Teacher Package

In 2017, I was involved in Tropical Cyclone Debbie. The impact of which will stay with me for the rest of
my life. Through that experience, I have held onto the image of the trees and the weather. I have a time-
lapse image of lightening from the evening I lost most of my house.

I have decided to use this part of my life to inspire and create my resource package for Year 1 students. I
used the Australian curriculum to consider my theme where the aim of The Arts is to develop students
“arts knowledge and skills to communicate ideas; to value and share their arts and life experiences by
representing, expressing and communicating ideas, imagination and observations about their individual
and collective worlds to others in meaningful ways” (ACARA, 2016). I want students to be able to see the
beauty in nature and world around them and be able to express themselves by creating nature art. Art is
a great way for students to develop their sense of identity, through their own thoughts, ideas and needs,
which in turn assists with their self-confidence and self-esteem (Dinham, 2014). Art aims to develop
students’ critical thinking, creativity and understanding about arts practices, through making and
responding while increasing self-confidence (ACARA, 2016).

Currently I am on Prac placement in a 1/2 composite class. They are working on a unit in HASS –
Geography strand called “My place in the world”. This unit allows the students to look at where they
belong in the world. I have incorporated this unit into an art theme by allowing students to look at where
they belong in the world and use this resource as an inspiration to create art. Dinham (2014), states that
‘developing children’s understanding about who they are, how they belong or how they are connected in
a cultural sense is an important aspect of arts learning.
 Unit Plan
Unit Title:
My Place in the World – Nature Art
Curriculum focus: Year level:

By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Year 1
Students make artworks in different forms to express their ideas, observations and imagination, using different techniques
and processes.

Australian Curriculum Descriptors:

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal
and Torres Strait Islander artists (ACAVAM106

Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)

Create and display artworks to communicate ideas to an audience (ACAVAM108)

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual
artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)

Unit Objectives (knowledge and skills to be learnt):

The students will be introduced to works from 3 artists Van Gogh, Nancy Katanari Tjillya and Andy Goldsworthy who use nature as their inspiration and
connection to place. The students are exposed to the design elements of line, space, colour, texture and shape, and work through a number of
different experiences and different media to enhance these understandings. They will consider ideas, methods and approaches of the artists who have
used nature and responded in different ways.

The students will respond to these artists and be immersed in activities to allow them to gain a better understanding of the concepts of Texture and
shape. They will create individual symbols of themselves and their community.
 The students will create a sculpture based on their place and surroundings made using natural materials. They will show planning of their artwork.
They will respond to their artwork, showing description and analysis techniques using templates to show understanding. Students will take photos of
their artwork to store for portfolio.

The learners will know: The learners will be able to:

 How to identify three ways people show connection to place
and how they represent this
 Identify three different ways that place has been represented
(photos, artworks, sculpture)
 Be familiar with three different artists who have represented
place and landscape in different ways (including one
Aboriginal and Torres Strait Islander artist)
 Show ways they can represent their personal experiences and selves to
show their connection to place
 Create a range of visual responses to artworks
 Take photos of artwork to store for digital portfolio
 Develop a finished artwork from concept, development and creation and
display

Summative Assessment task:

To assess the students design /creativity skills and the ability to transfer ideas to produce a nature sculpture 2D or 3D design

Unit focus questions:

 How do people show connection to place and how do they represent this?
 How do people use art to represent their connection to place?
 What ways can we represent our personal experiences and selves to show our connection to place?

1. Introductory Lesson:

 Introduce elements in art

http://www.awesomeartists.com/ART/AWESOMEARTISTS_PDFs_ETC/ABCsOfART_POSTER_11x17_ElementsOfArt.pdf
o Line
o Shape

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 Lesson o Colour
sequence o Texture
o Space
(Provide a brief
o Value
summary of the
focus of each Use parts of the ABC’s of Art booklet to go into Shape and Texture more in depth
lesson)
http://www.awesomeartists.com/ART/AWESOMEARTISTS_PDFs_ETC/ABCsOfART_POSTER_11x17_Shape&Form.pdf

http://www.awesomeartists.com/ART/AWESOMEARTISTS_PDFs_ETC/ABCsOfART_POSTER_11x17_Texture.pdf

Activity 1 - Allow students to answer the questions from their student package

2. Lesson:

Introduce the concept of Nature in Art. What is it?

