Parry K 17352400 p1

Parry_K 17352400 Portfolio 1
Quality Arts Education
2.2
Observational Drawing Process. It is the teacher’s role to provide students with

observational drawing activities. As it helps extend and develop fundamental skills.
According to the Australian Curriculum and Reporting Authority (2016a) creativity, critical
thinking, aesthetic knowledge and understanding are developed through making and
responding to art practices such as observational drawing. Furthermore, during
observational experiences students develop their visual awareness and understanding of the
world around them (Dinham, 2014). By implementing lesson activities such as the
observational leaf drawing (see appendix A) teachers are enabling students to develop these
critical skills.
The leaf drawing experience provides students with many opportunities to practice drawing
different leaves before the completion of the final product. It is important that children are given
lots of opportunities to practice their drawing skills as this helps move them from conceptual
drawing into perceptual drawing. According to Dinham (2015) observational drawing skills are
based on seeing positive and negative shapes, noting shape and proportion, seeing angles
and direction and noting sub-shapes. By fostering lessons that teach learners these
observational drawing techniques teachers are helping students develop knowledge and
understanding in the art element of line and shape and the art principle of balance and
proportion.
3.2
Processes for encouraging imaginative interpretation. Creativity is a skill that can be

taught. By explicitly teaching student strategies for inventing imaginative interpretation
teachers are ensuring that students are extending and developing their knowledge in visual
arts. This can be seen in ACARA (2016a) students explore ideas, experiences, observations
and imagination to create visual artworks and design. There are processes that allow for
students to develop their imaginative interpretation of the world. By providing children with
experiences that extend and develop their natural curiosity, inquiry and observation of the
world teachers are helping students develop creative dispositions (Dinham, 2014). This can
be seen in the Alien Critters experience (see Appendix B).
The Alien Critters experience encourage imaginative interpretation by providing students with
strategies for inventing new critters. The visual brainstorming activity provided the students
with an opportunity to extend and develop their divergent thinking skills. According to Dinham
(2014) when students are engaged in creative problem-solving a number of different solutions
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are generated. The handout provides the students with an open ended challenge. As the
children merge animal body parts their drawing and thinking skills are challenged.
Furthermore, students are encourage to create unlikely combinations this demonstrates
innovative thinking. Imaginative interpretation of the experience occurs throughout this activity.
4.2
The practice of referring to artworks from the world of art. Teachers need to explicitly
teach students how to respond to art. This can be achieved by referring to artwork from the
world of art. According to Dinham (2014) teachers can create opportunities for learners to
review the artwork of artists. There are many ways that this can occur; going to art galleries,
digital excursions and using images of artworks. According to Dinham (2014) responding to
artwork extends and develops children’s experience of the world and visual arts. Furthermore,
it is applicable with the Australian Arts Curriculum. Students respond to visual artworks and
consider where and why people make visual artworks (ACARA, 2016a). This can be seen in
the lesson land art (See Appendix C).
During the land art lesson learners view a range of multimedia on land art. This experience
teaches learners about famous artistes such as Andy Goldsworthy, John Dahlsen, Robert
Bradford, Richard Shilling, and Liina Klauss. According to Bartel (2010) students do not
realise that many artist learn to draw using observational drawing techniques. By viewing
exemplar works of other artist and learning that artists can be inspired by other artist
students can elaborate their own ideas and develop rich concepts of the art that they are
exploring.
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Appendices
Appendix A
Lesson analysis 2.2
Name Kylie Parry
Title Observational Drawing
Date completed 13/12/15
1. Artwork documentation
Materials
Collection of leaves
Practice drawing and

colour blending
Completed artwork
2. Description of the main activities
Observational drawing of leaves that were arranged to create an aesthetic pattern and
coloured to demonstrate balance and positive and negative shapes.
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3. What materials and preparation are required?

