Wonderment of The World

Wonderment of
the World
Level 6
Unit planner
Chrsse Maraks chrsse.94@hotma.com
Table of Contents
Preamble...............................................................................................................................................3
Session 1: Identity: Individual and Community...................................................................................4
Curriculum Links:................................................................................................................................6
AusVLS.........................................................................................................................................6
ACA!A...........................................................................................................................................6
Session ": Indi#enous Pers$ectives % &Carin# 'or Place( Carin# 'or Country) ....................................*
Curriculum Links:..............................................................................................................................1+
AusVLS.......................................................................................................................................1+
ACA!A.........................................................................................................................................1+
Session 3: Learnin# beyond t,e visual arts classroom ......................................................................1"
Curriculum Links:..............................................................................................................................14
AusVLS.......................................................................................................................................14
ACA!A.........................................................................................................................................1-
Session 4: Construction and .econstruction......................................................................................1/
Curriculum Links:..............................................................................................................................10
AusVLS.......................................................................................................................................10
ACA!A.........................................................................................................................................10
A$$endi1 1................................................................................................................................""
A$$endi1 "................................................................................................................................"-
A$$endi1 3................................................................................................................................"*
A$$endi1 4................................................................................................................................3+
!ationale.............................................................................................................................................3"
!e'erences..........................................................................................................................................33
Preamble
The am of ths unt panner s to deveop the topc Wonderment of the Word
through vsua arts. In exporng aspects of ths topc, the students can deveop
ther understandng on themes such as ther own dentty as an artst, carng
for the country they ve n, earnng beyond the four was of the cassroom and
aso usng the natura word to create art. Ths w hep them gan an open
perspectve to the word around them n whch they ve through varous
methods. These w ncude drawngs, cay modes and usng nformaton and
communcatons technoogy makng nks to art eements, prncpes and a
range of theores n nterpretng and anaysng art peces. In ganng a deeper
nsght n the hstory of artwork representng ther cuture wth connectons to
Indgenous art and nature, t w hep the students create a sense of ther own
artstc dentty. As they use artstc technques, symbosm, storyteng,
reconstructon of materas and aso vstng an art gaery t w chaenge ther
artstc abtes. Everythng they w undertake w unte them wth the and
they ve n and hep them dscover ts vaue and hstorca roots n
expermentng wth eements of vsua arts.
Session 1: Identity: Individual and Community
Title: The artst n me
Year level: Leve 6
Artwork: A cty mouse and a country mouse, Aexander Cader (refer to
appendix 1)
Focus Artist: Aexander Cader
Curriculum foci: Art (two-dmensona and three-dmensona) ndvduay and
n combnaton. They earn about ways to desgn, mprovse, represent,
nterpret, make and present arts works that communcate feengs and ther
nterests and understandng of themseves, ther reatonshps and other
peope.
Focus: Creating and making
At Leve 6, students ndependenty and coaboratvey experment wth and
appy a range of sks, technques and processes usng a range of meda,
materas, equpment and technooges to pan, deveop, rene, make and
present arts works. They nvestgate a range of sources to generate deas and
manpuate arts eements, prncpes and/or conventons n a range of arts
dscpnes and forms as they expore the potenta of deas.
esources: Paper, charcoa, wre, contnuous ne drawng (refer to appendix
1)
!ink to cross"curricular conte#t: Lteracy - Aesops fabes
$nder%inning t&eory:
The Conceptua Framework
'isual Arts focus:
The chdren w come to understand Aexander Caders contnuous ne
drawngs partcuary the eement of ne usng the conceptua framework
method.
Tuning in:
The students w be exposed to Aexander Caders artwork, The Cty Mouse
and the Country Mouse. They w be gven tme to examne the artwork and
tak amongst ther peers on ther nta thoughts of the man art eement they
can dentfy.
Focus (uestion:
Who thnks they mght know how to draw ther own verson of ths artwork?
What do we need to do to make our own verson of ths artwork?
What woud we use to create t?

)emonstration:
The teacher w ask a student to stand n the centre of the room and act as a
human mode. The teacher w be makng a drawng of ths person usng the
technque Aexander Cader dd n hs pece. Students w be asked to carefuy
watch and sten to others' expanaton. The teacher w emphasse on how to
hod the charcoa and contnuousy draw what theyre seeng wthout takng the
charcoa oh the paper.
