving resources for each cloak.

Design Transfer
Students spent several class periods transferring the environmental
designs onto the possum skins in pencil and brown Prismacolor
markers to create the effect of the darker lines from shells used to etch
symbols on traditional Aboriginal possum skin quilts.

Fitting it All Together
We laid out the possum skins in rows and decided to include a map of the
Bay Area from the watershed curriculum guide. All three rows include part
of the san Francisco Bay, with the pattern weaving across the cloak.

Mapping Environmental Influences
They drew the shape of the continent of Australia around the contours of California on
the rabbit skin cloak to show the influences of Fulbright-Australia in designing our
environmental cloak. They made a key to the design symbols for both cloaks.
We designed two cloaks: one using possum skins in
Aboriginal style, and the second using rabbit skins to
honor Native American tribes of our region.
NSW Aboriginal possum skin
cloaks [left] compared with
Ohlone rabbit skin cloak [right].

Key Information
Using a traditional Aboriginal possum skin cloak design diagram and key from the
Powerhouse Museum as a model to make a diagram and key for our environmental
cloak, the key helps viewers understand the symbols for a Green lifestyle.

Assembling the Possum Skin Cloak
The rabbit skins came in two plates
– eight pelts sewn together, but the
possum skins were individual pelts.
Each set of pelts was cut and
trimmed to match at the seams for
sewing. We used fifteen possum
pelts for the possum cloak.
Using a leather needle I sewed
the fifteen possum skins into a
single cloak, then attached all the
tails along the top and bottom
edges, like traditional Aboriginal
artists did on their cloaks.

Environmental
Culture
Cloaks
The group of girls who coordinated the cloak designs hold up the completed possum and rabbit
skin cloaks. They also wrote thank-you letters to Fabri Blacklock of the Powerhouse Museum who
sent us the wonderful resources on Aboriginal design symbols from NSW possum skin cloaks.

The finished possum skin cloak with
edges decorated with possum tails in
the style of traditional NSW cloaks.
In the style of Aboriginal cloaks, we
included our environmental and
cultural identity in the image of the
San Francisco Bay and Delta. The
image of the bay runs from the top
right and down to the center of the
bottom section of the finished cloak.
Possum skin cloak design symbols
are read from top left to right across
each row, and then down:
Reduce water use with showers
Plant a tree for preservation
Preserve water & land through parks
Pollution in cities affects wildlife
Conserve water when not in use
Increase solar power plants
Carpool to reduce carbon emissions
Recycle to preserve resources
Recycle paper to preserve trees
Connections in Australia
Clean air should be our standard
Buy hybrid cars to reduce oil use
Environmental Identity

The Tales of Two [Environmental] Cloaks
The possum skin cloak honors the
balanced environmental lifestyle of
Aboriginal peoples, while the rabbit
skin cloak honors the balance of
Native California Ohlone clans.
The symbols read from top left across
each row and down:
Plant tress and use recycled paper
Walking paths reduce car use
Carpooling reduces traffic and smog
California framed by Australia
Recycling saves money & resources
Solar panels reduce energy costs
A tree map of our school campus
Conserve water resources
Hang clothes to dry-reduce energy use
Water resources map of America
Fluorescent bulbs reduce energy use
Recycle batteries for the environment
Don’t allow any air pollution
In two corners of the cloak are the
countries of Australia and America,
working together to educate citizens
about wise environmental practices.
The state of California frames our
identity of sustainable practices.

Understanding Symbolic Language
Students studied examples of Aboriginal symbols that represent objects like people
at a campfire, or land features such as water sources. Because this was a graphic
design unit, students could use their symbols to convey environmental ideas and
practices on either paper as a map, or on the possum and rabbit skins as a cloak.

Environmental Map Group
The map group shares design ideas and painting techniques for their
environmental maps as they near completion of their project.

Mapping Out Environmental Practices
Eddie and Chholay hold up their planning diagram and environmental map.
Map Symbol Illustrations
The left side illustrates unsustainable
environmental practices. The Volcano of
Destruction spews pollution and waste.
The City of Power rests on a dirty
environment with many carbon emissions
from cars crossing the Road of Destruction.
The Sun of Hallucination above the city
represents the obsession of Consumerism.
The Bridge of Sadness and Joy crosses
over the river which is half polluted by the
city on the left and half clean from the
responsible lifestyles on the right side.
The right side illustrates sustainable
environmental practices as the road gets
smaller for electric cars and mass
transportation. The City of Balance allows
for parks and green spaces. The clouds
and white mountains in the background
represent clean air and land.
The border around the map is decorated
in Aboriginal dot pattern style.