 Collection of leaves
 2x A4 white cartridge paper
 B4 pencil
 Sharpie extra fine point permanent marker
 a range of pastel pencils and a thin paint brush
4. Arts concepts are being taught or explored?

a) Observational drawing
b) Shapes (leaves come in a variety of shapes and have lots of little lines inside
them)
c) Understanding the world in which we live through sight (observational drawing) and
exploration
5. What steps have been taken to build knowledge?
Understanding the world of art by looking at examples of Henri Rousseau and reading
briefly into this famous artist. This knowledge was then built by reading my textbook I read
about how some artists are motivated to represent art through the visual world and that
this can be achieved through observational drawing. I also read the PDF teaching children
how to draw where I gained valuable information such as never drawing something for a
child. Reading my textbook I read about how some artists are motivated to represent art
through the visual world and that this can be achieved through observational drawing.
Watching ‘how to teach art if you’re not arty’ and ‘Austin’s butterfly’ inspired myself to start
creating some of my own art. Observing the leaves I had choose to draw allowed me to
see the natural patterns within the leaves which inspired me to create my patterned
artwork
6. What arts vocabulary is attached to this activity?
 Ability – All children can draw however old they may be and this can be detailed
and precise
 Making and Responding to Art – Art needs to be make as it helps to construct and
make meaning of the world.
 Praxis based – you engage in the arts by doing and making
 Design elements – the building blocks of arts language and the factors artist start
with
 Shape – A design element that are organic or geometric, regular or irregular,
distinct or amorphous. Two dimensional objects that have mass and volume or
made to appear as such.
 Design principle – the relationships established between the elements of visual
language
 Balance – A design principle that gives the visual appearance that all parts of the
composition or object seem right in relation to the whole.
 Repetition – A design principle that refers to the way the elements flow together or
contrast.
7. What steps have been taken to develop imaginative and individual responses?
Students were to collect a variety of leaves from their own local environment this enabled
students from around Australia to pick different leaves. Students were expected to
observe a collect of leaves and place in any order they desired once sorting the leaves
into categories based on shape. As all leaves are different even if they are from the same
species the leaf pattern would not be identical.
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8. Describe your artwork in terms of its formal qualities. I.e. how you have used
the arts language.
This artwork comprises of the design element of shape and uses leaves to help illustrate
that all natural and manmade object have shapes. The leaves are made up of complex
shapes. The artwork also has a pattern of leaves based on the different shapes within
each leaf as well as a balance of leaves across the paper. The design principle of pattern
is incorporated in the leaves and segmented in the background to provide areas for the
artist to apply the design element of colour with a focus on contrasting colours.
9. What references have been made to artists, artworks or arts traditions? What
have you learned about the world of art and how are these references relevant
to the arts activities you are engaged in yourself.
Observational drawing is a fundamental visual arts activity. During this experience
students were encourages to observe leaves. This extended students’ knowledge about
the world around them. Students were also introduced to a new art tradition held at
Rijksmuseum, the Netherlands national museum. According to Zhang (2016) by
encouraging visitors to put down their camera and pick sketch pad in favor of drawing the
artworks in order to more fully appreciate the easy-to-miss details. Observational drawing
helps extend and develop observation skills.
10. Having completed this activity how do you reflect on your arts learning?
Having completed my first observational drawing I am pleased with the result. However,
upon reflection I would have like to create a more balanced artwork. I did not realise that
all object comprised of simple shapes and it was through observational drawing of leaves
that I gained a better understanding of this concept. My creation could have be more
realistic as I could have drawn different curves of different leaves, however my artwork
seems to be very straight and when looking at the leaves they are more curved.
11. Observations about your experience of these 8 studio habits of mind
Develop craft During this experience I revised working with a B4 pencil
and rubber something I have not done since I was in
Technique: learning to use art primary school. I also worked with pastel pencils for the
tools, materials &artistic first time learning to blend colours using a thin paint
conventions. brush.
Studio practice: learning to As the pastel pencils are very expensive and fragile I
care for tools, materials and replaced the pencils back in the tin in the order that they
space. came in.
Engage & persist I needed to work at a desk within a quiet and peaceful
environment to achieve the desired results while
Embrace relevant problems, drawing. However, I coloured my artwork while watching
develop focus and other mental TV. I now realise that if I reproduced the same
states for working & environment then the desired effect in the design
persevering. element of colour contrast would have been achieved.
Envision As I worked on my leave drawings I envisioned that
curves and flow of lines. I wanted to represent the
Mentally picture or imagine leaves as realistically as possible so when it came time
possibilities and next steps. to adding colour I used the colours that could be seen in
the leaves. I envisioned the background constructing
with the leaves so I used a variety of colours to
construct with the browns and greens.
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Express My work conveyed that I did not have a lot of confidence

