My treasure — integrated learning - lrr.cli.det.nsw.edu.auMy Treasure integrated learning ... This...

My Treasure

I connect, collaborate and create in my place. I explore my special place. I see the small treasures. I express my ideas and values. I communicate my view through imagery and writing.

My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, Science

Summary Duration

I connect, collaborate and create in my place. I explore my special place. I see the small treasures. I express my ideas and values. I communicate my view through imagery and writing.

Sample: 4 weeks term of 10 lessons for distance education. Written by the Primary Distance Education Alliance (Bourke Walgett SODE, Dubbo DE & Hay SOTA). See NSWDEC Scan Journal Vol 33 No 1 for story.

COPYRIGHT

© State of New South Wales, Department of Education and Communities, 2013

Published by

NSW Department of Education and CommunitiesLevel 1 Oxford StDarlinghurst, NSW 2010

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DISCLAIMER

In compiling the information contained in and accessed through this resource, the Department of Education and Communities has used its best endeavours to ensure that the information is correct and current at the time of publication but takes no responsibility for any error, omission or defect therein.


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceTo the extent permitted by law, the Department of Education and Communities its employees, agents and consultants exclude all liability for any loss or damage (including indirect, special or consequential loss or damage) arising from the use of, or reliance on the information contained herein, whether caused or not by any negligent act or omission. If any law prohibits the exclusion of such liability, the Department limits its liability to the extent permitted by law, for the resupply of the information.

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This resource may contain links to third party websites and resources. NSW Department of Education and Communities is not responsible for the condition or content of these sites or resources as they are not under the control of the NSW Department of Education and Communities.

This material is licensed under the National Educational Access Licence for Schools (NEALS). Schools administered or represented by parties to NEALS may freely reproduce and/or make available online or electronically transmit this material in whole or part for educational uses.

This unit contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.


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Outcomes Other KLA Outcomes

English K-10

ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences

EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences

EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

Science K-10STe-4WS explores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideasST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others knowST2-4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertakenST3-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures

Creative Arts - Visual Arts - Places and spacesFamiliar and unfamiliar built, natural, rural and urban environments as well as environments that are increasingly available as virtual spaces (e.g. computer game programs), are of great interest and curiosity. They provide a rich source of ideas in the making of artworks and the appreciation of art. Investigations can focus on close observation of the qualities of the built environment, such as heritage sites and urban and suburban places (e.g. schools, streets, parks, playgrounds, shopping centres, service stations, factories, churches, wharves and building sites).VAES1.1 MakingMakes simple pictures and other kinds of artworks about things and experiences. VAES1.2 Experiments with a range of media in selected forms.VAES1.3 Appreciating Recognises some of the qualities of different artworks and begins to realise that artists make artworks.VAES1.4 Communicates their ideas about pictures and other kinds of artworks. VAS1.1 MakingMakes artworks in a particular way about experiences of real and imaginary things.VAS1.2 Uses the forms to make artworks according to varying requirements.VAS1.3 AppreciatingRealises what artists do, who they are and what they make.VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.VAS2.1 MakingRepresents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.VAS2.2 Uses the forms to suggest the qualities of subject matter.


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VAS2.3 AppreciatingAcknowledges that artists make artworks for different reasons and that various interpretations are possible.VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniquesVAS3.1 Making Investigates subject matter in an attempt to represent likenesses of things in the world.VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways.VAS3.3 AppreciatingAcknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.VAS3.4 Communicates about the ways in which subject matter is represented in artworks.Human Society and Its Environment - Patterns of Place and LocationENES1 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments ENS1.6 Demonstrates an understanding of the relationship between environments and peopleENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environmentsENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their Environment.

Unit overview Learning Across the Curriculum

I connect, collaborate and create in my place. I explore my special place. I see the small treasures. I express my ideas and

Sustainability

Sustainability is concerned with the ongoing capacity of the Earth


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values. I communicate my view through imagery and writing. My Treasure is an integrated curriculum unit for Early Stage 1 to Stage 3 for Creative Arts, Science and Technology and Human Society and Its Environment. The writing components are matched to the Literacy Continuum for the relevant stage groups.In this unit students: explore different artforms that represent treasures of different

kinds learn about artists that have created artworks inspired by

nature write and record an Artist Statement about their own work write a piece of imaginative text about their artwork record their artist’s journey in a Visual Arts Diary or Scrapbook.Students work towards: displaying their works in a virtual gallery that will include their

classmates’ works also.

to maintain all life. (BOSTES NSW)This unit provides authentic contexts for students to explore, investigate and understand their nearby natural and made environments. Students investigate relationships between themselves and the surrounding environment. This is a key foundation concept of sustainability.Students are supported to articulate their connections with place and through this process demonstrate caring and protecting and express the value of natural and made environments significant to them. These connections build a student’s individual identity and well-being.

Aboriginal and Torres Strait Islander histories and cultures

The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area encompasses the concepts of Country and Place, People, Culture and Identity. Students will develop knowledge and understanding of Aboriginal and Torres Strait Islander history and culture in Australia.

