ACT Flexible Education
Be yourself; Everyone else is already taken.
— Oscar Wilde.
Muliyan is a place for learning, a place to explore inquiry and passion, a place to connect with oneself and others and a place to test new boundaries. Muliyan is a future focused educational program based within the ACT that focuses on future focused pedagogy and practice, placing paramount importance on the individual student and their needs to tailor a personalized educational package.
Hi y’all, welcome to week 5 art. So you’re a diverse bunch and as such I’ve decided to throw a few different arts resources and ideas at you this week. There’s things here that fit with each of your area’s of interests and passions, so go nuts – this week it’s all about being creative.
Achievement Standards – Visual Arts (Yr 7 – 8 / 9 – 10)
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.
Creative Ideas and Resources
Anime Fans – check the list below and get going:
Spray Art – there’s a few of you into spray art right now, and fair enough too it’s freakin’ cool. So check out the idea’s below for some great inspiration, potential projects etc.
Achievement standards for this lesson:
Year 9 – Students listen for ways texts position an audience.
Year 10 – Students listen for ways features within texts can be manipulated to achieve particular effects.
What is spoken word poetry?
Spoken word poetry is a word-based performance art where speakers engage in powerful self-expression by sharing their views on particular topics for a live audience, focusing on sound and presentation. Spoken word performances require memorization, performative body language (like gestures and facial expressions), enunciation, and eye contact with viewers.
Spoken word poetry is a form of poetry that doesn’t have to rhyme, but certain parts can be rhymed to emphasize an image or give it a lyrical quality. Spoken word poems will sometimes contain elements of hip-hop, folk music, or jazz to enhance the rhythmic presentation.
Familiarise yourself with the following list of poetic devices, they will come in handy later!
Compare the following poem in written form and as a spoken word presentation, then think about these questions:
Is this engaging? What makes the video more or less engaging than reading the poem? What are the devices (above) used by Maia Mayor to connect with the audience? Are these devices used in other forms of text?
Now, please watch ‘To This Day’ by Shane Koyczan and think about these questions:
How did this make you feel?
Do you think it was more engaging because of the way it was presented?
Please download the worksheet below and complete the activity. Once you have finished please hand it in to Erin. If you need any help, ask one of your teachers!
| Historical Skills | Historical Knowledge |
| Academic standards: Year 8: Students can identify questions to frame an historical enquiry. Year 9: When researching, students develop different kinds of questions to frame a historical inquiry. Year 10: When researching, students develop, evaluate and modify questions to frame a historical inquiry. | Academic standard: The environment movement (the 1960s – present) – Significant events and campaigns that contributed to popular awareness of environmental issues |
What does that mean?
Historical Inquiry: History provides us with a way of thinking about the past. The use of historical inquiry shows students a way to inquire into, organise and explain events that have happened. Historical inquiry is the process of “doing history”.
It is a cyclical process that begins with the asking of guiding historical questions. This process is followed by locating and analysing historical sources to establish historical evidence. The historical evidence is then used to construct historical interpretations that seek to answer the guiding historical questions.
There are six generic questions which you can use to guide your inquiry:
Note: In this context, force is talking about things that pressure a historical event into happening. For example, we might be talking about the “market forces” that surround economic recessions.
What are we going to do with this?
Step 1: Plan a topic:
Write/record a short passage (50 to 100 words long) on what you know about how Chernobyl changed the Environmental Movement.
If this doesn’t work for you, maybe choose from the following: Some examples:
Step 2: Choose the most significant event from your chosen topic and ask the following questions:
Note: You need to find some sources to describe the majority of these.
Step 3: Create or update a timeline and place this event into it
How will you know you are done?
Differences by year levels:
https://drive.google.com/open?id=17vx24q7lnIfjSo5hH3_1HxS915gwK1U4
| Historical Skills | Historical Knowledge |
| Academic standard: Year 9: Students interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Year 10: Students process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. | Academic standard: The environment movement (the 1960s – present) – Significant events and campaigns that contributed to popular awareness of environmental issues |
Questions you should ask yourself when you see a source:
Practice makes perfect
On-topic
For each of the following sources, answer all of the previous questions.
(use the following google doc)
Questions:
Now personalise:
Think of some sources of information that you’ve used to make a decision or to inform your worldview. This might be:
Your sources for your information can be anything, movies, images, posters, music, news articles, blog posts, etc.
Find 3 sources and ask the questions about sources for each of them:
Upload this work to your Wabisabizen/OneNote portal
Yeah look, it’s another pun, this topic is about impressionism #sorry,Notsorry
Any way, achievement standards and all that…
Achievement Standards:
Yr 7 / 8: students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They evaluate how they and others are influenced by artworks from different cultures, times and places.
Yr 9 / 10: students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places.
Again, big focus on ‘what is this’, ‘what is it about’, ‘how can I use it in making my own art’ – the ‘it’ this week is impressionism.
Impressionism:
Key points:
Can I bring my own interests into impressionism?