in drawing as some of my leaves are quite small.
Work conveys ideas, feelings, However, as I continued through the process of the
and personal meaning. lesson plan my confidence grew. I am okay with the final
product and would have liked to repeat the process to
create a better interpretation of my observation of
leaves.
Observe I spent over an hour looking at different leaves, I noticed
that leaves differ in their colours, and size. I also
Attend to careful, considered observed that all leaves had fine lines throughout the
looking. leave. I observed that even leaves from the same tree
could come in different colours and size, with different
lines.
Reflect If I created larger leaves would my artwork have a more
balanced effect? If I chose one background colour would
Question, explain & evaluate I have achieved a more noticeable pattern? I feel that I
your work. used to many colours and that the leaves are to small
with the pattern to dominate in the artwork
Stretch & explore Draw larger leaves. What if one leave filled the whole
page with smaller leaves in the background. I attempted
Reach beyond limitations, to draw a jiggered leaf several times but in the end
explore playfully, and embrace chose not to as it was too difficult to get the pattern
opportunities to learn from straight. I think next time not to worry so much about
mistakes. straight lines
Understand art world Henri Rousseau is introduced as a famous naïve or
primitive artist. I read about his artwork as well as
Learning about the domain of looking at examples of his art. I applied my newfound
art (art history) and knowledge the design principles of balance and
participating authentically as repetition (of shapes) while looking at his artwork.
part of an arts community.
12. With reference to your readings/videos/discussions explain how this arts
learning experience exemplifies
Observational drawing is a fundamental visual arts skill. It teaches students to closely
observe the world around them. According to Dinham (2014) it helps develop visual
literacy skills and enables children to work through their ideas and develop means to self-
express their ideas. It is also a feature of the Australian curriculum. According to ACARA
(2016a) students observe closely visual detail as they use materials, techniques and
technologies and processes in visual arts forms. Teachers can help students develop their
drawing skills by providing them with strategies on how to draw. Bartel (2010) suggests
that the teacher goes over the thing being observed by running their finger over along the
edge, discuss the extra details of the object so that children learn to pay attention to the
small details, encourage students and remind them that mistakes are normal. Suggest to
students that they can learn from mistakes. Provide younger students with binders as this
enables them to practice all the lines of the edges without concern for making a picture.
Bartel (2010) also suggest providing students with viewfinders as it makes a good isolator.
This makes it easier for the student decide on what to include, how to arrange things, how
to fit the paper, which way to turn the paper, and how large to make things in a drawing.
Models, critique, and descriptive feedback help to improve student work. EL Education
(2012) suggest encouraging students to provide critique to other students work. The
enables all students to develop the skill of observation and transform their artwork.
Schoolsworld.tv (2016) suggests that students learn about colour, texture, and shape
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when they use observational drawing to enquiry about the world. This helps build their art
knowledges in terms of design elements and design principles.
13. Rate the degree to which this activity has advanced your progress towards
achieving the Unit’s Learning Outcomes.
Unit Learning Outcomes Doesn’t I have I have I now feel
apply made made confident
some significant in this
progress progress area
1 Describe and evaluate the application

