Class Activities Unit Two

Year 12 Term 2 Unit 2 Class Activities / Case Studies / Assignments: 

Identity is all about students discovering themselves… 
who they are
what they are,
what they stand for 
where are they currently now
accepting themselves past and present. 

Affected by their past and current students create their biography explaining on two levels, personal level or light-hearted responses - their life story. From these students will create 2D / 3D / 4D artworks. Choosing from any expressive form but documented in their A3 VADP artbook. 

The Aim:
This unit is made to encourage the identity of a person one that journeys to find God. Developing and assisting the student in understanding their identity and creative potential exist because of God. Also to develop a visual awareness and responsiveness to the past and present artist and artworks are affecting the world around them hopefully this produces a greater sensitivity and appreciation for God’s creations and their identity.



“Identity Artworks” 

Unit 2: “Identity”

Outcomes: Frames / Conceptual Framework 

Time: 34 Hours / 9 Weeks (approx) 

Term 2 | 3 - 5 Periods


Revision Of Previous Artist 

(Case Study 3) Conceptual Frameworks / Frames

Australian Identity Eugene Von Guerard (1811-1901) 

Govett's Leap and Grose River Valley,Blue Mountains, New South Wales (1873)

Eugene Von Guerard, Milford Sound, New Zealand 1877-79, Oil on canvas

Eugene VON GUERARD Govett's Leap and Grose River Valley, Blue Mountains, New South Wales
Eugene painted what he saw and what was appropriate at the time culturally appropriating without conscience of his training and background inspired by the German 
Romantic landscape tradition. His ideas of New Zealand and Australian outback seems to suggest a bias point of view of how the audience should see it in his time. 

Making the transition to "Identity" how accurate are artist interpretations to the real thing. We know that the Australian outback is harsh and dangerous at times. So I would prefer Tom Roberts idea of the Australian outback in the country. It depicts the reality of the Australian terrain rough, hot, dusty and almost barren at times.



Tom Roberts A Break Away 1891

This is an oil painting on canvas (137.3 cm x 167.8 cm) created by Tom Roberts. It depicts an outback scene in the late 19th century, set in the Riverina district of New South Wales during a drought. A mob of sheep is being moved by drovers through a parched landscape in search of water and green pastures. Smelling water, the thirsty sheep stampede downhill towards a dam, as one drover tries desperately to turn them around and save them from being crushed and drowned. A second drover (on the left-hand side, almost hidden by the dust) and two dogs – one having just been knocked over by some sheep – are unable to help. The next few seconds are vital – everything depends on the lone stockman's gallop into the mob. A column of dust, a 'willy-willy' dancing high on the hill, the dry colours of the earth and a dead steer slumped against a fence all confirm that drought is slowly tightening its grip on the land.


The whole idea of identity through this unit hopes to challenge the artist depiction on the accuracy of one's interpretation. Through their self-evaluation, skill and meaning of artworks.


(After much discussion students will miss out this part of class activity and continue with "Students do!") 
Using Eugene Von Guerard issues such as “Art and Nature” looking at a landscape with a sense of place and having an Australian identity. Also having an appreciation of art and beauty, the beauty of Gods creation. Von Guerard was primarily known as a recorder of Australian landscape as wilderness.


  1. Students will use Von Guerard ideas to convey meaning in their artwork. 
  2. Eight drawings on A5 paper will be distributed to each student. 
  3. Students will draw a natural landscape setting given by the teacher. 
  4. Students will use the school camera to capture their landscape settings then download to their computer. 
  5. Each student will select an area in their chosen photo. Each drawing is then copied using shellac and only pencil. A demonstration of this is given by the teacher. 

Artist Practice - In Action!

  • Students will have A5 size paper and you have already taken photos of your Australian landscape. 
  • Think about: The type of audience do you intended to view your work. Eugene Von Guerard investigated colonial art considering such issues such as parochialism (of narrow local interest) and of European tradition.
  • How will your artwork convey meaning to a specific audience like Eugene Von Guerard?
 

Term 2 | 2 Periods

Read and Study Frida Kahlo completing given Homework Study and read Frida Kahlo in Artwise 11/12. After reading create a biography of your life written down. Then take part of that biography and create a self-portrait of that journey of your life.


Homework – answer question below:

Justify how the self-portrait form is used by such artists as Kahlo and Van Gogh as a means of understanding ‘self.' How have they used this autobiographical device as a means of finding meaning for their pain, life experiences, and heightened emotions? Mention how their working methods and styles differ by referring to particular examples. 


(After much discussion students will miss out this part of class activity and continue with "Students do!")