Burning Ideas - Environmental Practices
The wood burning artists sit around the box of artifacts from the Maruku Art Center in Uluru
that inspired their work. Hadas, Tulsi, Kaitlin, and Megan share their environmental designs
to invite us to step outside the “consumerism box” to reuse, recycle and reduce energy use.

Students committed to use sustainable practices they learned about at
school in their homes & communities for a healthier planet. Like a cloak, we
must wrap these practices around us for a sustainable future for the world.
Wrapping Ourselves in Wise Environmental Practices

Photography students researched the wetlands of the
San Francisco Bay Area National Wildlife Refuge,
Wonga Wetlands, and Kakadu National Park to explore
cultural definitions of Landscape. Using exhibitions at
Xavier High School in NSW, and the the Len Brookman
VCE Art Awards catalog from the Ballarat Fine Art
Gallery as models, they designed an exhibition of
Landscape photography titled, [re]Defining Landscape.
Visions of Landscape
[re]Defining Landscape

Creating an Inspiring Environment
A display of visual resources
show different perspectives of
Landscape Photography from
US and Australian sources to
engage student interest.
Len Brockman VCE Arts Awards Catalog
from the Ballarat Fine Arts Gallery
Bay Nature magazine [April 2001] Bay
Area landscape photography by Bob Walker.
Capturing Light: Masterpieces of CA
Photography 1851- to present published by
the Oakland Museum of California
Picturing California - images of wilderness
and urban landscapes from Chronicle Books.
Steve Parrish’s How to Photograph
Australia
Kakadu National Park Visitor Guide
CSIRO Heartlands brochure

Traditional Perspectives
Students used brochures from the Ian Potter Center exhibition of The Altered Land to
study traditional Western perspectives of Landscape. The brochure illustrates 200
years of Landscape images in paintings and photographs. Paintings are compared to
contemporary photographs of the same locations in Australia.
http://www.ngv.vic.gov.au/alteredland/

A Tale of Two Wetlands
Students researched their regional wetlands at the
Don Edwards National Wildlife Refuge. They went
on a class field trip to the refuge to photograph
traditional images of landscape.
They also studied similar habitats half a
world away at the Wonga Wetlands in
NSW and Kakadu National Park to
understand the global importance of land
preservation and watersheds worldwide.
Through Internet research, textbook readings, and outdoor education experiences,
students had to develop a personal definition of Landscape to explore through the lens
of their camera and frame in photographs for a school exhibition.

Getting Out There
Students went to the Don Edwards San Francisco Bay National Wildlife Refuge,
a 15 minute drive across the bay from our school. Established in 1974 the
Refuge is considered a "wildlife island in an urban sea." Outdoor
education starts with getting to know local resources as part of our community.
Salt marshes are one of the most productive habitats on Earth.

Looking Carefully
Students were directed to
look carefully at both the
small details and the bigger
picture of the environment
along the Bay wetlands.
Brianna focuses on the smaller
details of landscape, using a tripod to
study and frame some of the native
flora along the refuge trails. Nick
composes looking at the bigger
picture of the vista of the San
Francisco Bay across the salt marsh.

Exhibition Models from Down Under
Each year the Ballarat Fine Art Gallery sponsors a
student art exhibition with a professional catalog.
Students researched student artworks from the
Len Brookman VCE Art Awards Catalog to gather
ideas about photographic compositions, artist
statements, and gallery design for an art exhibition
on Landscape Photography for our campus. They
also viewed photographs of a student exhibition
on Landscape designed by a Photography class
at Xavier High School in NSW that wrapped
around the Fine Arts building walls.

A Tale of Two Artists
Visual Research on Lorna Simpson and Robert Owen
New York artist Lorna Simpson explains how she
worked out visual ideas using images like Central
Park and cars or buildings in urban landscapes. The
15-minute video is free at the Annenburg Collection
website:
http://learner.org/view_programs/view.programs.html
Australian artist Robert Owen explains the visual
relationship between his photo-etching of a window
landscape and the sculptural pieces on the floor of
the Museum of Contemporary Art in Sydney. The
video, with clips from 8 artists, is free for teachers
from the MCA Artist’s Voice series:
http://www.mca.com.au/default.asp?page_id=79
Students studied artworks of American and Australian
artists to gather ideas about framing meaning in their
landscape images, and learn about the possibilities and
challenges of creating a gallery exhibition about Nature.

