activity_1.pdf | |
File Size: | 70 kb |
File Type: |
activity_2.pdf | |
File Size: | 47 kb |
File Type: |
activity_3.pdf | |
File Size: | 52 kb |
File Type: |
activity_4.pdf | |
File Size: | 43 kb |
File Type: |
Activity 1.
Lesson Topic/Focus: Jimmy Pike (Australian Indigenous Artist) AusVELS Domain(s): The Arts AusVELS Dimension(s): Exploring and responding Grade/Year Level: Grade 6 Duration of lesson: 60 mins LEARNING OUTCOMES/STANDARDS - Students will be able to acknowledge significant events of Australia's Indigenous history and culture through the eyes of Jimmy Pike - Students will be able to make connections between Jimmy Pike's artwork/design and his impact on Indigenous Australia ___________________________________________________ ASSESSMENT CRITERIA - Use appropriate arts language to describe the content, structure and expressive qualities of artworks created in different historical and cultural contexts - They identify and describe influences on their own works and discuss the key features _____________________________________________________ PRIOR KNOWLEDGE Students have an understanding of basic art terminology and in level 5 (AusVels) students learnt about 'The Australian Colonies.' Gaining knowledge about what life was like at that time for Indigenous Australians in the 1800s, in terms of clothing, diet, leisure, paid and unpaid work, language and housing. Students also have an understanding of the geographical features, climate, water resources during this time and have experience comparing the present and past landscape and the flora and fauna of the local community. _____________________________________________________ MATERIALS · Image of Jimmy Pike's clothing range found online · Interactive white board · A3 white paper, 1 per student · Coloured pencils _______________________________________________________ INTRODUCTION Show runway image of garment worn by the model designed by Jimmy Pike (display image only - focus on front model) http://www.madisonmag.com.au/fashion/australian-fashion/australian-fashion-week-roopa-pemmaraju.htm Without giving the student's evidence of the artist, use visual thinking strategies to see if they can identify and describe influences in the design. Encourage the students to discuss the piece as a whole class using appropriate arts language. ________________________________________________ DEVELOPMENT Summarise and reflect on class discussion from the image. Before showing the video clip: ask the students to lookout for a link with the previous image (fashion design) and Jimmy Pike "Desert Psychedelic" exhibition short http://www.youtube.com/watch?v=eZJqYD9a0r8 (encourage the students to take notes or make quick sketches) After the video clip have an open discussion: - What happened in the video clip? - What key events took place that shaped Pike's career? - Identify what influences that inspire Jimmy Pike? - What technique and style does he incorporate in his artwork? Revisit the image of the garment worn by the model and discuss the connections with the exhibition short: - What may the linear lines represent on the garment? - How may the garment hold Indigenous symbolic recognition? - What may of influenced the colour choice and texture? _______________________________________________________ CONSOLIDATION AND PRACTICE After the exhibition short discussion ask the students to respond to their new knowledge gained by designing an outfit, with the use of coloured pencils on an A3 white piece of paper. Incorporating Jimmy Pike's method by applying symbols and linear geographic meaning within their garment designs. _______________________________________________________ CLOSURE Get the students to share their garment designs to the class, encourage them to use appropriate arts language and make cultural and historical connections, based on Jimmy Pike's artwork/designs. |
Activity 2.
