Teaching notes
MOVE primary: Art in motion is a teaching and learning package containing five resources, each focused on the video artwork of a different Australian artist: Shaun Gladwell, Jess MacNeil, Joan Ross, Grant Stevens and Daniel von Sturmer.
Each resource contains:
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a video artwork for study
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a video introduction by the artist
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an artist statement
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appreciating and artmaking activities.
Each artist resource focuses on a particular education stage, but can be adapted to meet the needs of students at other stages. Some students might be able to work through the resource independently but generally students will require significant teacher input. Resource components could be projected onto a whiteboard for study as a whole class or by groups, or they can be used independently on personal computers. Videos can be viewed in full screen mode.
While the resources address students, teachers will be active participants, leading students through the activities including reading and discussing instructions. For early stages of learning, the resource might serve as a teaching guide, with each activity becoming a lesson plan interpreted appropriately for the age group. The video might be the only element that young students access directly.
Each artist resource will require a number of lessons to complete and could be the focus for visual arts learning over a term. Completion time for each artist resource will vary according to student experience and interest.
MOVE video art in schools, a video art resource with a secondary focus, includes video works by Shaun Gladwell, Jess MacNeil, Daniel von Sturmer and Grant Stevens. This resource provides students with information about the artists and a wider experience of video artwork. It also contains material useful for primary teachers including articles about video as an art form and critical reviews of the artists.
| Artist | Stage | Visual art form | Curriculum links |
|---|---|---|---|
Shaun Gladwell |
Stage 3 |
Performance art Video art (4D) |
English: Learning to write (review) Talking and listening (discussing and exploring ideas, listening to others) Learning to read (written and visual text) |
Jess MacNeil |
Stages 2 and 3 |
Drawing (2D) Animation (4D) Photography (2D) |
English: Talking and listening (discussing and exploring ideas, listening to others) Learning to read (written and visual text) |
Joan Ross |
Stages 1 and 2 |
Digital art (4D) Photography (2D) |
English: Talking and listening (discussing ideas, listening to others, exploring ideas, collaborating) Learning to read (written and visual text) Creative Arts: Music (creating a soundscape) Drama (improvising around emotions) |
Grant Stevens |
Stages 2 and 3 |
Digital art (4D) Digital art (2D): Word cloud Shape poem |
English: Talking and listening (discussing and listening to others, exploring ideas, collaborating) Learning to read (written and visual text) Learning to write (Acrostic poems) Creative arts: Music (creating an ostinato) |
Daniel von Sturmer |
Early Stage 1 and Stage 1 |
Fibre art (2D) Class mural (2D or 3D) Performance art Digital art (4D) |
English: Talking and listening (describing, responding, listening and taking turns in conversations, sharing ideas, following instructions) Mathematics: Two dimensional shapes (exploring and manipulating 2D shapes, naming 2D shapes) Creative arts: Music (moving, listening and responding to music) |
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Watch the video artwork.
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Watch the artist-talks video and ask students to read, or listen to the teacher read, the Artist’s statement (click on the image of the artist in the top left corner to access these in Artist’s introduction).
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Discuss the Artist’s introduction in terms appropriate to the student group.
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Complete the activities below the video player on the front page of each artist resource before beginning the numbered sequence of activities listed to the right.
When working in the activities:
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click on linked text with a plus icon to reveal additional instructions and information
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click on highlighted words to access the glossary which explains terms.
Teachers will need to access YouTube videos for students where necessary and set up blogs and determine who will have access.
The Joan Ross resource focuses on Ross's Funny face I love you video artwork. It addresses Stages 1 and 2 NSW Board of Studies Visual Arts outcomes. The following information will assist you to use this resource in your classroom.