of the principles of authentic forms of
  
arts education with reference to the
Australian Curriculum and
alternatives
2 Within a lifelong learning framework,
develop arts literacy and capability
  
through personal investment in visual
and media arts praxis, reflection and
appreciation, to a foundational
standard for teaching.
3 Create programmes of sequential
lessons that reflect an understanding
  
of child development, curriculum and
arts pedagogy and the ethos of
sustainable, safe, functional, ethical,
inclusive and culturally sensitive
learning contexts
4 Appraise valid forms of integrating of
the arts in children’s learning,
  
developing partnerships and creating
forms of arts advocacy for sustaining
and invigorating arts learning
5 Apply professional skills to structure
and teach arts activities that reflect
  
authentic arts learning principles arts
learning principles
General observations about your I feel like I have just grazed the tip of the
learning iceberg in regards to visual arts and desire to
dig deeper into this unit as I am really enjoying
creating artworks. I have always felt a pull to
visual arts and wished I could create beautiful
things but have lived my life with the thought
that I cannot draw. Hearing the statement that
it is not acceptable to tell students its ok I can’t
draw either as it would be the same as saying
its ok I cannot read either really resonates
with me and I now resolve to become a better
art student so that I can give children
authentic arts lessons so they can create
beautiful things.
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Appendix C
Lesson analysis 3.2
Name Kylie Parry
Title Critters from Alien Earth
Felt pen drawing of Balizdrillant Chalk tracing of Balizdrillant
Coloured Balizdrillant with pastel crayons Black ink covered Balizdrillant

