Teachers’ PackStorytellingFoundation Programme Curriculum Level 1 – 4

CopyrightCopyright of this document is held by Auckland Art Gallery Toi o Tāmaki, a part of Regional Facilities Auckland. No content from this document may be reproduced, transmitted or copied without our permission except for the purposes of private study and research, criticism and review, or education consistent with the provisions of Sections 40 to 44 of the New Zealand Copyright Act 1994. Failure to comply may be an infringement of the Act and could contravene obligations which the Gallery has to donors, lenders, artists and descendants with respect to the copying of works of art.

Māori ImagesAuckland Art Gallery Toi o Tāmaki is grateful to all the descendants who have given permission for images of their ancestors to be included in our database, some of which are reproduced in this document. These images have a special significance for Māori and we ask you to treat these images with respect. Please view and store these images in study areas only. The presence of food and drink or their display in inappropriate ways will denigrate their spiritual significance.

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Teachers’ Pack Storytelling 2

This guide provides all the information you need to prepare for your visit to the Gallery. Please read it thoroughly.

Contents

Before your visit � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4Vision and Purpose � � � � � � � � � � � � � � � � � � � � � � � � � � � 5Pre-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6Activity 3: Portrait Sheet � � � � � � � � � � � � � � � � � � � � � � � 8Post-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � 9Curriculum Links � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11Risk and Management Safety [RAMS] Checklist � � � � 12Location Map � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13Checklist for a Successful Visit � � � � � � � � � � � � � � � � � 14

Teachers’ Pack Storytelling 3

Before your visit

Before you come to the Gallery, please complete the following:

Pre-visit Documents

• Pleasereadthroughthepre-visitmaterialemailedtoyou.Thisincludes:thisTeachers’Pack (with the RAMS form map and visit checklist); booking confirmations; and class rotation timetables.Thesedocumentsoutlinewhatyouneedtodobefore,duringandafteryourvisit.Some of these documents need to be distributed to other relevant staff (see email for details)�

Pre and Post-visit Activities

• Thispackincludespre-andpost-visitactivities.Itwillgreatlyenrichthequalityofthestudents’experience at the Gallery if they complete these activities�

Teachers’ Pack Storytelling 4

Foundation Programme Storytelling

Thiseducationprogrammeexploresthethemeofstorytellingthroughartworkfromourexhibitions.Thisuniqueprogrammewillallowstudentstoexplorestorytellingthroughartwork.Studentswillusecriticalthinking,discussion,observationandpracticalart-makingskillstoexplore the many ways that artworks can tell stories�

IntheGallery,studentswillfocusonanumberofnarrativeartworksandidentifythewaystheytellstories.Linkswillbemadetothewayswriterscreatecharacter,settingandplotwithinwrittentexts.Studentswillalsoexploreotherwaysinwhichartworkstellstories.Thismayincludestorytelling in exhibitions and in how different cultures approach storytelling� Common to these aretheuseofvisualartselementssuchascolour,shape,formandpattern,aswellascontext.

Year1–2/3studentswillexploreasimplifiedversionofthisprogramme.Inthestudio,studentswilltelltheirownstoriesthroughart,inresponsetonarrativeartworksinthegallery.Theywillidentifyelementsusedinvisualart(colour,line,shape,texture,form,etc)toaddmeaningtoastoryandincorporatetheseintotheirartwork,usingavarietyoftechniquesandconventions.

Supporting Your Teaching

InadditiontotheGalleryandstudioprogramme,pre-visitandpost-visitactivitiesoutlinedwithinthispack,wearenowofferingfree,innovativeunitplanstosupportyourteaching.Eachunitincludescurriculum-focusedlessonplans,worksheets,GiftedandTalentedextensionactivities,image resources and more� Lessons are cross-curricular and perfect for teachers with or without anartbackground.Eachlessonintheunitprovidesuniqueandengagingactivitiesforstudentstoexplore the theme of storytelling� Units are available for Levels 1–2 and 3–4

Introduction

Artists should always think of themselves as cosmic instruments for storytelling. – Ted Lange

Teachers’ Pack Storytelling 5

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To help young people develop thinking processes, attitudes and

values necessary to ‘think like artists’.

A community of people who ‘think

like artists’ – pursuing understandings of who

we are and who we could be through meaningful

engagement with art

P U R P O S E

V I S I O N

Vision and Purpose This learning programme will assist you in achieving your goals of delivering educational programmes to a standard of excellence. It has been developed with the following inputs:

Teachers’ Pack Storytelling 6

Pre-visit ActivitiesActivity 1:

What is a gallery?