Assessment overview

In the virtual exhibition I will communicate about treasures in my environment by: showing my artworks such as photos, film, drawings, paintings and /or musical soundscapes writing an artist statement to explain my artwork to the audience writing a short piece of creative textTask 1 Capturing My Treasure


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Early Stage 1 and Stage 1Take two photos of your treasure. Take the photos from two different angles - one from the front and one from the side. Place these photos in your Visual Arts diary or workbook beside each other.Stages 2 and 3Take four photos of your treasure when you find it and place it in your Visual Arts diary or workbook. Photograph it in four different ways:1 from the front2 from the side3 from the top4 create a shadow effect.Task 2 Artmaking

Early Stage 1 and Stage 1Take another two photos of your treasure and use Snapseed or a similar program to experiment with different filters and effects to change your photo. Explain why you chose to change it this way. Describe how this is different to your first photos.Stage 2Using another form such as drawing, create an image of your treasure. Explain why you chose to represent it this way and how it changes the way the audience sees your treasure.Stage 3Using another form such as drawing or painting, create an image of your treasure. Explain the form you chose and why it suits the meaning you wished to convey. Start your artmaking and have fun! Make sure you take time over the next three sessions for your artmaking. Spend from 20 to 30 minutes each session to develop your artwork.Task 3 Artist Statement

Early Stage 1 and Stage 1Write one or more sentences for your artist statement. Explain why you chose this treasure. Describe how you made your artwork.Stage 2Write one paragraph for your artist statement. Explain the importance of this treasure to you. Describe your artwork and how you created it.Stage 3


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Write two paragraphs for your artist statement. Explain the significance and special qualities of your treasure and why you chose it. Describe your artwork/s and provide some details about the materials and technique/s you used.NB Task Assessment Rubrics are at the end of this document.

Content Teaching, learning and assessment Resources

The following icons are used to denote the types of activities or processes students will use: Sharing

Writing Listening Record Practical task Discuss Internet Use your computer Thinking and reflecting

EnglishEarly Stage 1 - Expressing themselvesStudents:Engage personally with texts share responses to aspects

of a text that relate to their own life

Respond to and compose texts compare and connect own

experiences to those depicted in stories

compose simple written and visual texts that include aspects of home,

Lesson 1 Discovering artistsIn the virtual exhibition I will communicate about treasures in my environment by: showing my artworks such as photos, film, drawings,

paintings and /or musical soundscapes writing an artist statement to explain my artwork to

the audience writing a short piece of creative text.Teachers: Encourage students to use their visual arts diaries for collecting ideas, ephemera such as leaves and twigs, drawings and images.

Artists create artworks for a variety of reasons and audiences. They can use their environment to inspire the creation of their artworks. Sometimes they see a big picture or they might zoom in and see one small part. When artists create an artwork it is because they treasure what they see and make.

What is a treasure? Discuss and collect your

Stimuli

Stimuli books for family groupsImages and photos for students without internet access for Activity 1Discovering Artists Student worksheets including See Think Wonder chart and questionsA4 Visual Arts diary for each studentFor drawingCharcoal pencil, Artline pen, marker, texta, crayons, A3 art paper (2 sheets optional for soundscape and final work)Magnifying lensDigital cameraRecording deviceSoftware


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personal and local community life

use visual, multimodal and digital processes to represent simple aspects of home and community life

EnglishStage 1 - Expressing themselves Students:Engage personally with texts recognise and begin to

understand that their own experience helps shape their responses to and enjoyment of texts

Respond to and compose texts compose simple print,

visual and digital texts that depict aspects of their own experience

EnglishStage 2 - Expressing themselves Students:

thoughts in your Visual Arts Diary.

Let’s look at these artworks by Andy Goldsworthy. He created them from things he saw and treasured in his environment.www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/works.html (accessed 29.08.2013)

Visit the link below and consider what Andy Goldsworthy says about why he explores his environment: “I stop at a place or pick up a material because I feel there is something to be discovered. Here is where I can learn.”http://redstarcafe.wordpress.com/2008/02/29/the-environmental-art-of-andy-goldsworthy/ (accessed 05.09.2013)

Questions for discussion about Andy Goldsworthy’s artworks: What can you see? Where are they found? How does the environment affect the artwork? What do you notice about the effect of the light?

What time of day were the photos taken of the artwork?

What can you see in the big picture? Describe it. What has been zoomed in on? Describe it. What kind of form do you think it is?

Go outside and imagine you are Andy looking for a treasure in your garden. Think about some of the questions that helped you focus on Andy’s artworks. What would he treasure in your garden and why?

IRFANVIEW, Audacity, Photoshop Elements for manipulating images, Snapseed for manipulating photos. Snapseed is a free program that can be downloaded from http://snapseed.en.softonic.com/ or from the iTunes store on your mobile device.WebsitesUse an electronic copy of this document to ensure easy access to websites listed below.My Place www.abc.net.au/abc3/myplace/Padlet resources http://padlet.com/wall/PrimaryDistanceEdAlicia’s soundscape from Why Music (Track 5) NSW DET Distance Education Stage 4.Music in the Bushwww.tale.edu.au/tale/components/includes/trap.html?uid=ODEyM0BUYUxFXzIwMDVfREVUTFJNX1Yy (DEC only)Alternate picture books

Early Stage 1Peepo, Janet and Allan AhlbergStage 1That’s not a Daffodil, Elizabeth HoneyLuke’s Way of Looking, Nadia Wheatley and Matt Ottley


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http://www.tale.edu.au/tale/components/includes/trap.html?uid=ODEyM0BUYUxFXzIwMDVfREVUTFJNX1Yy



http://padlet.com/wall/PrimaryDistanceEd

http://www.abc.net.au/abc3/myplace/

http://snapseed.en.softonic.com/

http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/works.html

http://www.ucblueash.edu/artcomm/web/w2005_2006/maria_Goldsworthy/works.html



Engage personally with texts recognise how aspects of

personal perspective influence responses to texts

Develop and apply contextual knowledge draw connections between

personal experiences and the worlds of texts, and share responses with others(ACELT1596)

Respond to and compose texts consider and discuss ideas

drawn from their world and the worlds of their texts

Stage 3 - Expressing themselves Students: Engage personally with texts recognise that ideas in

literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and

At the end of the unit you are going to exhibit your artworks in a virtual gallery. You will make an artwork inspired by a treasure you find. What will you find in your environment? Will you look at the big picture or zoom in on one small treasure?Lesson 2

Exploring images and texts

Students explore stimuli including images, objects and texts through questions, discussion and identifying treasures. Teachers: Choose one of the three images or texts appropriate for your students. Students record their answers in their visual arts diary.Stimulus 1Images of treasuresView each of the three images – the flower, the bee and flower and the rusty machinery.