Creating an imaginary piece using examples of Earth’s flora and fauna using the lesson
plan entitled
 Felt tip marker
 pastel crayons
 chalk
 black ink
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 paintbrush
 water
 newspaper
 3 sheets of cartridge A3 paper
4. Arts concepts are being taught or explored?
a) The Foreground and background (figure - ground, positive - negative shapes) in an
artwork
b) Crayon resistance
c) Revision of Henri Rousseau a famous naïve artist
Students are introduced to naïve or primitive artist through a PDF. Students then watch a
PowerPoint presentation to gain an idea as to what is expected of them. Students follow a
narrative that takes them on a creative journey. Students use visual brainstorming to
extend and develop divergent thinking. During this drawing experience student’s work on
observational drawing skills using the art elements of shape and line. Students then use
the Dr NewZoo handout to develop strategies for creating imaginary critters. Once this
activity is complete students then use one of the three critters. This critter is drawn in a
larger scale. Students continue to develop their knowledge in the design elements of
shape and line. Next students trace their critters using chalk and add in flora. This helps
develop knowledge about positive and negative through the design principle of balance.
Students then colour their artwork using pastel crayons and apply ink. This develops there
knowledge of these materials.
 Creative Outcomes - such as inventing new things and original work
 Creative dispositions – such as curious, enquiring and observant
 crayon-resist artwork – knowledge of materials and their properties such as pastel
crayons and chalk
 Imaginative interpretations – thinking represented through creative outcomes and
dispositions
 Foreground and background features – understanding of the design principles
such as balance.
 Oil resist techniques – knowledge of the materials such as ink and pastel crayons
 Naïve artist – art an awkwardness of proportion and perspective, strong use of
pattern, stylization, and a bold use of colour (Curtin, 2015).
Divergent thinking is extended during brainstorming. During this experience students
choose from a range of animal pictures and draw their features. Individual responses are
encourage as students draw their favourite animal features. Individual response is further
encouraged during this experience as students use the handout to create an imaginary
critter. Background features are added toward the end of this experience adding further
individualistic responses.
8. Describe your artwork in terms of its formal qualities. I.e. how you have used the
arts language.
Observational drawing is used during the visual brainstorming aspect of this experience.
Divergent thinking is extended by looking at a variety of animals and adding more to the
brainstorm. Knowledge of arts elements such as line and shape are extending during the
drawing activities. Creative dispositions and outcomes are used to create alien critters.
The resistance of chalk compared to crayon is shown when black water based ink is used.
This helps extend and develop knowledge of the arts principle of balance.
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9. What references have been made to artists, artworks or arts traditions? What have
you learned about the world of art and how are these references relevant to the arts
activities you are engaged in yourself?
Naïve art is the product of naïve or primitive artists who have had no formal art education
yet produce artworks that are visually engaging and have a certain charm. Henri
Rousseau from the early 1900’s was a French painter, who is the most famous naïve artist
in Western art history. Pro Hart is Australia’s most famous naïve artist. Pro Hart was born
in Broken Hill, NSW, Australia in 1928. He was drawing from a young age, illustrating his
homework at seven and progressing steadily in his talent. The sense of child-like wonder
without training is one feature of naïve painting that is often valued and appreciated. In the
case of Rousseau’s work, it is the nature of his fantastical scenes, and the way the
paintings convey a unique, poetic vision and sense of the world, which is appreciated
(Curtin, 2015).
Visual brainstorming was something new and fun without the pressure that my drawing
had to look good. I was able to focus on particular aspects of animals and was able to
again not focus on drawing correctly as these were fictional critters and thus it seemed
that it did not matter that I incorrectly drew a body part as it could easily be interpreted as
intentional. Additionally I enjoyed transforming my chalk drawing into a crayon colouring
and again the transformation it underwent when black water based ink was applied.
Develop craft During this art lesson I worked with oil crayons. I
developed methods on how to blend colours. Drawing
Technique: learning to use art animal shapes was something that I had not done in a
tools, materials &artistic while and drew upon my conceptual understanding. For
conventions. example, I can draw legs so that only two legs can be
Studio practice: learning to seen.
care for tools, materials and I realised from my last drawing experience that I needed
space. to be sitting upright at a table to produce drawings that I
found appealing.
Engage & persist I used water based ink. At first I did not water the ink
down and was alarmed when I applied a dab and could
Embrace relevant problems, not see through. I immediately added water and was
develop focus and other mental relieved to see the crayon resistance working as
states for working & described in theory.
persevering.
Envision I envisioned the mandrill aspect to my creation and
decided to use the same colours that could be seen
Mentally picture or imagine naturally in this animal as I liked the contrast. So I used
possibilities and next steps. white crayon as there is a white aspect in the facial
features. I was glad when applying the black ink it
turned out as I had envisioned.
Express When I drew my animal in black felt pen I was pleased
with the results. I was disappointed when I traced with
Work conveys ideas, feelings, the chalk as I felt that the material lacked the ability to
and personal meaning. obtain the detail that the felt pen had. Once I had
coloured it in I felt that the creation was rather childish.
However, after using the black ink I watched my artwork
transform and felt rather proud of the result.
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Observea I need to closely observe different features of the