The rues w be outned that eyes shoud ony be on the student mode, to
draw what you see, to not take the charcoa oh the paper makng the nes
contnuous and add any faca features or cothes of the mode.

Investigation:
Usng the conceptua framework method n approachng the actvty, the
dscusson w be ed wth an artst approach. The sub|ect matter, audence and
art work w a be dscussed as we.
Focus *uestions:
What was somethng we had to keep n mnd whst we were drawng?
What partcuar eement were we usng |ust ke Aexander Cader had n hs ne
drawngs?

e+ection and ,aking connections:
New vocabuary: contnuous nes, Aexander Caders pece n comparson wth
ther own, background behnd Aexander Caders ne drawngs.
Ada%tations:
Enabling prompt: A focus group where teacher can demonstrate contnuous
ne drawngs agan.
Extending prompt: Chdren w use wre to make a physca three dmensona
mode of ther two dmensona contnuous ne drawng.
Assessment strategies:
Teacher w montor and coect students work whch shoud consst of
contnuous ne drawngs and answers to focus questons w be recorded.
Curriculum Links:
AusVELS
!earning focus:
They experment wth magnatve and nnovatve ways of generatng deas and
manpuatng arts eements, prncpes and/or conventons to expore the
potenta of deas, ganng nspraton from a broad range of sources, ncudng
arts works from dherent cutures, styes and hstorca contexts.
Standard:
Creating and making
dscpnes and forms as they expore the potenta of deas. In ther arts works,
they communcate deas and understandngs about themseves and others,
ncorporatng nuences from ther own and other cutures and tmes. They
evauate the ehectveness of ther arts works and make changes to rease
ntended ams. They consder purpose and sutabty when they pan and
prepare arts works for presentaton to a varety of audences.
)imension:
Dscpne based earnng
ACARA
Strand:
Makng
'iew%oint:
As the artst
-and descri%tion:
In Years 5 and 6, earnng n Vsua Arts buds on the experence of the prevous
band. It nvoves students makng and respondng to vsua arts ndependenty,
and coaboratvey wth ther cassmates, teachers and communtes.
Students extend ther awareness of how and why artsts, craftspeope and
desgners rease ther deas through dherent vsua representatons, practces,
processes and vewponts. They deveop conceptua and representatona sks.
They use and appy approprate vsua conventons. Students test and nnovate
wth propertes and quates of avaabe materas, technques, technooges
and processes. The focus for ths expermentaton s on combnng two or more
vsua arts forms to test the boundares of representaton.
Content descri%tion:
Deveop and appy technques and processes when makng ther artworks
Content elaboration:
Enhancng and practsng ther art makng sks n usng a range of materas
and technooges
Consderng vewponts - materas and technooges: What s the artwork
made of? How does the choce of matera enhance the audences
understandng of the artsts ntenton? What made you want to touch ths
scupture?
Makng nformed choces about usng varous combnatons of
representatona eements approprate for a concept, theme or sub|ect matter,
for exampe, combnng reastc drawng sks wth an approprated mage from
the past to create new meanng
Expanng nuences of other artsts on ther own art makng
Ac&ievement standard:
By the end of Year 6, students expan how deas are represented n artworks
they make and vew. They descrbe the nuences of artworks and practces
from dherent cutures, tmes and paces on ther art makng.
Students use vsua conventons and vsua arts practces to express a persona
vew n ther artworks. They demonstrate dherent technques and processes n
pannng and makng artworks. They descrbe how the dspay of artworks
enhances meanng for an audence.
Session .: Indigenous Pers%ectives " /Caring for
Place0 Caring for Country1
Title: Connectons to the motherand
Year level: Leve 6
Artwork: Snake and Water-es, Raph Nchos, 1990s (refer to appendix 2)
Focus Artist: Raph Nchos
peope.
Focus: Creating and making
dscpnes and forms as they expore the potenta of deas.
esources: Paper, cooured pencs
!ink to cross"curricular conte#t: Hstory - Austraa as a naton, Aborgna
and Torres Strat Isander hstores and cutures.