For each image, explore the following questions. Discuss your answers. Describe what you see. Where is the treasure in

this image? Look at the whole image. What can you see? Describe the treasure: How does it look (colour,

shape texture)? What is happening to the treasure? Why is this a treasure? What makes it special? Who else would think this is a treasure and why? Why was this photo taken? What might have happened to the treasure after

this photo was taken?Stimulus 2Islands in My Garden by Jim Howes and Roland Harvey Teachers: The boys, as storytellers, invite you, the reader, to go sailing around their backyard. With

Swirl by Swirl, Spirals in Nature, Joyce Sidman, pictures, Beth KrommesSample Visual Arts Diaries www.artgallery.nsw.gov.au/insideartexpress/2012/diaries/https://artvisual.wikispaces.com/The+Body+OF+WorK+and+Visual+Arts+Process+Diary

Stimulus images

Retrieved August 2013- source unknown


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https://artvisual.wikispaces.com/The+Body+OF+WorK+and+Visual+Arts+Process+Diary



http://www.artgallery.nsw.gov.au/insideartexpress/2012/diaries/

http://www.artgallery.nsw.gov.au/insideartexpress/2012/diaries/



responses(ACELT1610) Develop and apply contextual knowledge make connections between

students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts(ACELT1613)

Respond to and compose texts compose a variety of texts,

eg poetry, that reflect their understanding of the world around them

Science and TechnologyEarly Stage 1Working ScientificallyStudents communicate by: using a range of methods

to share observations and ideas, such as drawing, informal and guided discussion, role-play, contributing to joint

them, you will explore the islands, caves, valleys, forests and underground cities. You will meet the strange inhabitants, and, if you look closely, you'll find a place full of surprises.Note: This book is currently out of print. Check your library. See resources section for alternate suggestions.

Look at the front cover and think about the title.How do you think there can be an island in a garden?What are the boys doing? What treasures or special things do you think they will find? What interesting things can you see on the front cover?Look at the first double page spread in the story. You can see the whole back yard. Discuss all the places you think the boys will sail to and predict what special treasures they could find in each place.Read the book.List some of the things the boys saw on their tour of the back yard. Which ones were natural or living things, and which ones were manmade? Which ones did you like the best? Why?At each island, the illustrator has zoomed in and we see a very close up look of what is there. Why do you think he has done that? (Look at the first and last double spread in the book for comparison). How would your idea of what the boys saw as great surprises be different if the islands were all drawn from a distance?Look at the last double spread. What perspective has the illustrator given us? Why? (A wider perspective, showing the big picture. It shows that while the boys’ backyard seemed like an ocean with islands to them, their whole house and yard is but an island in the bigger picture).

Acknowledgement:: Photos of bee by Samantha Newnham and rusted machinery by teacher, NSW Department of Education and Communities

Stimulus 2Islands in My Garden by Jim Howes and Roland Harvey


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construction of short texts and/or using digital technologies(ACSIS012)

Stage 1 - Working Scientifically Students communicate by: representing and

communicating observations and ideas using oral and written language, drawing and role-play(ACSIS029, ACSIS042)

Stage 2 - Working ScientificallyStudents communicate by: representing and

communicating ideas and findings in a variety of ways such as diagrams, physical representations and simple reports, tables, simple column graphs, written and oral factual texts, explanation and argument (ACSIS060, ACSIS071)

Stage 3 Science and Technology ST3-2VA

What treasures or special things do you think you could you find in your own backyard?Once you have read the book and discussed the questions, you might like to get your students to read the book again and look for the humour in the pictures.Find the: baby in the blue onesie. What is he doing? little ‘people’ people doing strange things unusual animals for a backyard signs on the last double spread.Stimulus 3The Story of Rosy Dock by Jeannie BakerTeachers: Throughout the discussion about the illustrations, keep in mind that Jeannie Baker creates her illustrations through miniature collage constructions. She likes to use actual textures from materials portrayed in the book such as bark, feathers, cracked paint, earth, wool and tin so that their natural textures become part of the work. You may like to bring this concept to the students’ attention as a consideration for their own artwork.Teachers: * Please note the nudity of the main character may cause concern.

Before reading this text make a prediction about who or what you think Rosy Dock might be in your diary. Why do you think this?Read the text.After reading the text, has your idea of Rosy Dock changed? How?Do you think Rosy Dock was a treasure? Why/why

Howes, J, Harvey, R., Islands in My Garden . Penguin Group Australia, 2002.