Discuss students’ expectations of what a gallery is and the reasons for having an art gallery in Auckland.

Complete a mind map/bus stop activity that focuses on visiting the Gallery. You could use the following questions:

• WhatdoyouexpecttofindattheGallery?• WhatdoyouexpecttolearnattheGallery?• Whatdoyouthinktheruleswillbe?• WhydoweneedtotakesuchcareoftheartworksintheGallery?• HowdoesaGallerytellstories?

Activity 2:

What makes a story?

Discuss:• Whatisastory?• Whatinformationdoesitneedtoinclude?• Canartworkstellstories?• Whataresomewaystheymightdothis?

Explore:• Ingroups,childrenlookatSheetA.• Considerwhatstoriesarebeingtoldintheseartworks.• Whatpartsoftheartworkgiveuscluesaboutthestory?

Share:• Asaclassstudentsdiscusstheirfindings.• CharttheirideastoreferbacktoaftertheGalleryvisit.

Activity 2:

What stories can we tell about ourselves, our class, our school, our area where we live? Please note: students attending the studio session must participate in this discussion�

• Asaclass,brainstormideasforpersonalstories(forexample:aholiday,abirthday,asad moment,anewexperience).• Organisetheclassintoadoughnutformation.Askthechildrentothinkofastoryfromtheirlife that they would like to share with a partner� Pair share personal stories�• Share/feedbacktoclass.Identifythenarrativeelementsofthestories.

Note: Additional examples of artwork can be downloaded from the Auckland Art Gallerycollection database at www�aucklandartgallery�com�

Teachers’ Pack Storytelling 7

Post-visit ActivitiesActivity 1: VisualArts,English

Students could spend time looking at a variety of artworks by different artists. (They could revisit the images explored in Activity 2 of the pre-visit activities.) Get them to apply what they learnt about in the Gallery programme to help draw out the various ways artworks can tell stories.

Activity 2: Visual Arts

Tell your own story through art.

Students will begin to tell their own story through their artwork completed in the studio portion of their visit. Back in the classroom, students could complete any unfinished work then discuss how best to display their work, remembering that shape and form (layout) can add to meaning.

The students may also decide to add to their work or develop their ideas.

Activity 3: VisualArts,English

Write labels for artworks.

Students could then write their own labels for their finished artworks. To prepare, students could first write short labels for selected artworks in groups. Labels should be one or two paragraphs outlining what the work is about.

Teachers’ Pack Storytelling 8

Curriculum Links Composite of Levels 1– 4

Visual Arts

Developing Ideas in the Visual Arts

• InresponsetoanarrativeartworkintheGallery,createanartworktotellapersonalstory,usingtheappropriatevisualartstechniquesandconventions.

Communicating and Interpreting in the Visual Arts

• Explorethedifferentwaysartiststellastorythroughartworks.Makelinkstothenarrativeconventionsofcharacter,plotandsetting,andidentifythevisualartselementsandprinciplesused to convey meaning�

Understanding the Visual Arts in Context

• Explorehowartworksandgroupsofartworkstellstories(context).Findconnectionsbetweenartworks(bothinsubjectmatter,useofelementsandmedia),anduncovermainandsupporting themes which are the key stories running through the exhibition or the artwork� Identify cultural references and storytelling through narrative artworks�

Practical Knowledge

• Useelementssuchastexture,shape,line,pattern,formandcolourtoaddmeaningtoanartwork,usingavarietyofmediaandtechniques.

English

Processes and Strategies: Listening,Reading,Viewing;Speaking,Writing,Presenting

• Viewvisualstoriesandlistentostoriesastheyexploretheexhibition.• Studentswilldiscuss,debateandexpressideasinresponsetoartworks.

Purposes and Audiences: Listening,Reading,Viewing

• Articulateanunderstandingofhowartworksaremadefordifferentpurposesandaudiences.

Ideas: Listening,Reading,Viewing

• Makeconnections,infer,compareandcontrastwhileexploringadiverserangeofartworkthrough the framework of storytelling�

Social Sciences

Identity, Culture, and Organisation:

• Learnaboutsociety,communitiesandindividualsthroughtheexaminationofartworksandtheir makers��

Place and Environment:

• Learnabouthowpeopleperceive,represent,interpretandinteractwithplaceandenvironments to understand the relationships between people and the environment�

Teachers’ Pack Storytelling 9

Curriculum Links Composite of Levels 1– 4Key competencies

Thinking

• Usecreativeandcriticalthinkingtomakesenseoftheinformation,experiencesandideasexplored in the classroom and gallery environments