8 Aborgna Ways of Learnng
'isual Arts focus:
The chdren w come to understand how nature can be drawn and used
symbocay n the form of storyteng nspred by the Indgenous peopes.
Tuning in:
The students w watch a short YouTube cp outnng an Indgenous dream
tme story. https://www.youtube.com/watch?v=cLktDAY-bz0
Focus (uestions:
What aspects of nature can you nd to draw?
How does ths ob|ect reate to a part of your story?
How woud you draw a partcuar ne, focusng on the emoton your story s
tryng to portray? Is the person angry? How woud the ned symbose ths?
)emonstration:
(Indgenous person or teacher ed)
The students w be exposed to the art work by Raph Nchos and dentfy how
the many aspects of the drawng s symboc to the way t s presented. The
teacher or Indgenous person w demonstrate how the parts of the pantng
symbose partcuar eements of a story and share the story wth the cass.
For exampe n response to Snake and Water-es, 1990s, the artst woud have
shared ther own ndvdua story "Im gong to te you a Bangerang story about
how the Murray Rver was made. One day an od woman was wakng wth her
three dngoes." Ths w be accompaned by demonstratng where ths part of
the story s symbosed n the pcture usng an anma, nes, a tree etc.
Investigation:
The students w go outsde and use nspraton from the payground such as
anmas, trees, pants and anythng to do wth nature to draw and create ther
own story. The students w use few of the 8 Aborgna ways of earnng to
deveop understandng of ther cuture. Ths w ncude connectng through the
stores they share and workng wth essons from and and nature.
New vocabuary: symbosm, ne - organc, anguar, harsh, vgorous, soft,
reguar,
rhythmc, contnuous, broken to represent emotons or parts of a story.
Ada%tations:
Enabling prompt: A focus group where the teacher can demonstrate another
exampe story focusng on eements of the story that are represented by
drawngs of nature.
Extending prompt: Chdren w create ther drawngs from outsde on a canvas,
ncudng coour to express parts of ther story.
Teacher w montor and coect students work whch shoud consst of a verba
nterpretaton of ther story makng drect nks to ther artwork.
Curriculum Links:
AusVELS
!earning focus:
Standard:
Creating and making
dscpnes and forms as they expore the potenta of deas. In ther arts works,
they communcate deas and understandngs about themseves and others,
ncorporatng nuences from ther own and other cutures and tmes. They
evauate the ehectveness of ther arts works and make changes to rease
ntended ams. They consder purpose and sutabty when they pan and
prepare arts works for presentaton to a varety of audences.
)imension:
Dscpne based earnng
ACARA
Strand:
Makng
'iew%oint:
As the artst
-and descri%tion:
band. It nvoves students makng and respondng to vsua arts ndependenty,
Expore deas and practces used by artsts, ncudng practces of Aborgna
and Torres Strat Isander artsts, to represent dherent vews, beefs and
opnons
Trang dherent ways to represent vews, beefs or opnons n ther
artworks n response to exporaton of how artsts communcate ther vews,
beefs and opnons through art
Makng aesthetc choces about representaton and beng abe to expan
ther choces descrbng the vsua conventons and processes
Session 3: Learning beyond the visual arts classroom
Title: Beyond the four was
Year level: Leve 6
Artwork: Shearng the Rams, Tom Roberts, 1890 (refer to appendix 3)
Focus Artist: Tom Roberts
Curriculum foci: Students experment wth magnatve and nnovatve ways
of generatng deas and manpuatng arts eements, prncpes and/or
conventons to expore the potenta of deas, ganng nspraton from a broad
range of sources, ncudng arts works from dherent cutures, styes and
hstorca contexts.
Focus: 2#%loring and res%onding " ICT
At Leve 6, students dscuss tradtona and contemporary arts works usng
approprate arts anguage to descrbe the content, structure and expressve
quates of ther own and other peopes works from a range of arts dscpnes
and forms. They nterpret and compare key features of arts works made n a
range of tmes, paces and cutures. They dentfy and descrbe nuences on
ther own works and dscuss the purposes for whch arts works are created n
dherent hstorca and cutura contexts.
esources: Pad, vsua thnkng strateges work sheet (wth partcuar
artworks), cooured pencs and paper for creatng and makng actvty
!ink to cross"curricular conte#t: Hstory - Austraa as a naton, Aborgna
and Torres Strat Isander hstores and cutures, Informaton and
Communcatons Technoogy - ICT for vsuasng thnkng.