Defining the Interior Landscape
Students had to decide how to use the space of the empty Viking Gallery in the
Art Building for an exhibition. They collaborated to designate areas for each
artist, and had to arrange and design podiums and entryway to engage viewers.

Gallery Set-Up and Design
The class shared responsibilities for hanging artworks, designating
gallery space, and designing the signage for the gallery. Based on the
VCE model, they composed title cards for each piece and wrote artists
statements to post with their section of artworks.

Creating an Environmental Identity
As part of their exhibition design, students composed a
portrait of themselves with their artwork.

In Invitation to Look
Students arranged
leaves, scientific
specimens of birds,
and stuffed animals
around the podiums
near the entry for a
combination of real
and artificial Nature to
challenge viewers to
examine how we see
and treat the natural
world. Toy birds
represent how we treat
Nature as our toy while
the specimens
represent what we do
to other living
creatures in our pursuit
of our studies of
Nature.

Entry
au
Natural
We made a Nature collage and typed up an introduction to the exhibition to give
viewers the background on the Fulbright project and outdoor education. The
windowsill was decorated with ferns and leaves to create an inviting entryway.

We set up a table
of books and
references from
the classroom
display board to
share with our
audience. Allen
downloaded a
Powerpoint
presentation onto
a laptop for
viewing in the
gallery along with
the Portraits of
Landscape of
students with their
artworks and artist
statements.
Sharing Resources

We planned a gallery Opening Night Reception for the week after set-up and
sent out invitations for parents and staff to attend. The Exhibition titled
was held in the Viking Gallery for a month through October-November 2006.
Opening Night

Challenging Cultural
Assumptions
about
Seeing Nature

Overall, this Landscape
project has changed my
views on the world around
me. I realized that there is
so much beauty around
me and that I need to be
more environmentally
responsible to restore the
beauty that our world has
to offer. This project was a
mind-blowing experience
and I want people to
realize that landscape is,
…
simply wonderful!
Nick

I would like to explore how our surroundings are ever changing. What we know
today as landscape will not be what future generations consider landscape. We
are forever destroying and preserving certain parts of our environment. I want to
capture the feeling of those different views of landscape.
Allison

I really enjoyed exploring my
definition of Landscape. It was
interesting to take in what I learned
from other students and from
professional photographers, then
compare their images with my
own. The most challenging thing
for me was to try and work outside
of my initial definition. Seeing how
professional photographers work
and researching their work really
inspired my photography. I want
viewers to look at our definitions of
Landscape and then think of their
own definitions, and see how it all
compares and contrasts. I want
viewers to be open-minded and
see that Landscape can be more
than trees and grass – which is
what I used to think before I
explored this idea of the many
definitions of Landscape.
Brianna

I started this project by simply
going out to take Landscape
photos but ended up breaking
every Landscape assumption I had
believed. Most of my photos where
of a single subject like a rock or
leaf and not what I had considered
landscape. All of my photos are
from Donner Lake near Lake
Tahoe. I didn’t take any pictures of
the lake, but instead took pictures
of the mountains around the lake. I
found myself taking pictures of
more specific subjects like trees,
power lines, and rocks. I enjoyed
being able to take pictures outside
of the Bay Area because it was a
new landscape for me to explore
with my camera and apply some of
the new ideas I learned about
Landscape photography.
Jonah

Before I started shooting for this exhibit, I associated Landscape with just travel and sightseeing,
not with everyday places I walk or drive past in my daily routine. I never recognized that people,
buildings, or cars could be a part of landscape. I’ve always pictured landscape as natural
scenes of plants or animals. I began to view the human landscape in a new light, and started
contemplating the multi-faceted relationship between man and Nature. Winnie

Try to get out more to
see and experience
Nature. Instead of just
viewing these beautiful
photographs in the
gallery, go outside and
look at the beauty of
Nature first hand. This
Landscape project
forced me to analyze
my current artistic style,
and I began to
understand how other
people could view
Landscape in many
different ways than how
I might see it.
Allen

Landscape photography has
never interested me. In my
experience, this type of
photography had always
seemed somewhat impersonal
and boring. However, there are
times when a picture captures
something larger than what’s in
the frame, a moment in time
when one has no choice but to
step back and say “Wow, that’s
beautiful.” People often forget
what a stunning place the world
is, and how much we take for
granted everyday. There is a
special uniqueness about the
beauty of the land we live on,
and if each of us found a new
appreciation in our personal
surroundings, we could all help
make the world a better place.
This project has helped me
open my eyes and do just that.
Talia

Fulbright Australia 2006 Project of the Year

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Fulbright Australia 2006 Project of the Year