Stage 1
| Stage 1 outcomes | Indicators | |
|---|---|---|
|
Making |
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VAS1.1 |
Makes artworks in a particular way about experiences of real and imaginary things. |
Students: • continue to explore characteristics of people around them eg facial expressions • talk about significant features and relationships within their artworks eg the relationship between the sound and visual aspects of their work |
|
VAS1.2 |
Uses the forms to make artworks according to varying requirements. |
• think about how they can interpret the teacher's or others' requirements for their digital artmaking |
|
Appreciating |
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|
VAS1.3 |
Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. |
• talk about Funny face I love you and about Joan Ross's interests and intentions • talk about Ross's artist statement and her ideas • identify particular qualities in Funny face I love you • consider particular techniques and effects used by Ross in Funny face I love you and what these communicate to the viewer |
|
VAS1.4 |
Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience. |
• recognise that artists explore the world in particular ways which influence how they approach their artmaking and the artworks they make |
Stage 2
| Stage 2 outcomes | Indicators | |
|---|---|---|
|
Making |
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VAS2.1 |
Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. |
Students: • talk and think about their intentions for video artmaking and recognise how these affect their selection of materials such as photographic images and sounds • focus on details of subject matter, e.g. facial expressions |
|
VAS2.2 |
Uses the forms to suggest the qualities of subject matter. |
• investigate various digital techniques, composition and components suited to the interpretation of the subject matter • use digital software in a creative way |
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Appreciating |
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VAS2.3 |
Acknowledges that artists make artworks for different reasons and that various interpretations are possible. |
• discuss Ross's reasons for making Funny face I love you • recognise that people have different views about artworks and their meanings that are informed by their understanding of such things as the context of the work, the artist's intentions and skills and the content and theme of the work |
|
VAS2.4 |
Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques |
• identify resemblances between the subject matter of Funny face I love you and facial expression • talk about the meaning of Funny face I love you and Ross's intention |
| Activity | Focus | Implementation |
|---|---|---|
|
Funny face I love you |
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After reading the artist statement to the students, ask them the questions included in this activity. If necessary remind them of relevant comments in Ross's artist statement. Discuss the word 'anthropomorphism' and its meaning. Ask students to identify and describe situations they know, where human qualities have been attributed to animals eg in advertising, when animals wear clothing. Students could find magazine images and photos of animals and anthropomorphise these by drawing or collaging onto them. Alternatively students could scan photographs of animals and use software such as Adobe Photoshop Elements to add human qualities. |
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Pulling funny faces |
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Before the students begin this activity, suggest an emotion (eg happy, shocked, terrified or angry) and ask the students to pull a face that shows that emotion. Continue with different emotions, sometimes asking students to look at a particular student's expression. Make sounds with instruments or voice and ask students to react by pulling a face to express the emotion they associate with the sound. |
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Activity 1 Capture emotions |
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Younger students might need assistance with taking the photos. Alternatively state the emotion and the students pull the appropriate face. Choose one face to photograph ensuring that all students' faces are photographed over a period of time. |
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Activity 2 Make a slideshow |
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Work with students to order the photographs and talk about why this might be important. Assist students to make a Microsoft PowerPoint presentation with the photos in the order they have organised. Discuss the time for each slide to be displayed. |
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Activity 3 Produce a soundscape |
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Talk with students about the meaning of 'soundscape' (see glossary) Project the included discussion points and questions about Ross's soundscape and discuss. As a class group look at some of the photographs taken in the class and suggest sounds to accompany them. When students have a sound they think relates to the photograph of themselves, assist them to organise the sounds in sync with the slideshow. After recording the soundscape discuss as a class how it might be improved. Refer to the music concepts suggested. |
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Activity 4 Create an artwork |
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Students will require assistance with this activity. A process for linking the sound and the slideshow is provided in the activity. |
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Activity 5 Exhibit the artwork |
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Students could organise a screening of the work or exhibit on a website or blog. The teacher would need to set up the blog and determine who would have access. Encourage students to talk about the process of making the artwork and what they have learned. |
About Joan Ross
Technology tutorials and support
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