Vsua thnkng strateges
'isual Arts focus: The gaery nvestgaton s to ntroduce chdren to the fact
that anythng coud be nterpreted nto art when anaysed n depth. The
students w be exposed to varous medums of art and use vsua thnkng
strateges and art eements and prncpes to nterpret Tom Roberts Shearng of
the Rams and other artwork n the gaery. Wth the use of technoogy to track
ther |ourney, the students can be nspred to create ther own art.
Tuning in:
The students w attend an art gaery and w be ntroduced to Photostory and
gven nstructons on what they are to do throughout the day at the gaery.
)emonstration:
Teacher asks for responses to the vsua thnkng strateges by students usng
Shearng of Rams by Tom Roberts (whch s n the art gaery) as an exampe.
Focus (uestions:
-What s gong on n the pcture?
-What do you see that makes you say that?
-What more can we nd?
As the students are answerng, the teacher w pont to parts of the pcture the
student s expanng and dentfy artstc eements or prncpes reatng to
what the students dented from the artwork and anythng that has not been
mentoned.
Additional (uestions:
What art eements or prncpes can you see that assst you n nterpretng what
s gong on the pcture?
Is there movement?
Te me about the foreground/background?
Investigation:
The students w have tme to take a ook around the art gaery usng ther
Pads and usng the Photostory appcaton to take photos of artwork and record
some text of background nformaton of the artwork or the artst. They w
appy vsua thnkng strateges to each pece n order to deveop ther thnkng
reatng what they see n con|uncton wth art eement and prncpes. Ths w
be accompaned by a worksheet on partcuar artwork.
New vocabuary: Prncpes of art: composton - foca pont, centre of nterest,
symmetrca, aera vew, foca pont: centred, rhythm: repeatng eements,
movement, swft, steady, movement: knetc, rush, moton. Eements of art:
form - reastc, three dmensona, reasm, mpressonsm.
Ada%tations:
Enabling prompt: Group of students who do not understand what was requred
w be guded through another exampe of usng vsua thnkng strateges to
anayse an artwork.
Extending prompt: Students w create ther own andscape usng coour as the
man focus. What coours sut your andscape? Why? Ther vsua thnkng
strateges from ths experence shoud hep them n choosng coours, art
eements and reasons for them.
Teacher w assess the Photostory creatons wth one vsua thnkng strategy
anayss on a pece of the students favourte artwork requrng t to ncude art
prncpes and eements.
Curriculum Links:
AusVELS
!earning focus:
Students research, mprovse, practse and rehearse sks, technques and
processes, usng a range of meda, materas, equpment and technooges.
Wth some gudance, they mantan a record of ther pannng and deveopment
(for exampe, n a vsua dary or mutmeda |ourna) notng when they are
achevng ther am. They aso record the renng of specc aspects of the
work when deas or attempts are not reasng ther ntended purpose.
Standard:
Exploring and Responding
)imension:
Dscpne based earnng
ACARA
Strand:
Respondng
'iew%oint:
As the artst
-and descri%tion:
band. It nvoves students makng and respondng to vsua arts ndependenty
Expan how vsua arts conventons communcate meanng by comparng
artworks from dherent soca, cutura and hstorca contexts, ncudng
Aborgna and Torres Strat Isander artworks
and technooges
Makng dscernng |udgements about how they work as an artst, and what
and why they desgn and create, usng approprate vsua conventons, for
exampe, a scupture that expresses movement
Consderng vewponts - meanngs and nterpretatons: For exampe - What s
ths artwork about? What vsua conventons have been used to convey
meanng? How dd the artst represent ther sub|ect matter? How does
the artwork reect the artsts perspectve about the envronment? How dd
the audence react to the artwork when t was rst dspayed?