animals. In particular what made the mandrills face so
Attend to careful, considered engaging? Through observation I determined it was a
looking. combination of lines and colours. I also observed other
animal features and realised that there are many unique
features
Reflect I liked the mandrills face the best. However felt that the
rest of the critter needed to be drawn again. I redrew my
Question, explain & evaluate critter, happier with this result I could of attempted
your work. another drawing but felt the pressure of the clock.
Stretch & explore While drawing the shapes of my critter I forgot that I
didn’t need lines between the head and body and the
Reach beyond limitations, ears and head. Drawing my chalk drawing I remember
explore playfully, and embrace to not draw the line between the head and ears but
opportunities to learn from forgot and traced the circle for the head and then the
mistakes. circle for the body.
Understand art world Henri Rousseau is reintroduced as a famous naïve or
primitive artist. Creating naïve art gives a better
Learning about the domain of understanding of this arts area. Further development of
art (art history) and knowledge of observational drawing occurs during this
participating authentically as experience.
12. With reference to your readings/videos/discussions explain how this arts learning
experience exemplifies
This experience exemplifies practice in several ways. First learners undertake a visual
brainstorming experience. This is observational drawing and an opportunity to extend and
develop divergent thinking. This experience also encourages learners to use their
imagination. According to ACARA (2016a) students to develop critical and creative
thinking, using visual arts languages, theories and practices to apply aesthetic judgement.
This is achieved when student use visual brainstorming, work on the handout and draw a
larger scale of their chosen critter and create the final product using chalk, pastel crayons
and ink. This experience also teaches students design principles and elements. According
to Dinham (2014) it is important that students are provided with art experiences that
enable them to explore and express their understanding of the world as this helps develop
their sense of self (Dinham, 2014). This activity enables students to express themselves
by providing open ended activities such as choosing a variety of animals and drawing a
range of different features. By allowing children to choose what animals and their body
parts to draw demonstrates how this activity is open ended as well as allowing students
the opportunity to self-express.
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Unit Learning Outcomes Doesn’t I have I have I now
apply made made feel
some significant confident
progress progress in this
area

of the principles of authentic forms of 
arts education with reference to
the Australian Curriculum and
alternatives
develop arts literacy and capability  
lessons that reflect an understanding  
learning contexts
the arts in children’s learning,  
and teach arts activities that reflect  
learning principles
General observations about your I really enjoyed this act activity I see how
learning students can be engaged in a story to create a
piece of artwork. This experience also allows
students to develop creative outcomes and
dispositions. It was fun to explore the
properties of chalk, crayon and ink. This
experience can be linked to science. I will be
using this for Assessment 2.
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Appendix C
Lesson analysis 4.2
Name Kylie Parry
Title Stone Nest
Collection of precious rocks Collection of sticks
First placement of rock onto sticks

Finished artwork

Students are encouraged to create an individual response to land art.

 Precious rocks
 sticks collected from around my yard
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 An old bit of wood painted black.
4. Arts concepts are being taught or explored

a) Nature has shapes and lines
b) Positive and negative can be created using natural materials
c) Land art can be created using natural and manmade materials
Watched the required viewing on famous land artist. Review of textbook chapters and
reading background information on land art.
 Creative process – also known as Wallas’ model. This model incorporates four
areas (preparation, incubation, illumination and vertification) these are the stages
of the creative process
 Land art and assemblages - also known as environmental art or found object art
are established forms of artmaking that fundamentally require artists to take
existing objects and use them to create new visual experiences.
 Abstract – artwork that is non-representational and uses colour and shapes to
evoke mood or impression.
 Aesthetics – the way the world is perceived and the nature of art such as sensory
appeal, taste and beauty.
Students are expected to create art from materials that they can find within their own
homes. This makes each artwork individual and unique. It was a very open ended
experience with no explicit and direct instruction.
8. Describe your artwork in terms of its formal qualities. I.e. how you have used the
arts language.
I was in the creative process of incubation. For me this means I first looked at my
collection of rocks gathered them up and moved them. I placed then in the grass and
wandered around my backyard wondering what I could do with them. They looked pretty
in the sun but needed something else. I kept looking at the sticks. I started collecting the
sticks thinking maybe I could do a representation of last night fireworks (new year’s eve).
As I was collecting the sticks I saw a black board. I started piling my sticks on this board
thinking I am going to need a lot of sticks to create fireworks. Every time I collected a
handful of sticks I came back to the board. I eventually realised I could use this board in
my land art. Looking at my pile of sticks I thought it looked like a birds nest. Grabbing my
rocks I thought I could make a dragon nest. As I arranged my rocks, sticks would move
and I lost the position of the rock. It took several goes and I took lot of photos as I
arranged my rocks as the slight less movement would cause them to fall. I finally ended
up with an arrangement and photo that I was pleased with.
9. What references have been made to artists, artworks or arts traditions? What have
you learned about the world of art and how are these references relevant to the arts
activities you are engaged in yourself?
Land art is an established form of artmaking that fundamentally require artists to take
existing objects and use them to create new visual experiences. This helps met the
Australian curriculum of found materials and sustainability. According to ACARA (2016a)
students from foundation to year two are expected to use and experiment with different
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materials, techniques, technologies and processes to make artworks. This experiences