The Story of Rosy Dock by Jeannie Baker (age 4-6yrs)


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demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping

not?How do you think Jeannie Baker has created her illustrations and do you think they are effective? Why/why not?Choose one double page that you liked the illustrations of. In your diary list everything that you can see on this page that catches your attention. For every object that you chose think about why it might have been chosen as a focus by Jeannie Baker.When Jeannie Baker creates her illustrations she often uses magnifying glasses and microscopes. How do you think this would impact her art making? What else might you see if you looked at her illustrations through a magnifying glass?Do you think your treasure might change if you looked at the same area with a magnifying glass? What else might you see?Lesson 3I explore my special place

Students complete a See-Think-Wonder chart of Treasures in my environment, take photos and listen to sounds.Teachers: Use the See Think Wonder worksheet to stimulate curiosity and set the stage for inquiry. The Treasures chosen by students may have a history extending back in time. This may lead students to connect their treasure to country and consider Aboriginal Histories and Cultures.Exploring

Spend some time in your environment and observe different items, plants, animals and any interactions. Use a magnifying glass if you have one.

Baker, J. The Story of Rosy Dock, A Mark Macleod Book, Random House Australia, 1995.www.jeanniebaker.com/focus_web/deser_river.htm

Glossary

Artworks1. Illustrations, photographs, or other non-written material prepared for inclusion in a publication.2. Paintings, drawings, or other artistic works.Art appreciatingThe act of looking at, talking about, valuing, reading and writing about artists' artworks. Discussions may include how


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http://www.jeanniebaker.com/focus_web/deser_river.htm


Content Teaching, learning and assessment ResourcesIt will help you see small details.Find and look closely at one or more treasures that you think are special.Choose a treasure as the subject of your artwork/s to exhibit in the virtual gallery at the end of this unit. Organise your ideas using the following questions.

Record your ideas using images, audio and/or words. What do you see? What does it look, feel, smell,

and sound like? It is natural or manmade? Alive or not alive? Plant or animal? Is it still in its original environment?

What do you think about your treasure/s? Why did you choose this as your treasure/s?

What does it make you wonder about it/them? Where did it come from? How did it get there? Why is it there? What’s going to happen to it? Is it going to stay there?

Does this treasure help you connect more deeply to your place? Think about why this connection to country is important for Aboriginal people.

How can you look after your treasure?Thinking

Is your treasure about the big picture or is it a small item from your environment? Where is it?Listening

Close your eyes. Listen for sounds and then draw your interpretation of the sound/s around you on an A3 sheet of paper. If there is time, you can explore more sounds by swapping your sheets. Play the sounds as you interpret them from the sheet or

artists have made their works and why. Art appreciating helps develop an informed opinion of an artwork.ArtformsThe different ways and media that can be used to express the artist's intentions. These include drawing, painting, sculpture, photography, film and video, performance (dance and drama), textiles and fibre.Artist statementA brief statement of an artist's intention through their work. It provides basic information about why you made your artwork, what inspired you to make it, what it means or represents, what is unique or special about it, how you made it and what it means to you.ArtmakingThe production of art. The practice of making an artwork. Artworks can be made in different forms.AudienceThose who will view and appreciate the artwork.CriteriaThe list of standards or expectations of performance used for assessment.Soundscape


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Content Teaching, learning and assessment Resourcesgraphic score.Taking photos of your treasure

Remember to take time doing this activity so that you look closely at your treasure from different angles.Extension: If you decide to draw, find three treasures and sketch an A4 image using a pencil, an inkpen and a marker. Fill the page with the objects.Photography taskSpend 20 to 30 minutes taking photographs or drawing.Early Stage 1 and Stage 1Take two photos of your treasure. Take the photos from two different angles - one from the front and one from the side. Place these photos in your Visual arts diary or workbook beside each other.Stages 2 and 3Take four photos of your treasure when you find it and place it in your Visual Arts diary or workbook. Photograph it in four different ways:1 from the front2 from the side3 from the top4 create a shadow effect.Think about how you see your treasure in different ways.

Lesson 4Discovering ArtmakingStudents select the form they are going to use and start creating.Teachers: Students can express their work using digital forms or multimedia and use more than one form. * Please be aware that when going to the

The sounds heard in a particular location and recorded.

Instructions for using Padlethttp://padlet.comFollow the instructions on Padlet to set up a wall for your virtual gallery.On the Padlet wall, double click in a clear space.A text box will appear. Type in your first name. Hit the enter button and then type in the name of your file.Click on the link icon and upload your file.Click in the clear space again to save your material.Repeat this for the other files.

Your work now appears on the Padlet wall.


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http://padlet.com/


Content Teaching, learning and assessment Resourceswebsites below you may encounter nude images.

Artists use various forms to communicate their work. Forms include drawing, painting, sculpture and 3D forms, fibre, photography and digital forms such as film. Artists use different techniques, media and tools to create their artworks.

View these examples of the forms in the Art Gallery of NSW online collection or visit an art gallery in person.Look at paintings and sculptures www.artgallery.nsw.gov.au/education/education-materials/education-kits/australian-art/Go to the Sculpture by the Sea site and view one of the galleries such as Bondi www.sculpturebythesea.com/Home.aspxLook at drawings by William Dobell www.artgallery.nsw.gov.au/collection/works/?media=drawing&sort_by=artist&artist_name=William+dobell

While you are viewing a selection of drawings, paintings and sculptures, think about how the artists used different techniques.Look closely at the artworks – how would you describe the shapes, lines, colours, size, contours, features, materials and textures?Does the artwork remind you of anything?

