Teaching notes - Shaun Gladwell

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:

  • a video artwork for study

  • a video introduction by the artist

  • an artist statement

  • 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.

Content summary
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)

  1. Watch the video artwork.

  2. 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).

  3. Discuss the Artist’s introduction in terms appropriate to the student group.

  4. 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:

  • click on linked text with a plus icon to reveal additional instructions and information

  • 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 Shaun Gladwell resource focuses on Gladwell’s Kickflpper video artwork. It addresses Stage 3 NSW Board of Studies Visual Arts outcomes. The following information will assist you to use this resource in your classroom.

This resource focuses on the following Stage 3 NSW Board of Studies Visual Arts outcomes:

Outcome Indicators

Artmaking

VA3.1

Investigates subject matter in an attempt to represent likenesses of things in the world.

Students:

  • explore subject matter of personal and social interest from particular viewpoints, including activities that are fun for themselves and others

  • consider how people use public spaces

VAS3.2

Makes artworks for different audiences, assembling materials in a variety of ways.

  • discuss the conditions and requirements of artworks that are made for particular purposes

  • explore these conditions and requirements in relation to their own artmaking

Appreciating

VAS3.3

Acknowledges that audiences respond in different ways to artworks and that there are different opinions about artworks.

  • respond to artworks and write reviews of artworks recognising how artworks can be valued in different ways

  • identify reasons why artworks are made (e.g. the artist’s personal interest and experience)

VAS3.4

Communicates about the ways in which subject matter is represented in artworks.

  • discuss the artist’s intention and the meanings of the work

  • identify and describe some properties of video art and techniques used in Kickflipper and comment on how these are employed in the representation of the subject matter

  • consider techniques used in Kickflipper and how these contribute to the meaning.

Learning activities
Activity Teaching and learning focus Ideas for implementation

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.

About Shaun Gladwell

https://en.wikipedia.org/wiki/Shaun_Gladwell

Technology tutorials and support

The Learning tools selector is a web application that supports teachers to make informed decisions about the technologies they use with their students.

https://app.education.nsw.gov.au/learning-tools-selector/