I have been teaching Visual Arts, Media, Photography and Design across years 3-12 since 2014 in a number of schools. Below are a range of artefacts demonstrating an assortment of student responses to assignments and projects over the last few years. As an Art teacher, my focus is always to celebrate diversity and encourage students to build confidence in using a range of tools and strategies to solve problems and build a language to communicate personal meaning. Art is a wonderful way for students to experience risk taking in a safe environment and explore play, right up into the senior school years.
Mount Barker Waldorf School Visual Art Years 8-12
Mount Barker Waldorf School Photography 2020
Mount Barker Waldorf School 11/12 Media – Silent Film Festival project
Contour Line – How to Open a World of ‘Anything is Possible!’
Dada Books by Year 4s and 5s
Students absolutely loved publishing their own books about Dada.
Each student made a page using techniques learnt from viewing and researching
Dada art and artists.
Examples of Students’ Work from my Classes
Landscape Painting –
Landscapes are Made up of Lots of Colours
As an introduction, students in years 4-7 were asked to create a landscape with acrylic paint. They were asked to first decide on a simple landscape from memory with a horizon line. Students then explored other artists landscape paintings, including Australian Aboriginal works and noticed how they used a range of colours to produce their work. Students were asked to use different colours to make up each colour in their landscape paintings. The results were fantastic! (See above). The purpose for this activity was to encourage freedom and relaxation whilst painting as a number of students expressed nerves about using acrylics but also to explore the use of colour and paint application techniques. The lessons worked really well as an introduction to the rest of the terms work – painting landscapes based on the school surroundings with a focus on connection to place with iPads. Students first photographed their favourite place at school and based their painting on the photograph and how they felt in that place. Students in years 6 and 7 used an iPad app called Photo Editor to manipulate their photos and emphasise the feeling they wanted to portray. Below are examples of adjusted photos.
The images below are examples of the finished works.
Surrealism – Make a Mixed up Animal!
The images above depict the work of a couple of the students I worked with in years 3-5. Students were introduced to the Surrealist Art movement and in particular Salvador Dali and his work. They played a collaborative drawing game that the Surrealists invented which involved the making of a mixed up picture. Group members begin by folding paper in thirds with each of the three group members drawing a piece of the picture in secret. The picture is then opened. The results are hilarious! Students then created their own mixed up animals. They began with a rough copy and then went on to the good copy. Part of the excitement for the students was the naming of the creatures! The students were given an opportunity to invent and innovate. The final stage of the project was to paint the creature, cut it out and present it on a black background. They really enjoyed these lessons and shared their work confidently. Below are examples of some of the finished works from the year 3-5 students.
The images above depict students work from year 3-7. Students were given the task to draw themselves. They were asked to use their reflection in a mirror as a starting point. They were asked to choose a facial expression and/or mood and copy what they saw in the reflection. Once this was complete, students were asked to use colours and materials that emphasised their expression and feeling portrayed in the portrait. Students viewed and responded to a range of Artworks and Artists from Australia (including contemporary Australian Aboriginal Artists) and from around the world, both past and present. Students reflected on their work and process and answered a set of questions relating to the finished product and process of making their work.
Blind Contour Drawing
The image above depicts a year 4 students’ work. Students were asked to draw using the technique of ‘Blind Contour Drawing’. Contour Drawing is essentially outline drawing, and Blind Contour Drawing means drawing the outline of the subject without looking at the paper. The end result doesn’t matter – what is important is carefully observing the subject. Blind Contour Drawing teaches students to take risks, build confidence, have fun and really use their eyes to draw!