Watch Suzanne Archer talking about how she went into the bush to collect things for her studio to inspire her drawingswww.artgallery.nsw.gov.au/education/education-


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http://www.artgallery.nsw.gov.au/education/education-materials/education-kits/drawing/artists-in-their-studios/

http://www.artgallery.nsw.gov.au/collection/works/?media=drawing&sort_by=artist&artist_name=William+dobell



http://www.sculpturebythesea.com/Home.aspx

http://www.artgallery.nsw.gov.au/education/education-materials/education-kits/australian-art/

http://www.artgallery.nsw.gov.au/education/education-materials/education-kits/australian-art/


Content Teaching, learning and assessment Resourcesmaterials/education-kits/drawing/artists-in-their-studios/

Go to dot point 12 and do the activity with your treasure and explore the effect of light on your treasurewww.artgallery.nsw.gov.au/education/education-materials/education-kits/drawing/drawing-activities/

Listen to Alicia’s soundscape recorded from where she lives. Where do you think she is?What sounds are in your environment to tell you where you are?For the activity about Alicia’s soundscape, students may want to use a recording device.

Now it’s your turn to make your artwork about your treasure. Choose a form for your artmaking. If you like you can use two forms and include music and movement to go with your artwork! If you decide to record sounds from your environment, you will need a recording device.Think about the following questions to focus and reflect on your artmaking.Look closely at the features of your treasure/s? Shapes, lines, colours, size, contours, characteristics, texture?Does your treasure remind you of anything that might help you with your artmaking? eg, a spiral shell reminds me of a spiral staircase.Do you want your artwork to look realistic or abstract?What materials do you want to use?Which parts of your treasure do you want to stand


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http://www.artgallery.nsw.gov.au/education/education-materials/education-kits/drawing/drawing-activities/

http://www.artgallery.nsw.gov.au/education/education-materials/education-kits/drawing/drawing-activities/




Content Teaching, learning and assessment Resourcesout?Who will be looking at your artwork? Who is your audience?

Criteria for your artmakingEarly Stage 1 and Stage 1Take another two photos of your treasure and use Snapseed or a similar program to experiment with different filters and effects to change your photo.Explain why you chose to change it this way.Describe how this is different to your first photos.Stage 2Using another form such as drawing, create an image of your treasure.Explain why you chose to represent it this way and how it changes the way the audience sees your treasure.Stage 3Using another form such as drawing or painting, create an image of your treasure.Explain the form you chose and why it suits the meaning you wished to convey.

Start your artmaking and have fun! Take time over the next three lessons for your artmaking. Spend from 20 to 30 minutes each lesson to develop your artwork. Continue your artmaking.

Reflect on your artmaking, by collecting your ideas using the questions below: Is your artwork looking how you wanted it to?

What do you like about it? Are there any changes you’d like to make? Is there

anything your need to add or take away? Why?


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Content Teaching, learning and assessment ResourcesLook back at some of the artworks you have seen at for some further inspiration for your artmaking.

How does your artwork reflect your treasure? Does it represent your thoughts on your treasure?

Now is the time to complete your artmaking. You should have an artwork at the end of this session.Take a series of photos of your completed artwork and choose one to exhibit in the virtual gallery. If photos are your artworks, just choose one to exhibit.

Lesson 5 Writing my Artist Statement Artists write Artist Statements to tell other people about their artworks.

Look at the following videos showing students and their artist statements including a description of their artworks and what inspired them.Video 1 Students talk about their artworks based on the works of famous artists www.youtube.com/watch?v=hHwX-dk3G2EVideo 2 Art presentations by students from Uru, a village in Tanzania, Africa. Their village grows most of its own food and is part of a project to provide a sustainable water supply. www.youtube.com/watch?v=BjF8CQcbVqEVideo 3 Aussie Kids Art Gallery is worth a look! www.youtube.com/watch?v=h6WZmYOkxLo

Write your own artist statement.Your artist statement tells other people some things


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Content Teaching, learning and assessment Resourcesabout why you selected this treasure and how you created your artwork.

Criteria for your artist statementEarly Stage 1 and Stage 1Write one or more sentences for your artist statement.Explain why you chose this treasure.Describe how you made your artwork.Stage 2Write one paragraph for your artist statement. Explain the importance of this treasure to you. Describe your artwork and how you created it.Stage 3Write two paragraphs for your artist statement. Explain the significance and special qualities of your treasure and why you chose it. Describe your artwork/s and provide some details about the materials and technique/s you used.

Revisit the See-Think-Wonder chart from Activity 3 to remind you what was wonderful about your treasure.What do I see, think and wonderTeachers: Write the following text on the board.“I looked through a window. I saw a treasure.” Revisit the See-Think-Wonder Chart from Activity 3 to remind you what was wonderful about your treasure. Place a picture of your treasure in the centre of a page in your visual arts diary. You can print, cut and paste a picture into your visual arts diary or do this in Microsoft Word and stick it in your visual arts diary later.


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Write words and phrases around your treasure to describe it and why it is special. These words could include:Fragile, brown dirt, delicate, flower, yellow, soft petals, silver, green leaves, surprising, growing out of cracked earth.You can include other words you think are appropriate.

Retrieved August 2013- source unknown

Lesson 8 What Do I See?The following activities are based on a workshop with the author Jane Carroll.

Teachers: Early Stage 1 and Stage 1Read, prompt, ask questions and guide students explicitly through this activity. Follow all questions and directions to ensure the writing is completed correctly. Prompt students with descriptive language and ideas to support their writing. Give students some different examples. Some students may need more prompting to draw more of their ideas, as sometimes


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Content Teaching, learning and assessment Resourcesimages can get “stuck” in our heads.