Lesson Topic/Focus: Jimmy Pike (Australian Indigenous Artist) AusVELS Domain(s): The Arts AusVELS Dimension(s): Creating and making Grade/Year Level: Grade 6 Duration of lesson: 60 mins LEARNING OUTCOMES/STANDARDS - Student will be able to create a Claymation scene whilst working collaboratively - Students will be able to make a scene that illustrates an understanding of Pike's life encounters ___________________________________________________ ASSESSMENT CRITERIA - Students use a range of sources to generate ideas and manipulate arts elements - Their arts works communicate ideas and understandings and incorporate cultural influences _____________________________________________________ PRIOR KNOWLEDGE Students have previously worked with Crayola modeling clay in Art. They also have knowledge of constructing basic storyboards. ______________________________________________________ MATERIALS · Interactive whiteboard · Crayola modeling clay · Coloured paper and cardboard · Coloured pencils/texters · Quick dry glue · Scissors · Natural materials, ie sand, leaves, twigs, grass _______________________________________________________ INTRODUCTION Show Claymation video clip from 0:25 to 00:52 http://www.youtube.com/watch?v=tQj_8W_lNYg Using visual thinking strategies to briefly discuss with the whole class what connections there are between the theme of the Claymation in relation to Jimmy Pike's story. ___________________________________________________ DEVELOPMENT Reuse Jimmy Pike "Desert Psychedelic" exhibition short and pause after separate scenes: http://www.youtube.com/watch?v=eZJqYD9a0r8 Scene 1: 0:00 - 0:42 Scene 2: 0:43 - 1:08 Scene 3: 1:10 - 1:22 Scene 4: 1:25 - 1:48 Scene 5: 1:50 - 2:18 Scene 6: 2:22 - 2:26 Scene 7: 2:27 - 2:38 Scene 8: 2:39 - 2:55 Scene 9: 2:56 - 3:20 Discuss each scene separately with the class and record dot points on the whiteboard using Feldman's Model of Art Criticism. Ask the students to briefly describe, analysis, interpret the event and the elements used to create the scene. - What happened in the scene? - What principles of design were used? - What emotions/feelings connect to this scene? Then ask the students to recollect the process of the Claymation and list the props and backgrounds required to build the scene - What characters are within the scene? - What background could be effective to retell the scene? - What materials could be used to recreate this scene? _______________________________________________________ CONSOLIDATION AND PRACTICE Divide the students into pairs or groups of three and allocate them one scene from the exhibition short. Step 1. Instruct students to roughly sketch a storyboard of their scene made of three consecutive parts. Allow them 5 minutes to complete and then to show the teacher in charge before beginning the next step. Provide an example on the board: ie Scene 2: part 1 - Pike at a cattle station working, wearing clothes part 2 - Pike driving a car part 3 - Pike learning English Step 2. Provide the students with Claymation materials and instruct them to work with them to recreate their scenes. _______________________________________________________ CLOSURE Allow the groups/pairs to share three key elements with the whole class of what they have achieved and what challenges they may have faced within the timeframe. |
Activity 3.
Lesson Topic/Focus: Jimmy Pike (Australian Indigenous Artist) - SonicPics APP AusVELS Domain(s): The Arts AusVELS Dimension(s): Creating and making Grade/Year Level: Grade 6 Duration of lesson: 60 mins LEARNING OUTCOMES/STANDARDS - Student learn how to use SonicPics and how it can be a valuable resource - Students learn the value of planning and time efficiency as they work collaboratively ___________________________________________________ ASSESSMENT CRITERIA - Students work collaboratively and apply technologies to plan, develop, refine, make and present arts works - Students consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences _____________________________________________________ PRIOR KNOWLEDGE Students have gained an understanding of what a Claymation looks like and what props and backgrounds are included in their previous lesson. Students also have a basic understanding of navigating through IPads. They understand how to use the IPad as a camera and where to find the photos taken in the photo gallery. ______________________________________________________ MATERIALS · Images of Jimmy Pike's artworks · Interactive white board · IPADS - SonicPics App · Props/backgrounds made for Claymation . Storyboards _______________________________________________________ INTRODUCTION Display artworks by Jimmy Pike on the interactive whiteboard. Slowly scroll through the first five artworks by Jimmy Pike: http://www.paintedcountryaboriginalgallery.com.au/section.php/28/1/jimmy_pike As a whole class, use visual thinking strategies to see if the students can identify the connections between Pike's artwork and Australian landscape. ________________________________________________ DEVELOPMENT Provide Claymation groups/pairs with an IPad each. Instruct students to take a photo of the first five artworks seen on the interactive whiteboard with their IPads: http://www.paintedcountryaboriginalgallery.com.au/section.php/28/1/jimmy_pike After they have captured all the photos allow them to sit in their groups as you guide them through the SonicPics Application. Step 1. Find the SonicPics APP on your IPad and open it Step 2. You will see on the screen: Projects and a + in the top left hand corner - click on the + as you are adding a new project