teaches learners about famous artistes such as Andy Goldsworthy, John Dahlsen, Robert
Bradford, Richard Shilling, and Liina Klauss.
I am pleased with my creation at first I was disappointed not to have explicit instruction on
how to create a piece of artwork. However the open ended challenge has lead me to a
prized photo, an artistic image I am proud to say I thought up and created myself.
Develop craft Choosing natural materials that represent thoughts,
feeling and ideas. Placing these materials in a new way
Technique: learning to use art that represents these thoughts and feelings.
tools, materials &artistic
conventions. The technique of carefully placing objects so not to
knock other objects was refined during this experience.
Studio practice: learning to
care for tools, materials and The studio was outdoors and learners need to adapt to
space. these new environment
Engage & persist How could I create an aesthetically pleasing piece of
artwork using my very pretty rocks? Arrange them on a
Embrace relevant problems, bunch of sticks 
develop focus and other mental
states for working & Using natural materials to represent thoughts, feelings
persevering. and ideas.
Envision I mentally envisioned my large purple crystal glittering in
the sun and went from there. I moved around my
Mentally picture or imagine backyard envisioning a creation inspired by new year’s
possibilities and next steps. eve fireworks. I envisioned the sticks as lines and the
rocks as the explosions. However once I had collected
the sticks I envisioned a nest. So I changed what my
land art was about.
Express I love natural minerals, gems and rocks formed in the
earth. I took things that were created in earth, carved
Work conveys ideas, feelings, and polished by man and returned them to earth. I also
and personal meaning. liked the idea that I was a dragon’s nest.
Observe I had to look carefully around my backyard to find sticks.
I examined the sticks to find an arrangement that I liked
Attend to careful, considered the best. I closely observed the rocks to determine
looking. where they should go in the bundle of sticks.
Reflect If I was challenged to complete another land art
experience it would look different even if I was to use
Question, explain & evaluate the same materials as it was all about careful
your work. arrangement and the right photo at the right time.
Stretch & explore I could have worked with the stick arrangement more.
Cutting and gluing the sticks into an actual nest would
Reach beyond limitations, have made the rock placement easier and the nest
explore playfully, and embrace more permanent.
opportunities to learn from
mistakes.
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Understand art world Land art is a postmodern form of art. It embraces

sustainability by using found, recyclable and/or natural
Learning about the domain of materials. Andy Goldsworth is a famous land artist. His
art (art history) and artwork is done with natural everyday materials, or
participating authentically as sculpting materials found in nature.
12. With reference to your readings/videos/discussions explain how this arts learning
experience exemplifies
The arts activity is one that invites you to express ideas about sustainability or place. It
involves applying visual arts thinking to working with found objects and using the outdoors
as a 'site'. The art element of shape and the design principles of repetition and balance
are taken into a new context. This experience also invites learners to extend and develop
their creative abilities. According to Dinham (2014) creativity can be recognised by its
manifestations such as preparation, incubation, illumination and verification. This
experience caters to all four of these creative processes. Furthermore, this experience use
exemplars of other artist using land art or site specific art. By providing learners with
images of Andy Goldsworthy artists were able to develop ideas as to what they could
create. According to WWVelasca (2009) Andy Goldsworthy’s artworks involve the use of
natural and found objects to create temporary sculptural pieces which appear naturalistic
and create stark contrast to their surroundings. To view Goldsworthy’s work helped to not
only inspire ideas but also develop conceptual understanding of this process. Additionally,
this artwork uses both the Australian Arts Curriculum and the cross curriculum priority of
sustainability. Students are expected to use and experiment with different materials,
techniques, technologies and processes to make artworks (ACARA, 2016a). Through
making and responding in The Arts, students consider issues of sustainability in relation to
resource use and traditions in each of The Arts subjects (ACARA, 2016b).These content
descriptor highlight the importance of teaching land art to children as well as providing an
affordable art unit to explore.
16
Unit Learning Outcomes Doesn’t I have I have I now
apply made made feel
some significant confident
progress progress in this
area