Explore other treasures over time. Visit the My Place website and think about treasures at a particular time.http://www.abc.net.au/abc3/myplace/

You are going to write a description of your treasure for others to read. You will use descriptive words and language features.Write the words below on a page in your visual arts diary. “I looked through a window. I saw a treasure.”

Imagine you are looking through a window. Decide in your head which window you are looking through. It can be a house window, a car window or any type of window. Remember not to tell anyone, just decide in your head. Have you got it?Now, look through the window. You can see your treasure. What type of treasure is it?

Early Stage 1 and Stage 1Draw what you can see through your window.

Stages 2 and 3 Write your thoughts in your visual arts diary. For example, “A bright yellow daisy”.

Now we are going to think and write about what your treasure looks like. You can use your brainstorming from early in this activity and your picture to help you write. Follow the questions below


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http://www.abc.net.au/abc3/myplace/


Content Teaching, learning and assessment Resourcesto help your writing.

Early Stage 1 and Stage 1 What does your treasure look like? How do you know? What is happening that makes you see this? Look at the picture you drew to help you explain

your ideas. Write down your thoughts.For example, “I saw my treasure growing in the brown dirt. The soft yellow petals were glowing in the sun. It looked delicate, sitting in the dry dirt”.

If you like, experiment with your treasure talking to you. What is it saying to you? Why?

Stages 2 and 3 Consider the following questions and write some ideas for each. You can use your brainstorming from earlier to help you. What does your treasure look like? How do you know? What is happening that makes you see this?Write down your thoughts as the beginning of your imaginative writing paragraph. Is it morning, afternoon or night? How do you know?Write down your thoughts to extend your paragraph. What is the treasure doing? How do you know?Write down your thoughts to extend your paragraph. Where is it? How do you know?Write down your thoughts to extend your paragraph. Who is around? Are you alone?


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Content Teaching, learning and assessment Resources Is there someone else there? How do you know?Write down your thoughts to extend your paragraph. Could you imagine it somewhere else? How might it have changed over time? Is it the same or different?

To enrich our writing we can focus on using one of our senses without mentioning that sense.For example, I saw my treasure was growing in the brown dirt. The soft yellow petals were glowing in the sun. It looked delicate, sitting in the dry dirt.Extension activityIn the above example, cut out “I saw” and use present tense to show rather than tell what is happening.

Extend your imaginative writing by using other language features including similes, metaphors, and/or personification. For example:A yellow daisy caught my eye. It was struggling to reach for the moisture in the clouds, as it sat alone, cemented in the dry, cracked earth. Small, pointy, paper-thin petals framed the flower, seemingly soft, yet tough and rigid. The midday sunlight was casting a small shadow of the flower over the dusty land, which was once moist with sweet smelling rain. The shadow was the flower’s only friend in the dry, parched earth.

Lesson 9 Reviewing my final draftTeachers: When using this unit, make sure you know how to use Padlet (or alternative virtual gallery). If implementing for Distance Education you will need to provide training to supervisors. Be aware of file sizes when uploading. Remember to only include students’


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Content Teaching, learning and assessment Resourcesfirst names for privacy reasons.

Review, revise and reflect on your writing. Make sure you edit your work and check:

spelling grammar and punctuation capital letters and full stops.

Lesson 10 Exhibiting my work

Reread your Artist Statement and make any final changes to improve it.

Make sure you save three files for the virtual gallery. an image file of the photo of your treasure a word file of your completed Artist Statement an image file of your artwork.Be aware of file sizes when uploading. Remember to only include your first name for privacy reasons.

Upload your artwork and Artist Statement to your school’s own virtual exhibition space.

Get ready to share your Artist Statement with other students in the class during the next lesson.Practice speaking your Artist Statement aloud.Rehearse what you will say.

Lesson 11 Sharing my treasure

You can share your artworks and artists statements on display in the virtual gallery with other


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Content Teaching, learning and assessment Resourcesstudents in your class or school. Your class may wish to share your virtual gallery using video conferencing or another technology.

Evaluation

My Treasure includes three tasks that can be used as assessments. Students demonstrate an evolving practice as artists, moving towards achievement at the next stage.The following Assessment Rubrics are for Tasks 1, 2 and 3.

Task 1 Photography assessment

Early Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryPhotograph of the treasure

Science and TechnologyExplores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and ideas (Ste-4WS)

Creative ArtsVisual Arts - Making Makes simple pictures and other kinds of artworks about things and experiences. (VAES1.1)

Two photographs of the treasure are taken that conveys meaning and presented.

Two photographs of the treasure are taken and presented.

Two photographs are taken.

Photo composition, angle etc

Creative Arts

Two photographs of the treasure are taken and include other elements or with shadow

Two photographs are taken that include the treasure as the central element.

Two photographs include the treasure but it is not a central feature.


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceEarly Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryVisual Arts - MakingMakes simple pictures and other kinds of artworks about things and experiences. (VAES1.1)Experiments with a range of media in selected forms. (VAES1.2)Appreciating Recognises some of the qualities of different artworks and begins to realise that artists make artworks. (VAES1.3)

or light included that add context or meaning.

Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryPhotographs of the treasure taken and presented.

Science and Technology -Working Scientifically Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know (ST1-4WS)

Creative ArtsVisual Arts - Making Makes artworks in a particular way about experiences of real and imaginary things. (VAS1.1)

Two photographs of the treasure are taken that conveys meaning and presented.

Two photographs are taken and presented through.

Two photographs are taken.