 What is nature?
o Use a concept of mind map

 What objects could you use to create art?

Activity 2 - Allow students to answer the questions from their student package

3. Lesson:

 Introduce the students to Van Gogh’s painting - Starry Night.

 Give students time to talk about the painting and if they have ever seen it before and where.
 Tell the students that Van Gogh looked through his window and saw the village and sky before the sun came up, when he
painted it. Have them imagine that they are there with him.

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Chantal McDiarmid_S0278106_The Arts
 o Do you think you would be hot or cold? Would it be windy or still? How can they tell?
Use this audio to help describe the painting to the students, then allow them to complete Activity 3
https://www.moma.org/collection/works/79802

What do you see?

How do you think it was made? What materials did he use to create it?
What does it make you think & feel? (happy, sad, cold)
What do you think it means?
Does it look real? Why or why not?

4. Lesson:

Introduce students to indigenous symbols

https://www.aboriginal-art-australia.com/aboriginal-art-library/symbolism-in-australian-indigenous-art/

Introduce the students to painting by Nancy Katanari Tjillya

View artworks from http://tjalaarts.com.au/ and discuss the patterns and symbols used.

What do they look like and represent?

Allow students to complete Activity 4

http://tjalaarts.com.au/

5. Lesson:

Introduce the students to Andy Goldsworthy artworks http://visualmelt.com/Andy-Goldsworthy & http://www.artnet.com/

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 Allow students to brainstorm ideas for natural materials. Use a mind map to document these ideas.

Also discuss places where materials could be collected.

Put students into groups and give iPad and plastic bag.

Allow students to photograph and collect samples from around the school.

Encourage them to bring in materials from home for assessment task.

6. Unit Conclusion/Summative Assessment

See student resource package

Discuss with students:

Will it be flat (2D) using leaves, sand or a sculpture (3D) using branches, rocks, shells?

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Reference

Andy Goldsworthy - Melt. (2018). Visualmelt.com. Retrieved 14 April 2018, from http://visualmelt.com/Andy-Goldsworthy

Australian Curriculum, Assessment and Reporting Authority, [ACARA], (2016). Foundation to Year 10 Curriculum: The arts. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/

Dinham, J. (2014). Delivering authentic arts education (2nd ed., p. 38-40). Victoria: Cengage Learning Australia.

Goldsworthy, A. (1986). Carefully broken pebbles scratched white with another stone. [Colour photograph] Retrieved from http://www.artnet.com/

Goldsworthy, A. (1987). Pebbles around a hole. [Chromogenic print] Retrieved from http://visualmelt.com/Andy-Goldsworthy

Goldsworthy, A. (1987). Rowan Leaves and Hole. [Photograph] Retrieved from http://visualmelt.com/Andy-Goldsworthy

Katanari Tjillya, N., Riley, A., Kaika, N. and Burton, N. (2011). Tree of Life. [Acrylic on linen] Alice Springs: RAFT Artspace. Retrieved from
http://tjalaarts.com.au/

Queensland Curriculum and Assessment Authority [QCAA], (2018), Prep to Year 2 Visual Arts standard elaborations. Retrieved from
https://www.qcaa.qld.edu.au/p-10/aciq/p-10-arts/year-1-arts

Symbolism in Australian Indigenous Art. (2018). Artlandish Aboriginal Art Gallery. Retrieved 14 April 2018, from https://www.aboriginal-art-
australia.com/aboriginal-art-library/symbolism-in-australian-indigenous-art/

Van Gogh, V. (1889). The Starry Night. New York: The Museum of Modern Art. Retrieved from https://www.moma.org/collection/works/79802

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