Still and moving images

• the detail of the video artwork

• the moving image as a time related (4D) artform

• the relationship between the audience and the artwork

More experienced students could progress independently through many of the steps in the activities with teacher guidance.

The activity could be completed by a whole class or by small groups who discuss and select sections of the video that are particularly exciting and could be used as promotional images. Students may need assistance to take a screen grab. A process for taking a screen grab is included in the activity.

Kickflipper—video art

• detail of Kickflipper

• the skateboarding performance as the subject of Kickflipper

• video techniques used in Kickflipper

• responding to Kickflipper and writing a review

• the relationship between the artwork and the audience

Students could discuss the features of a review before beginning to write. Word banks and sentence beginners could be compiled by the class before students write their own reviews of Kickflipper.

Activity 1

Study the artist statement

• relating the artist statement to the artwork

• considering cultural aspects such as the intention and use of public spaces and the way a particular image defines a sub-culture such as skateboarders

• experimenting with performance and with video production

• the artist’s intention

• the relationship between the artist, the artwork and the world

This activity is primarily a discussion of Gladwell’s artist statement and how it relates to Kickflipper. Individual students could reflect upon the points included and make a written and/or audio response.

Alternatively it could be beneficial to project the discussion points and use these to guide a whole class discussion. This would enable students to share their thoughts and ideas and learn from one another.

Activity 2

Learn about Gladwell

• extending students’ experience of video artwork and in particular the work of Shaun Gladwell

• considering the implications of Gladwell’s changing roles in front of and behind the camera

• the relationship between the artist and the artwork.

This activity can be completed as part of the sequence of activities or considered as an extension activity. Upon completion, students will have further insight into video art and Gladwell’s body of work. This will be beneficial when students begin to plan, make and edit their own video artworks.

Teachers will need to access the YouTube videos for students if they are watching these at school.

The written section of this activity could be completed by individual students after whole class discussion of the included points. These could be projected for discussion.

Teachers will need to set up a blog for students to submit their responses.

Activity 3

Explore minutes of your life

• planning a performance as a subject for a video artwork

• the roles for production of a video

• the relationship between the artist and the artwork

Students choose a physical activity that will be the focus of a video artwork and experiment with different ways of carrying out the activity.

Students will need teacher permission to progress with their chosen activity and supervision as they participate in the activity. Teachers will need to discuss safety issues and protective clothing.

Discussion about the roles of individual group members who are performing for and/or producing the video artwork will ensure that all students contribute to the process.

Activity 4

Create your video artwork

• making a video recording

• editing a video recording

• using creative and experimental ideas to make a video artwork

• building knowledge of video art and in particular the work of Shaun Gladwell

• the artist’s intention

• the relationship between the artist, the artwork and the audience

Encourage students to think creatively when recording and editing their video work. They will consider techniques that they have discovered in earlier activities and develop their own ideas.

Through class discussion students build their field of knowledge about processes used by Gladwell and share ideas they intend to develop in their own artwork.

Encourage students to try new things while at the same time considering their intention as an artist: what they are trying to communicate to the viewer and how they will achieve this.

Activity 5

Exhibit your video artwork

• how the exhibition of work might contribute to its meaning

• writing an artist’s statement

• the relationship between artist, artwork and audience

The student exhibition could be on a small or large scale. Students might invite viewers to the exhibition or exhibit on the school web site or a class blog. The teacher will need to set up a class blog and decide who will have access to it.

Students could discuss the tasks to be completed when organising an exhibition. Tasks could be allocated to individual students and/or groups of students.