Photo composition, angle, intention and meaning

Two photographs of the treasure are taken and include

Two photographs include the treasure as the central element

Two photographs include the treasure but it is not a central


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryHSIE - Patterns of Place and Location Demonstrates an understanding of the relationship betweenenvironments and people. (ENS1.6)

Creative ArtsVisual Arts – MakingUses the forms to make artworks according to varying requirements. (VAS1.2)Appreciating Realises what artists do, who they are and what they make. (VAS1.3)Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. (VAS1.4)

other elements or with shadow or light included that add context or meaning.

and in context. feature or composition could be improved.

Stage 2 Thorough, excellent Investigating, very good Emerging, satisfactoryPhotographs of the treasure taken and presented

HSIE - Patterns of Place and Location Describes people’s interactions with environments and identifies responsible ways of interacting with environments. (ENS2.6)

Creative Arts

Multiple photographs (4) of the treasure are taken from different angles to deliberately present its perspectives and features. The best photos are selected and presented.

Multiple photographs from different angles are taken and presented.

One or two photographs are taken and presented.


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 2 Thorough, excellent Investigating, very good Emerging, satisfactoryVisual Arts - Making Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter. (VAS2.1)Photo composition, angle, intention and meaning.

Creative ArtsVisual Arts - Making Uses the forms to suggest the qualities of subject matter. (VAS2.2)AppreciatingAcknowledges that artists make artworks for different reasons and that various interpretations are possible. (VAS2.3)Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques (VAS2.4)

The photographs include the treasure as the central element and have been specifically composed to convey additional meaning. Shadow and light have also been considered.

The photographs include the treasure as the central element and are shown in context. Other elements included in the photo add meaning.

The photographs include the treasure as the central element and is shown in context.

Stage 3 Thorough, excellent Investigating, very good Emerging, satisfactoryPhotographs of the treasure taken and presented

HSIE - Patterns of Place and Location Explains how various beliefs and practices influence the ways in

Multiple photographs (4) of the treasure are taken from different angles to deliberately present its perspectives and features.

Multiple photographs (4) are taken from different angles.

Two to four photographs are taken.


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 3 Thorough, excellent Investigating, very good Emerging, satisfactorywhich people interact with, change and value their Environment. (ENS3.6)

Creative ArtsVisual Arts - MakingInvestigates subject matter in an attempt to represent likenesses of things in the world. (VAS3.1)Makes artworks for different audiences assembling materials in a variety of ways. (VAS3.2)Photo composition, angle, intention and meaning

Creative ArtsVisual Arts - Making Makes artworks for different audiences assembling materials in a variety of ways. (VAS3.2)AppreciatingAcknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks. (VAS3.3)Communicates about the ways in which subject matter is represented in artworks. (VAS3.4)

The photographs include the treasure as the central element and have been specifically composed to convey additional meaning. Shadow and light have also been considered.

The photographs include the treasure as the central element and are in context. Other elements add meaning. Shadow and light are used effectively.

The photographs include the treasure as the central element with minimal additional elements.

Task 2 Artist statement assessment


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceTeachers: This is an opportunity to address English outcomes if they are explicitly taught within or alongside this unit.

Early Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryOne or more sentences for your artist statement.Explain why you chose this treasure and describe how you made your artwork.

Creative ArtsVisual Arts - MakingMakes simple pictures and other kinds of artworks about things and experiences. (VAES1.1)Experiments with a range of media in selected forms. (VAES1.2)Appreciating Recognises some of the qualities of different artworks and begins to realise that artists make artworks. (VAES1.3)Communicates their ideas about pictures and other kinds of artworks. (VAES1.4)EnglishResponds to and composes simple texts about familiar aspects of the world and their own experiences (ENe-11D)

A student:Draws on some personal experiences and topic knowledge to create texts.

Explains why the treasure was chosen and describes how the artwork was made.

A student:Discusses the audience and the purpose of the text.

Simply explains why the treasure was chosen and simply describes how the artwork was made.

A student:Shows an understanding that their ‘writing’ conveys a message.

Attempts to simply explain why the treasure was chosen and describe how the artwork was made.


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 1 Thorough, excellent Investigating, very good Emerging, satisfactoryOne or more sentences for your artist statement.Explain why you chose this treasure and describe how you made your artwork.

Creative ArtsVisual Arts - MakingMakes artworks in a particular way about experiences of real and imaginary things. (VAS1.1)Uses the forms to make artworks according to varying requirements. (VAS1.2)AppreciatingRealises what artists do, who they are and what they make. (VAS1.3)Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. (VAS1.4)EnglishResponds to and composes a range of texts about familiar aspects of the world and their own experiences (EN1-11D)

A student:Draws on personal experiences, other texts and research to create an information text

Explains the importance of the chosen treasure and describes how it was created in detail.

A student:Draws on personal experiences and topic knowledge to create texts.

Explains in some detail why the treasure was chosen and describes how the artwork was made.

A student:Draws on some personal experiences and topic knowledge to create texts.

Explains why the treasure was chosen and describes how the artwork was made.

Stage 2 Thorough, excellent Investigating, very good Emerging, satisfactoryOne paragraph for your artist statement. Explain the importance of this treasure to you and describe your artwork

A student:Draws on a number of personal experiences, other texts and researches widely to create an

A student:Draws on personal experiences, other texts and research to create an

A student:Draws on personal experiences, other texts and research to create an


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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 2 Thorough, excellent Investigating, very good Emerging, satisfactoryand how you created it.Creative ArtsVisual Arts - Making Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. (VAS2.1)Uses the forms to suggest the qualities of subject matter. (VAS2.2)AppreciatingAcknowledges that artists make artworks for different reasons and that various interpretations are possible. (VAS2.3)Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques (VAS2.4)EnglishResponds to and composes a range of texts that express viewpoints of the world similar to and different from their own (EN2-11D)

information text.