Yep, of course. I’ve included a bunch of images below that explore impressionism based on y’alls interests:
Task for Growing Unerstanding:
Lets get creative – pick a subject:
If the creating part isn’t your bag, read on…
1860s – American Civil War
1870s – Franco – Prussian War
I’ve included below some art work examples of both wars that incorporate impressionism. I’d like you to be able to address the following questions:
Welcome to Friday y’all. Here’s an achievement standard…
HPE Achievement Standard: students critically analyse contextual factors that influence identities, relationships, decisions and behaviours.
Great, good stuff. So, identity is like an onion…so are ogres, they have layers #SorryNotSorry
Discussion – The identity onion: What do we think about this? What does it mean?
Our Mind Map will go here:
Task for growing understanding:
Achievement standards:
Y8: They describe index laws and apply them to whole numbers.
Y9 & 10: Students apply the index laws to numbers and express numbers in scientific notation.
So, to cover this standard, you will need to be able to answer and do the following:
Task: Complete the attached worksheet as we go
Does this look familiar?
It is an index!
Key Points:
So…
This looks super complicated, BUT it isn’t once explained! I promise!
Practice:
Do you now understand?
Now:
Can you now understand?
| Historical Skills | Historical Knowledge |
| Academic standard: Students explain the significance of these events and developments over the short and long term.Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. | Academic standard: The environment movement (the 1960s – present) – Significant events and campaigns that contributed to popular awareness of environmental issues |
One of the roles of being a historian is to explain to people who weren’t there, what happened, why it happened, and how that event impacted future events. Importantly, they also to understand that just because you read it in one place, doesn’t mean it’s accurate or even an honest attempt at informing other people.
Chernobyl
In the immediate aftermath of the accident, an area of about four square miles became known as the “red forest” because of how so many trees turned reddish-brown after absorbing high levels of radiation.
Today, the exclusion zone around Chernobyl is, surprisingly, full of life. Mostly due to the exclusion of human activity around the accident site. The numbers of wildlife have increased dramatically, from lynxes to elk. In 2015 scientists estimated there were seven times as many wolves in the exclusion zone than in nearby comparable reserves. Many trees have regrown, although scientists have found elevated levels of cataracts and albinism, among a lot of wildlife species in the area.
Practice makes perfect
From at least one of the following topics:
Write about what specific events lead to the developments (events and developments) you found and do so from at least two perspectives (for example, from both Western Nations and the USSR)
Upload this work to your Wabisabizen/OneNote portal
Achievement Standards:
Y8: They listen for and identify different emphases in texts, using that understanding to elaborate on discussions.
Y9: They listen for ways texts position an audience.
Y10: They listen for ways features within texts can be manipulated to achieve particular effects
The first step in analysing any texts is to look at:
T: Text Type
A: Audience
P: Purpose
Last term we looked at what a text is. So… What is it?
Last week we started to look at what an audience and how to tell who the intended audience is through introducing the idea of purpose.
A writer normally has an aim when writing a text – they want to have an effect on their reader.
A text can have many purposes. Some examples are to:
Texts can have more than one purpose, eg a writer could entertain and inform, or they could inform and persuade the reader.
When we talk about the purpose of a text, we are talking about what the writer wants to achieve. Writers use language and structural features to deliberately appeal to their intended audience.
An author may have a purpose, but it may impact the audience in a different way to what is intended. What we are going to look at is HOW different texts impact YOU!
So….. We are going to listen to, watch and read different texts. Think about
Example:
The task Instructions:
Now think of either the last:
Answer the questions and add:
4. Why did you read/watch/listen to this song?
Sorry – that’s a truly terrible title, I know. It’s 9:20pm and it’s time for dad jokes, so bear with me here and I assure you we’ll get somewhere:
Ok sorry, I’ll stop.
Achievement Standard Time
Yr 7 / 8: students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They evaluate how they and others are influenced by artworks from different cultures, times and places.
Yr 9 / 10: students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places.
Lets take a look at something that kinda looks like a self portrait of me:
See? Almost identical, the resemblance is uncanny. Any way, over to you all for a second, lets have a chat.
Discuss: What do you see? What is the image conveying? How does it do this?
Cool, good chat. So, here’s some info for your minds:
General Overview
The Expressionist movement started in Germany. These artists wanted to paint about emotion. It could be anger, anxiety, fear, or peacefulness. This wasn’t a completely new idea in art. Other artists like Vincent Van Gogh had been doing the same thing. However, this was the first time this type of art had been given a name.
When was the Expressionism movement?
The Expressionist movement occurred during the early part of the 1900s.
What are the characteristics of Expressionism?
Expressionist art tried to convey emotion and meaning rather than reality. Each artist had their own unique way of “expressing” their emotions in their art. In order to express emotion, the subjects are often distorted or exaggerated. At the same time colours are often vivid and shocking.
Famous Expressionist Artists
Interesting Facts about Expressionism
Task for growing understanding
So i’ll give you some choices right now – some of you may want to work individually on your own and create, in that case dive right in. You’ll need to provide me with a written statement (only 1 – 2 paragraphs) stating why your art work is connected to expressionism and what it is conveying.
Alternatively – pair up and create a portrait of your partner in an expressionist style. You must be able to unpack your intentions (Why is it expressionist? What have you done to ensure it fits the style? What were you intending on conveying). Check below for some inspiration:
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