• Fosterintellectualcuriositybyaskingandansweringquestions• Challengethebasisofassumptionsandperceptions

Relating to Others

• Interactandshareideaswithothersintheclassroom,galleryandstudio• Listentoothersandtheirideas

Participating and contributing

• ParticipateinthecommunitybyvisitingtheGalleryandcontributetothelearningexperienceby sharing responses to artworks

• Workeffectivelytogether,andcomeupwithnewapproaches,ideasandwaysofthinking

Managing self

• Reflectontheirownidentityandenvironmentthroughvariedresponsestoartworks• Actappropriatelyintheclassroom,galleryandstudioenvironments

Using Language, Symbols and Text

• Drawoutmeaningfromartworksintheclassroomandgalleryandusespoken,visualandwritten language to respond to these visual texts

• Becomefamiliarwithsomeofthespecialisedlanguageoftheartworld.

Teachers’ Pack Storytelling 10

Abstract

Workthatisabstractdoesnotlookrealisticinthetraditionalsense.Abstractioncouldincludeimagesthataremorphedorchangedtolookunrealistic,orworksthat are non-representative and therefore not based on anything in the real world�

Character Thepeopledepictedinastory,imageorelsewhere.

Colour

Colours are characterised by three attributes: hue or tint (the common name for colour–‘blue’or‘red’);tone(relativedarknessorlightnessofthecolour);andintensity(degreeofsaturationofthecolour–paleordeep,forexample).Inthisprogramme,wewillrefermainlytowordssuchas:bright,dull,dark,light.

Composition Thearrangementofelementsinanartwork.

ContrastTocompareinordertoshowunlikenessordifferences;notetheoppositenatures,purposes within an artwork or between artworks�

Form

Thecompositionalstructureofanartwork,determinedbytheorganisationofandrelationship between the visual arts elements within the work; or the physical shape and dimension of an object within an artwork�

Harmony Aconsistent,orderlyorpleasingarrangementofpartsinanartwork.

Mood Thefeelingscreatedbyastoryorimage.

NarrativeAstoryoraccountofevents,experiences,orthelike,whethertrueorfictitious. A narrative artwork represents stories or events pictorially or sculpturally�

OverlappingLayering of images such that they partly cover each other. This is a means of showing depth in a picture.

PortraitAportraitisaworkofartthatrepresentsaperson’sphysicalappearanceand/oraspectsofanindividual’spersonality.

RepresentationalAn artwork is representational when it shows a recognisable subject such as a humanfigure,aplaceoranobjectthatexistsintherealworld.

SymbolArecognisedsign,objectorimagethatrepresentssomethingotherthanitselfwithin a particular cultural context�

Texture Thetactilequalityofthesurfaceofanartwork.

Visual arts elements

Thebasicqualitiesoftwo-dimensional,three-dimensionalandtime-basedcompositions(line,point,tone,texture,colour,formormass,shape,space).

Visual arts principlesConceptssuchasbalance,harmony,rhythm,tensionandcontrast;achievedinanartwork by organising and arranging visual arts elements�

Glossary

Teachers’ Pack Storytelling 11

Risk and Management Safety Checklist for Group Visits

ThechecklistidentifieshazardsandprovidessafetyguidelinesforgroupstakingpartinAucklandArtGalleryLearningProgrammes.Thefollowingisageneralguideonlyandwestronglysuggestafamiliarisationvisit.OurLearningProgrammesstaffarehappytomeetwithyouatthistime.

Supervision of children and young people

Pleasecarrylistsofchildrenandyoungpeopleatalltimes.Ensurethatsupervisingadultsarefullybriefedastotheirresponsibilities.Werequirethefollowingratiosofadulttochildrenandyoungpeople:

Years1–4/Ages5–9,1adulttoevery6children

Children and young people must remain in groups with their accompanying adults at all times�

Emergency procedures and first aid

Hazards Fire,earthquake,bombalert.

Controls Emergencyevacuation–thisissignalledbyanunmistakablewarningsound.Galleryguideswillprovidedirectionsand assistance during evacuations� Identify those who need special assistance and inform a gallery guide� Keep your studentscalm–walk,don’trun.Gallerystaffwilldirectyouandyourgrouptoassemblyareas.Ifrelevant,checkyourroll and report anyone unaccounted for to the Gallery fire wardens�

Hazards Accidentsandillness.

Controls Please ask a gallery staff member for trained first aid assistance� Any risks in studio-based sessions are minimised bytheprogramme’sdesignandsupervision.

External environment

Hazards Pedestriansamidvehicletrafficflowinabusyareaofthecity.

