Curriculum Update: Art and Creative Industries

Visual Arts in Primary

Flexibility and resourcefulness is often thought to be one of the hallmarks of creative people and 15 weeks of online learning definitely challenged the creative limits of the Visual Arts department!

Luckily for us, our students were highly engaged, super enthusiastic and open minded in their willingness to try the various art making experiences we offered them.

Art projects were adapted, altered and appropriated to suit the learning from home environment. Despite the limitations of resources all students were happily willing to work with whichever art media was available to them. Our gratitude is extended to the family members who stepped in and gave practical assistance when we couldn’t.

Here is a taste of the projects from this semester . . .

Year 6
Letter Search Photography – think treasure hunt without the map but with an eye for finding letter forms in unexpected places.

 

 

 

Year 5
Google Doodle – you’ve all seen the Google logo adapted to commemorate important historical dates and notable people?  Year 5 created Google doodles to celebrate the Lunar New Year – Year of the Rat – with fantastic results.

 

 

 

 

Year 4
Photographic colour wheel – this project sounds easy but challenged the students to find objects in a range of primary, secondary and tertiary colours, as seen in the colour wheel.  The trick was in photographing several objects in each colour to create ‘visual flow’. As a bonus they also developed their photo editing skills.

 

 

Year 3 Turning 2D into 3D – This project spanned a couple of weeks. In the first week students completed a 2D drawing/painting of a sunflower.  Then they learned how to make salt dough clay and used this to create a 3D sculpture in the second week.

 

 

 

Year 2
Robot Collagraphs– Students used their knowledge of geometric shapes to cut up cardboard and glue it onto a background to form a robot.  There was such variety and creativity in the different robots made!   Students next created a rubbing from the plate, using a crayon and piece of paper.

 

 

Year 1
Picasso Portraits – This project spanned over several weeks and students had to experiment with different perspectives and geometrical shapes. Students learnt about Picasso, his styles, his use of colour and perspective before they set out to create their own Picasso inspired Portraits. There was a wide variety of very colourful and creative portraits created!

Preparatory
Seaside landscapes – This project spanned over several weeks and focused on colours, blending, perspective, composition and texture. We started with understanding perspective and how to show this in our landscape by blending colours, then arranged their seaside images in the appropriate section – sky, sea or sand. Finally, they explored different textures that they could find at home and added different materials to show texture in their sand or beach umbrellas etc.

Reception
Shapes – After reading “The Shape of Things”, reception set out to explore how they could use different shapes to create simple pictures. First, they explored around the house to find different shaped items to trace. Then using these items, they traced, cut and arranged them to create different pictures. There were some very creative pictures created, including sail boats, houses, gardens, trees and more!

 

 

 

Marnie Hunt | Primary Specialist Teacher, Art

 

 

 


Jaime Ashton | Primary Specialist Teacher, Art

 

Creative Industries in Secondary

Collaboration during online learning in Creative Industries

Collaboration is one of the most utilised skills in Creative Industries. Whether it comes in the form of sharing skills to realise a design solution or to gain feedback about something that’s been created, collaboration happens naturally in our lessons as we’ve established a strong culture of open communication. Of course, for practical subjects, online learning posed a particular challenge; how can we maintain a collaborative, creative, active learning environment without access to facilities?

Creative problem solving is what we do in Creative Industries… So we developed all new projects for online learning to keep our students collaborating and engaged! 

In Design & Technology, Year 8 students designed “Kangaroo Island” – a virtual island in Australia that is being developed as a tourist destination. Students worked in teams to design a part of the island with a particular area of focus: transportation, utilities, accommodation, activities and recreation, and safety and security. Using 3D modelling software, the teams designed and developed their area. The 3D models are currently being combined to form Kangaroo Island for viewing in the video game Minecraft. Next semester, students will be able to “walk through” the island and see how the entire environment and infrastructure works together.

Year 11 Design & Technology students used a Design Thinking strategy to develop anthropometrically-correct eyewear for another student “client”. Using IT communication applications like instant messaging, students worked through an iterative design process and received immediate feedback from their clients. Designs were developed to a low-fidelity prototype online and when students returned to school, their designs were immediately ready to be developed into more detailed prototypes for testing.

In Visual Art, Year 10 students used [private, school-based accounts on] Instagram to curate a cohesive body of work using photography to “capture the essence of Hong Kong”. By utilising Instagram comments, the class ran an authentic photography critique and feedback cycle. Students “liked” each other’s work as an indicator of which photographs should be further developed in post-editing. Students were then encouraged to comment on the final photos to give the photographer feedback on audience perception.

When collaboration was not possible with each other, students were asked to collaborate with their families. Visual Art Years 7-10 participated in the Getty Challenge: recreating famous works of art inside their homes. To do this, students had to get their parents and siblings (and sometimes pets!) to participate, which made for some excellent, and very fun results!

Upon returning to school, students in Creative Industries were able to continue with their project work without interruption. This was due to the excellent effort of our staff and students who were open to trying new approaches to teaching and learning.

Christina Carini | Head of Creative Industries