Step 3. Click on Title - here you will be writing the title - write "Jimmy Pike" as we a creating a project using the photos taken of his artworks - click done - What would you write as your title for your scene? Step 4. Click on Description - here you will be writing briefly what the images are about - write " Artworks created by Jimmy Pike that represent his culture, history and capture the landscape of Australia" - click done - What would you write as your description for your scene? Step 5. Click on Add + next to Images then select all the images you took of Pike's artwork - click done Step 6. Click record - here you will tap the red circle and speak aloud as you record what you can see in each image - use your finger to flick to the next image - click the pause symbol to stop recording - As we are recreating the exhibition short via a claymation what will you be recording to say throughout your scene, ie narration? - When thinking back to the claymation example watched in the previous lesson what do you notice about the duration of each scene, will this need to be considered when recording and how, ie speed of dialogue and the amount of photos captured (the more photos captured the longer the amount of time gained to record)? Step 7. Click on the arrow in the bottom right hand corner - click save Step 8. Click share - then click email Step 9. Click next with the To: column (write in teachers email address) Step 10. Click send (this will then be sent to the teacher's email address, who can collaborated the clips so they can be viewed one after another) _______________________________________________________ CONSOLIDATION AND PRACTICE Step 1. Instruct students to now set up their storyboards with their Claymation props. Photograph the scene within a minimum of 30 shots using their IPads - capturing the slow movements throughout the storyboard. Step 2. After photos have been completed request the students to use the SonicPics App to create their Claymation movie (provide students with a step by step process as above) _______________________________________________________ CLOSURE As a class reflect on the lesson by encouraging the students to highlight the challenges they may have faced when creating their Claymation. As well as discussing what they may have learnt or enjoyed from the lesson. |
Activity 4.
Lesson Topic/Focus: Jimmy Pike (Australian Indigenous Artist) -Illustrations AusVELS Domain(s): The Arts AusVELS Dimension(s): Exploring and responding Grade/Year Level: Grade 6 Duration of lesson: 60 mins LEARNING OUTCOMES/STANDARDS - Students will be able to acknowledge how fictional stories and illustrations can be used to represent Pike's life encounters - Students will be able to acknowledge how illustrations can represent meaning through elements and principals of art ___________________________________________________ ASSESSMENT CRITERIA - Students use appropriate arts language to describe the content and structure - Student can discuss the purposes for which arts works are created in different historical and cultural contexts. - Student can interpret and compare key features of arts works from different cultures _____________________________________________________ PRIOR KNOWLEDGE Students have an understanding of Jimmy Pike's artistic technique and knowledge of his life story. They have also explored connections between the Indigenous history of Australia and his artwork throughout the prior three lessons. ______________________________________________________ MATERIALS · Book: Desert Cowboy by Jimmy Pike and Pat Lowe · Interactive white board · SonicPics APP · A4 white paper, 1 per student · Coloured pencils/texters _______________________________________________________ INTRODUCTION Read chapter "Hunting on Wheels" in Desert Cowboy Lowe, P., & Pike, J. (2000). Desert Boy. Broome, Western Australia: Magabala Books. Without allowing students to look at the illustrations, use open-ended questions to engage students to find the connection between the story and what they had learnt about Jimmy Pike. _______________________________________________________ DEVELOPMENT Ask the students to sit in a circle and hand around the book "Desert Child". Allow each student to select an illustration within the book and show their peers. Then ask them to select an one of the questions written on the board to their classmates to discuss: - What is happening in this illustration? - How can we determine this illustration has been created by Pike? - What symbolic meaning can been seen within the illustration? - Why do you think he choose this colour scheme? - What emotions can be interpreted from the illustration? - How would you describe the illustration? - What principals of art have been incorporated? - What elements of art have been incorporated? (Encourage students to use appropriate arts language) _______________________________________________________ CONSOLIDATION AND PRACTICE Students are each given a A4 white piece of paper. Request the students to work individually to create an illustration from the chapter "Hunting on Wheels" in Desert Cowboy, using both coloured pencils and texters. When completed ask the students to paste their illustration in their portfolio with a brief explanation underneath. _______________________________________________________ CLOSURE Allow the students to sit on the floor as you show their Claymation video in scene order on the interactive whiteboard using SonicPics. Use this time to encourage the students to reflect on what they have achieved throughout their focus unit on Jimmy Pike. |