Class Activities Term 3

Bookmark and Share

Year 9-10 students will look at the idea of discarded objects used in mix medium type artworks. This will involve the understanding of "Funk Art." Funk Art in the late 1950s, artists who were starting to use junk materials or "the leftovers of human experience," as Edward Kienholz called it, were described as "funky" -- or bad-smelling. 

Funk artists reacted against Abstract Expressionism, (artist expresses himself purely through the use of form and colour) which they considered too removed from humanity. They sought to bring the contemporary art scene back to including some realism and social responsibility. Funk artists liked often to use shock tactics in the Social Realist traditional of cultural critique and protest. 

“Funk Art / Junk in Your Trunk" - Frames

Unit: “Funk Art / Junk in Your Trunk" The Frames / Artist Practice / Conceptual Frames

Outcomes: 5.1 - 5.10

Time: 34 Hours / 10-Weeks (approx)

Evidence/ Periods



Week 1-3


Year 9-10 students timetable given out / Preparation for this class due to new timetables was a nullify event. New PRAC teacher Miss Lord on board.   


Artist Model: Matt talking to students about his work.

About Me
I draw inspiration primarily from the natural world, the many contrasting facets of humanity, and the complex relationship between them. 

Whilst working predominantly in Oils onto canvas, I'm also continually working in ceramics and mixed media.

Artist Model: Matt Weatherstone
speaking to students about artist practice, ideas, concepts related to the frame works:

Interview with the Artist:

1.    Who inspired you to become an artist or why this career?

2.    Why landscapes and what inspired you to do this particular    theme? Tell us about other themes in your artworks.

3.    Who is your favourite artist/s and why?

4.    What is your favourite painting out of your collection and why?

5.    How do you get ideas and tell us the process you go through to create?

6.    How do you choose your next location, topic, object etc to paint from?   

7.    Are you always happy with the final product?

8.    What makes you unique and standout from the other painters?

9.    Have you ever doubted any of your artworks at anytime?

10.    What is the hardest thing about being an artist?

11.    Are there any signs and symbols within your artworks that suggest your faith

12.    What is the most expensive painting you have sold and how long did it take to get your first break as a professional artist?

Homework: Get students to collect discarded objects related to "identity" as a persons individuality is important their belief within themselves creates cultural identity.

Collect discarded items that relate who they are as a person.

: The Unit

  • Introduction into Funk art what is Funk Art? What is funk art to students? Student discussion / Teacher. Students may associate it to music "funk music" associated to hip hop maybe? Not necessarily related to Afro American R&B (Rhythm and Blues)  
  • The question proposed to the students is "Can we use discarded objects to comment on  social events, politics, personal feelings, religion, current events?"  Students will have a class discussion about these question/s

An example of cultural issues looking at Kathe Kollwitz:

Artwise 2 Text Books Pg 39
Students will investigate the artworks of Kathe Kollwitz ideas and practice. Students will question the issues that inspire the artist to the point of painting artworks that speaks of social injustice.

  • I want to create a new type of art called "DATA FUNK Art"- computer generated illustrations / mixmedia conveyed in a pervading and forever evolving nature of technology and progress.
  • Basically assemblages of unrelated / related objects, images, text, musical scores, creating soft/ hard rhythmic montage images and text combined and layered to create unorthodox graphical elements of stylized compositions. Examples are shown to the students.

  • (Worksheet 1) students will create a Black and White collarge based on layered images, musical scores, text etc. Students will practice looking at positive and negative, positioning, juxta positioning, light and dark, scratched text, layering etc.

  • Students will create a series of montages first with text, images, mix media then together.

What will they learn in Artmaking:

  • reflect on and interpret actions and choices, and document these in their diaries
  • make images and objects (artworks) that approximate an approach to artistic practice
  • make artworks using a range of 2D, including drawing, forms, materials, techniques and various investigations of the world.
  • Using imagination /practicing artist practice

Critical / Historical

  • Students will study the artists and artworks of Symrn Gill questions 1 - 3 in Artwise 1
  • Students will study the artists and artworks of Kurt Shwitters questions 1 - 3

What will they learn in Critical:

  • subjective, structural, cultural and postmodern approaches to making artworks

5.1- 5.10

Week 4


5.7- 5.10

Week 5

5.1- 5.10

Week 6

Students continued with updating their Visual Art Process Dairies - documenting Assignment 1

Students will be investigating the issues of accuracy, proportionate composition, space, depth, foreground and background.

  • Students will receive half a portrait  (photocopied)
  • Students will complete the other half in pencil, charcoal, crayons, pastels etc.

5.1- 5.1

Week 8

5.1 - 5.10

Week 9

5.1- 5.10

Week 10

5.1- 5.10