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BooksHarmony - we can make it happen (Stages 3 & 4)

Theme: Cultural diversity and multiculturalism
Key Learning Area: The Arts
Age Group: Secondary Lower (13-14) Resource Type: Posters and artwork Stimulus Name: Joint Senior State Winner 2009

Outcomes

Making
VA4.1-6, VA5.1-6

Appreciating
VA4.8, 4.9, VA5.8,5.9

Introduction

This is a visual arts unit of work to support the Harmony Day Poster Competition 2010. The theme for 2010 is Harmony - we can make it happen. For more information about the competition visit Moving forward together

"Australia is a country of diversity, in both its natural environment and its human landscape. Australians come from this country and from many countries around the world; we live in urban and rural settings; we have different colours, cultures, religions and beliefs. Our strength is in our diversity and commonly shared Australian values, which unite us. We are part of one people, infinitely varied in our secondary characteristics.We need to work towards achieving harmony and ultimately unity in our society."( Moving forward together)
Students investigate ways of representing the concept of Harmony - we can make it happen visually, using both images and words. The A3 poster can be either portrait or landscape.

Subject matter: People
Forms: painting, collage,digital
Frames: Subjective, Cultural, Post modern
Conceptual Framework: Artist/artwork world/audience
Duration: 3 to 4 weeks
Stages 3 & 4

Suggested Activities

Learning Experience 1:
Appreciating Artworks
Students discuss posters and their message.
Consider what the picture is saying.
Consider what the words are saying.
How is it said? directly?
Students discuss the posters in terms of visual elements line, colour, space, shape, balance and movement.
Students discuss pictures communicating harmony and us/we/community.
What are appropriate visual metaphors?
What could signify us/we/community?
What could signify harmony?
Students play with their own ideas and should be encouraged to explore more than one idea and share ideas.
Students could use Photoshop, PaintshopPro, Adobe PhotoDeLux or whatever program is available to explore visual presentations. Simplicity is the key. The less involved the more direct the communication.

Teaching Notes
Image Resources
Allposters.com
Work together, Caring, Communication, Diversity www.racismnoway.com.au posters
Visual Arts 7 -10 Feature Site virtual Artroom

http://www.virtualartroom.com/image_manipulation.htm#tutorials2

Materials
A3 scrap paper a variety of pencils and markers
Appropriate computer programs

Learning Experience 2:
The Plan
Students are encouraged to decide whether they wish to make their words or picture tell the message. It is important that they choose, so that their message is clear and immediate. Their message should involve the slogan 'Harmony - we can make it happen.'
Students need to plan their work. If they are not using computer programs it is easier if they use several pieces of paper to plan and arrange for optimal effect.
Stencils are a way of creating simple clear images and words. Several placements of stencils could be trialled.
Refresh students understanding of visual elements [Learning Experience 1] so that they can develop their visual communication tools.

Teaching Notes
Materials
A3 scrap paper, pencils/black and coloured, giant felt markers, coloured papers.

Learning Experience 3:
Students need to look at ways to make their work clear such as outlining, simplifying, contrasting colour choices, boldness, size, and placement for greatest visual impact and highlighting.
Stencils will create a clear strong and bold image. Students need to be careful to connect all pieces so that none are 'floating' and thus lost to the design.
At this stage,students may need to discard some aspect of their work for greater clarity. Anything that does not add to their message takes away. Because the final work needs to be clean and clear it can be advantageous for students to work on differing pieces of paper and then paste them on to the sheet or copy or trace.

Teaching Notes
Materials
A3 paper and the best quality paper cartridge
Variety of pencils
Super chunky markers
Acetate, card, heavy paper or drafting film for stencils
Cutting tools
Dabbers and stipple brushes
Acrylic paint
Coloured papers
Paste

Resources
Relevant computer programs

Learning Experience 4:
Students gather their words and pictures and decide on the final layout. At this stage work may need to be scaled up or down in size. NB Usually larger rather than small images will have greater impact. Work that is cut by the parameters of the page can be even more direct.
Students should consider the background colour. Do they want their poster to be on white paper? If not, what colour would be appropriate? If A3 paper is not available in colours students could consider painting or dying the paper first. They need to be careful that this colour adds to their posters impact, rather than takes over and that the colour is suited to the theme of harmony.
Students using computer programs need to be careful that the images that they may use are either completely their own or have no copyright conditions attached.

Teaching Notes
Materials
The best quality cartridge A3 paper, pencils/black and coloured, felt markers, paint, coloured papers and paste.

Resources
Relevant computer programs

Assessment
Did the student

http://www.virtualartroom.com/assessment_of_digital_work.htm

Evaluation
Were all students given the opportunity to experiment in expressing their responses?
Did all students confidently participate in class discussions?

Additional Strategies

Download and refer to Teacher's Notes

Class discussion

  1. What is a terrorist, a rebel, a guerilla, a freedom fighter, a mercenary and a criminal?
  2. What kind of acts are considered terrorist acts? What is the difference between a terrorist act and a crime that is of a similar nature?
  3. Is terrorism always the acts of small groups who feel disempowered against governments?
  4. Is government sponsored aggression against their own people (often ethnic, religious or political minorities) terrorism?
  5. How do you think terrorists should be punished for their actions? Who should punish them?
  6. What can be done to prevent terrorism?
  7. How does the media portray terrorists and terrorism, both on the news and in the movies? Do you think these are accurate depictions? Why or why not?
  8. Can terrorist activities increase the level of racism reported in the community?

Examining Possible Responses to Terrorism

  1. Download and distribute handout: Not Allowed/ Not Cool/ Cool to the class.
  2. Give students time to read through the lists and relate them to their own experiences or actions. Ask them to answer the questions after each list as they examine which things they have experienced, witnessed or done.
  3. After students have completed their lists, ask for some volunteers to share their reactions. Help them connect their personal experiences with the way potential victims might feel.
Related Resources

Image resources
www.allposters.com Work together, Caring, Communication, Diversity
www.racismnoway.com.au posters

Further Resources
Curriculum Support
Visual Arts 7 -10 Feature Site virtual Artroom

http://www.virtualartroom.com/assessment_of_digital_work.htm


Copyright Acknowledgement
Caelan Baldwin-Core
Bede Polding College
Joint Senior State Winner Harmony Day Competition 2009


Date: 06 August 2008