Thoroughly explains the importance of the chosen treasure and describes how it was created in great detail.

information text.


information text.


Stage 3 Thorough, excellent Investigating, very good Emerging, satisfactoryTwo paragraph Artist statement. Explaining

A student:Explains the significance and




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My Treasure integrated learning | Early Stage 1, Stage 1, Stage 2, Stage 3 | Creative Arts, English, Geography, ScienceStage 3 Thorough, excellent Investigating, very good Emerging, satisfactorysignificance and qualities of your treasure, why you chose it, describing your artwork/s and the materials and technique/s you used.Creative ArtsVisual Arts - MakingInvestigates subject matter in an attempt to represent likenesses of things in the world. (VAS3.1)Makes artworks for different audiences assembling materials in a variety of ways. (VAS3.2)AppreciatingAcknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks. (VAS3.3)Communicates about the ways in which subject matter is represented in artworks. (VAS3.4)EnglishIdentifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts (EN3-8D)

special qualities of the chosen treasure and why it was chosen, demonstrating deep thought and understanding of the treasure.

Simply describes the artwork and provides details about the materials and techniques used.

special qualities of the chosen treasure and why it was chosen.

Describes the artwork and provides details about the materials and techniques used.

special qualities of the chosen treasure and why it was chosen.

Simply describes the artwork and provides details about the materials and techniques used.

Task 3 Artmaking assessment


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Early Stage 1 and Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactory

Two photos of your treasure. Experimenting with your artwork using Snapseed or similar program. Explaining your choice of effects and how it is different to your first photos.Creative ArtsVisual Arts - Making Makes simple pictures and other kinds of artworks about things and experiences. (VAES1.1)Experiments with a range of media in selected forms. (VAES1.2)Appreciating Recognises some of the qualities of different artworks and begins to realise that artists make artworks. (VAES1.3)Communicates their ideas about pictures and other kinds of artworks. (VAES1.4)MakingMakes artworks in a particular way about experiences of real and imaginary things. (VAS1.1)Uses the forms to make artworks according to varying requirements. (VAS1.2)Appreciating

A student:Has taken two photos of the treasure and used computer software such as Snapseed to experiment using a range of filters and effects to change his/her photo. Demonstrates a sophisticated approach and tries new ideas.Uses detailed art language to explain why and describe how it is different to the first photo. Shows an evolving sense of how an artist works.

A student:Has taken two photos of the treasure and used computer software such as Snapseed to experiment using a range of filters and effects to change his/her photo. Demonstrates an adventurous approach and uses filters and effects.Uses some art language to explain why and describe how it is different to the first photo.

A student:Has taken at least one photo of the treasure and used computer software such as Snapseed to experiment using a range of filters and effects to change his/her photo. Demonstrates a general approach and uses a filter.

Gives a simple explanation why and describes how it is different to the first photo.


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Early Stage 1 and Stage 1 Thorough, excellent Investigating, very good Emerging, satisfactory

Realises what artists do, who they are and what they make. (VAS1.3)Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. (VAS1.4)

Stage 2 Thorough, excellent Investigating, very good Emerging, satisfactory

Using another form such as drawing. An image of your treasure, an explanation of how you chose to represent it and the way the audience sees your treasure.Creative ArtsVisual Arts - Making Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. (VAS2.1)Uses the forms to suggest the qualities of subject matter. (VAS2.2)AppreciatingAcknowledges that artists make artworks for different reasons and that various interpretations are possible.

A student:Has chosen another form such as drawing, to create a sophisticated image of the treasure.Uses detailed art language to explain the choice and how it changes the way the audience sees the treasure.

A student:Has chosen another form such as drawing, to create a detailed image of the treasure.

Uses some art language to explain the choice and how it changes the way the audience sees the treasure.

A student:Has chosen another form such as drawing, to create an image of the treasure.

Uses basic language to explain the choice and how it changes the way the audience sees the treasure.


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Stage 2 Thorough, excellent Investigating, very good Emerging, satisfactory

(VAS2.3)Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. (VAS2.4)

Stage 3 Thorough, excellent

Investigating, very good Emerging, satisfactory

Using another form such as drawing. An image of your treasure an explanation of how you chose to represent it and the meaning you wished to convey.Creative ArtsVisual Arts - Making Investigates subject matter in an attempt to represent likenesses of things in the world. (VAS3.1)Makes artworks for different audiences assembling materials in a variety of ways. (VAS3.2)AppreciatingAcknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks. (VAS3.3)Communicates about the ways in which subject matter is represented in artworks. (VAS3.4)

A student:Uses another form such as drawing or painting to create a sophisticated image of the treasure and communicates his/her intention clearly. Explains the choice of this form and why it suits the meaning the student wished to convey while demonstratin

A student:Uses another form such as drawing or painting to create a very good image of the treasure.Explains the choice of this form and why it suits the meaning the student wished to convey with detail.

Shows understanding that there is an audience for the artwork.

A student:Uses another form such as drawing or painting to create a satisfactory image of the treasure.Explains the choice of this form simply and why it is appropriate to convey the meaning generally.


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Stage 3 Thorough, excellent

Investigating, very good Emerging, satisfactory

g an evolving sense of how an artist considers the audience for the artwork.


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My treasure — integrated learning - lrr.cli.det.nsw.edu.auMy Treasure integrated learning ... This...

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