of the principles of authentic forms of
 
arts education with reference to
the Australian Curriculum and
alternatives
develop arts literacy and capability
 
lessons that reflect an understanding
 
learning contexts
the arts in children’s learning,
 
and teach arts activities that reflect
 
learning principles
General observations about your I really enjoyed this open ended challenge. At
learning first I was rather at lost as to how to complete
my own land art. However, I went over the
essential viewings and reading as went
through a creative process. I feel like I have
an conceptual understanding of the creative
process having used this to create my own
work. By making and responding to art in this
unit I feel like I have a deeper understanding
of what to expect from my students when I
deliver lesson plans.
17
References
Australian Curriculum and Reporting Authority (2016a). The Arts. Retrieved from
http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1
Australian Curriculum and Reporting Authority (2016b). Sustainability. Retrieved from
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-
learning-areas
Bartel, M. (2010). How to teach drawing to children. Retrieved from
https://www.goshen.edu/art/ed/draw.html
Curtin University. (2015). EDP263 Visual arts and media education: Topic 2 Henri Rousseau
cultural reference page [Information sheet]. Retrieved 12 December, 2015, from
https://lms.curtin.edu.au
Dinham, J. (2014). Delivering authentic arts education (2nd ed). Melbourne, Australia:
Cengage Learning Australia
Dinham, J. (2015). Lecture 2: Investigating the visual world [PowerPoint Slides]. Retrieved
from
file:///C:/Users/Kylie/Desktop/EDP%20263/module%201/week%202/EDP263%2520P
P2%2520Investigating%2520the%2520%2520visual%2520world%2520.pdf
ELEducation. (2009). Austin’s Butterfly [video file]. Retrieved from
https://vimeo.com/38247060
Schoolsworld. (2016). How to teach art if your not arty. Retrieved from
http://www.schoolsworld.tv/node/3291
Zhang, M. (2016). Museum Asks Visitors to Put Down Cameras and Pick Up Pencils and
Sketch Pads. Retrieved from http://petapixel.com/2015/11/25/museum-asks-visitors-
to-put-down-cameras-and-pick-up-pencils-and-sketch-pads/
WWVelasca. (2009). Andy Goldsworthy [video file]. Retrieved from
https://www.youtube.com/watch?v=hF-Mgx2aSC8
18

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Parry_K 17352400 Portfolio 1

Quality Arts Education

Observational Drawing Process. It is the teacher’s role to provide students with

Processes for encouraging imaginative interpretation. Creativity is a skill that can be

Practice drawing and

2. Description of the main activities

3. What materials and preparation are required?

4. Arts concepts are being taught or explored?

Express My work conveyed that I did not have a lot of confidence

1 Describe and evaluate the application

Felt pen drawing of Balizdrillant Chalk tracing of Balizdrillant

Coloured Balizdrillant with pastel crayons Black ink covered Balizdrillant

2. Description of the main activities

Observea I need to closely observe different features of the

1 Describe and evaluate the application

Collection of precious rocks Collection of sticks

First placement of rock onto sticks

2. Description of the main activities

3. What materials and preparation are required?

 An old bit of wood painted black.

4. Arts concepts are being taught or explored

materials, techniques, technologies and processes to make artworks. This experiences

Understand art world Land art is a postmodern form of art. It embraces

1 Describe and evaluate the application

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