Controls Thepre-visitinformationwesupplyyouwithincludesamapoftheGalleryanditsenvirons.Busstopsand assembly points are marked on this map� All crossings listed on the map are controlled by traffic lights�

Hazards GroupsgatheroutsidetheGallery.Wetweathercouldresultinaslipperysurfaceonthepavedareas.

Controls Thepre-visitinformationwesupplyyouwithincludesinstructionsforgroupassemblythatminimiserisk. Pleaseensuresupervisorsarefamiliarwithwheretogather.Withchildrenandyoungpeople,pleaseensuresupervisors are constantly in charge of their students while in this space�

Internal Art Gallery environment

Hazards Securityofpersonalbelongings.

Controls Whereverpossible,donotbringvaluables.Schools:Werequestbringingasfewbelongingsaspossible. TheChecklistforaSuccessfulVisitgivesthespecificsofwhatyouareallowedtobring. Othergroups:Pleasecheckyourbagsintothecloakroomatthefrontdesk.

Hazards Stairsandlifts.

Controls Accompanyingadultsmustcarefullysupervisechildrenandyoungpeople.AllGallerybuildingfloorsandtoilets are accessible by lifts and ramps� Lifts are only to be used by those with limited mobility�

Hazards Accesstobuildingforpeoplewithlimitedmobility.

Controls All galleries and facilities are wheelchair accessible� Assistance dogs are welcome� Please feel free to ask our gallery guides for help�

Teachers’ Pack Storytelling 12

Teachers’ Pack 11

Location Map

Alfred StB2

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Victoria St

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Quay St

Customs St

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Mayoral Dr

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Auckland Art Gallery Toi o Tāmaki

FerryBuilding

BritomartTransportCentre

Sky Tower

Civic Theatre

AoteaCentre/AoteaSquare

AucklandTownHall

Q Theatre

Central City Library

Albert Park

UniversityofAuckland

AUTUniversity

Voyager New Zealand Maritime Museum

Parking

City LINK bus stop

Outer LINK bus stop

AucklandExplorerbusstop

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Forecourt

Foyer

Wheelchair access

Central City Library

Classroom

Mobility parking bay

Bus/coachstop

Safe walking routes

Traffic controlled crossing

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Lower ground

City centre

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South atrium

Teachers’ Pack Storytelling 13

Year 1 – 8 Checklist for a Successful Visit

Thisquickchecklistwillhelpmakeyourvisitanenjoyableexperienceforbothteachersandstudents.Please tick each circle when complete�

Prior to arrival – several weeks before your visit

You should have received and read through the following documents:

Booking confirmation� Checkinformationiscorrect.Thisincludesourcancellationpolicy.

Teachers’Pack.Adescriptionoftheprogrammeincludingcurriculumlinks,pre-andpost-visitideas,aRAMsform, and a map of the Gallery and surrounds�

Rotation timetable/s� Whereandwhenforyourgroups.

Theprogrammesupportresources.Relevantonlytosomeprogrammes,seeyourconfirmationemailtoidentifyifyourprogramme has support resources�

All teachers with students in the programme must receive copies of all the above documents.

You will need to organise:

‘YourChoice’time,ifitispartofyourprogramme.

Parents and other helpers for the visit� Adult supervision of students is essential at all times� Thefollowingadult:studentratioapplies: Yrs.1–4:Oneadulttoeverysixchildren

Discuss the following guidelines with your group:

Worksofartandtheirframescannotbetouched(a‘keeponemetreaway’ruleworkswell).

AlwaysmovecarefullywhenintheGallery.Walkonly,andbeawareofwhatisaroundyouatalltimes.

TheGalleryisasharedpublicspacesopleasebehaveconsideratelytopeoplearoundyou.

If you would like to take photographs during your visit please check with your host upon arrival (in some cases works cannotbephotographed).AlwaysturnyourflashoffintheGallery.

On the day:

Students must wear legible name tags�

Eachchildmustbringfoodanddrinkinanamedplasticbag.Thesewillbecollectedandputinlargebagsbythegallery.

HavestudentsdividedintotheirdesignatedgroupsandreadytomeetgallerystaffontheforecourtoftheGallery.

Payment.Weprefertoinvoiceyourschoolafteryourvisit.Ifyouneedtopaybycheque,youcandosoontheday. SpeaktothecashierwhileyouareattheGallerytoclarifyyourchoice,andtogiveexactstudentnumbersforyourvisit.

WELCOME TO AUCKLAND ART GALLERY TOI O TA-

MAKI, WE HOPE YOU ENJOY YOUR VISIT.