Term 2 | 1 Period

 

Students study James Gleeson refer to the questions - This is to stimulate quick responses to create concise thoughts. Subjectively bringing to surface ideas and points that could enhance their conceptual thinking about any artworks placed in front of them. 


“Thinking about Art”

  1. What is the title of the artwork and what do you think it means or symbolises?
  2. When was the artwork made?
  3. What was the world like at the time was made?
  4. Where was the artwork made?
  5. What media were used to create the artwork?
  6. What is the subject matter of the artwork?
  7. What are some of the clues you can find that help you understand the main ideas or symbolism within the artworks?

 


Term 2 | 2 Periods

Read:  

James Gleeson page 20 Critical and Historical answer questions 1-10 short answers 

Example answer for question 1

  • The title and the imagery Gleeson’s paints “Massive journey of a personal nocturnal object” seems to suggest that everything in Gleeson’s oil on canvas 1938 is occurring in the night, life in its chaotic from taking its random course of the unknown. For example, the random landforms in it's earthly brown colours reminds me of the inner ear with a waterfall pouring out on the earth below and distance islands. It is a typical surreal dream-like painting suggesting a world of the unknown reflecting two parts of the existing and the X-Factor.

Example answer for question 2

  • 1938 an era where most inspirational artist such as Yves Kelin, Salvador Dali, Lichtenstein, Mondrian, Duchamp, etc. experimented and formed new art forms hence Gleeson two years later writing the first text in Australia that defined what surrealism was an Australian artist.


Term 2 | 2 Periods

“Who is Michael Johnson?” links between art issues of abstraction, landscape, art, and nature. (HSC)


  

Issues/Interests: Art and abstraction; art and nature – subtle reference to the landscape

Frame: Structural

Form: Painting

Conceptual framework: artwork-work-artist

The artwork as an object and symbol, a representation of wider world issues of art theory and the concept of abstraction.




  • Michael Johnson is one of Australian’s best abstract painters in the narrow provincial cultural tradition of Australian art and art world. 
  • His earlier work stems from the American influence of Abstract Expressionism such work of Rothko and Colour Field artist such as Barnett Newman and Clyfford Still and has links with Minimalism. (Students will do further research on this artist write a point by point artist biography ) 
  • His work has undergone a transition from geometric; hard edge works in the 1960’s to his more gestural, exuberant works of the 1980s. 
  • Michaels work is also influenced by Eastern philosophy and Chinese calligraphy, therefore taking on a multicultural aspect. 
  • The 1980s and 1990s hint at landscapes, continuing the Australian tradition of a sense of place. His paintings of the 1990s are expressive and sensual influenced by musical compositions. 
  • Michael’s main concern is an abstraction and the interplay of colour in later years adding textured surfaces.
  • Discuss with students the ideas and concepts about Michael Johnson, Von Guerard, and Tom Roberts.

Term 2 | 2 Periods

Class Activity Case Study | Conceptual Framework 2006 paper in completing your last case study here is an example of a case study. I have compiled a case study on a ‘Pop art.’

  • Discuss with students the ideas and concepts of Andy Warhol looking at the Conceptual frameworks.

Term 2 | 3 Periods

Major Assignment Term Two

Class Activity: Chose one out of the six and decide on what Expressive Form… 


Previously we have read and study Frida Kahlo completing given Homework Study and read Frida Kahlo in Artwise 11/12. After reading create a biography of your life written down. Then take part of that biography and create a self-portrait of that journey of your life. 

Homework – answer one question subjectively 

Justify how the self-portrait form is used by such artists as Kahlo and Van Gogh as a means of understanding ‘self.' How have they used this autobiographical device as a means of finding meaning for their pain, life experiences, and heightened emotions? Mention how their working methods and styles differ by referring to particular examples. 

1 page of six ideas based on your biography annotated - That would best be used to reflect your journal, for instance, Drawing, Painting, Digital Media, Graphic Design, Collection of works, Sculpture (photos of the sculpture inside A3), etc. 

(Another Artist Model introduced Diego Rivera and Fatu Feu’u) 

1 page of research and annotated - Students will start on their expressive form and will collect and gather research about their biography… 


Term 2 | 3 Periods

If Time Permits and depending on the students


Presentations of the biography based on” identity”- Drawing, Painting, Digital Media, Graphic Design, Collection of works, Sculpture (photos of the sculpture inside A3), etc. 


Visual Arts Body Of Work – Video “Art Express” (Dimensions worksheet)

 


Exam Study | Half Yearly Exam in March


 Hand in Visual Art Process Diary 

Term 2 Ends 3 Periods