Session 4: Construction and Deconstruction
Title: Scuptng a masterpece
Year level: Leve 6
Artwork: Snake and Water-es, 1990s
Focus Artist: Henry Moore (refer to appendix 4)
peope.
Focus: 2#%loring and es%onding
esources: Cay, art smock, anmas (nsects)
!ink to cross"curricular conte#t: Scence - boogca scence, sustanabty
Fedmans mode of Art crtcsm (Edmund Burke Fedman)
'isual Arts focus:
The chdren w crtcay anayse one of Henry Moores famous scuptures as
the roe of the audence and construct ther own scupture usng cay.
Tuning in:
Students w be exposed to dead nsects and bugs or a mummed possum or
other creature. They w then be ntroduced to Henry Moores scupture of hs
anma.
)emonstration:
The students w use Fedmans mode of art crtcsm to anayse Henry Moores
scupture wth the teacher as a cass.
Focus (uestions:
Description:
Can you descrbe the artwork?
What do you see n the artwork?
What are some of the vsua quates of the work that are obvous?
Analsis:
How does the artst create a center of nterest?
How does the use of coour mpact the pantng?
!nterpretation:
What do you thnk t means?
What was the artst tryng to communcate?
"#dgement
Dscuss the overa strengths/success/mert of the work
Investigation:
The students w examne the dead anmas and roughy draw what they woud
ke to create wth the cay. Parts the students create can be exaggerated and
appear abstract as do Henry Moores modes open to ther own nterpretaton
of how they woud ke the anma to ook. They w use cay to create ther own
anma usng nspraton from the anmas or creatng ther own verson of an
anma (such as two combned).
New vocabuary: constructon, crtcsm, art eements - form, three-
dmensona, voume, roundness, abstract, reastc.
Ada%tations:
Enabling prompt: A focus group where the teacher w gude students n
creatng an ndvdua pece open to ther own nterpretaton.
Extending prompt: Chdren w use Fedmans mode to anayse another
students cay mode of the anma they have created.
Teacher w vew the na pece of scupture wth a Fedman's art crtcsm of
another students' work.
Curriculum Links:
AusVELS
!earning focus:
Standard:
Exploring and Responding
)imension:
Dscpne based earnng
ACARA
Strand:
Respondng
'iew%oint:
As the audence
-and descri%tion:
band. It nvoves students makng and respondng to vsua arts ndependenty
Expan how vsua arts conventons communcate meanng by comparng
artworks from dherent soca, cutura and hstorca contexts, ncudng
Aborgna and Torres Strat Isander artworks
and technooges
Makng dscernng |udgments about how they work as an artst, and what and
why they desgn and create, usng approprate vsua conventons, for exampe,
a scupture that expresses movement
Consderng vewponts - meanngs and nterpretatons: For exampe - What s
ths artwork about? What vsua conventons have been used to convey
meanng? How dd the artst represent ther sub|ect matter? How does
the artwork reect the artsts perspectve about the envronment? How dd
the audence react to the artwork when t was rst dspayed?
Makng aesthetc choces about representaton and beng abe to expan ther
choces descrbng the vsua conventons and processes
Appendi !
Continuous line drawing e#am%le:
The cty mouse and the country mouse
(Aesop., L'Estrange & Cader, 1967)
3ebsites:
Calder1s artwork
&tt%:44www5calder5org4
&tt%:44www5%interest5com4sewbrig&ton4ale#ander"calders"wire"
scul%tures4
&tt%:44talleen5unblog5fr4.6174164184illustrating"aeso%s"fables"for"
todays"c&ildren4
T&eory
&tt%:44artsmartstudents5blogs%ot5com5au4%4conce%tual"
framework5&tml
-ooks:
Ale#ander Calder1s artwork and background
Whtford, W. G. (1937). An introd#ction to art ed#cation. D. Appeton-Century
Company, ncorporated.
Mehra, R., Zhou, O., Long, |., Sheher, A., Gooch, A., & Mtra, N. |. (2009).
Abstracton of man-made shapes. AC$ %ransactions on &rap'ics (%(&), 2)(5),
137.
3ire scul%ture e#am%les:

|osephne Baker IV, C. 1928 - Wre
(Aexander Cader, 1996, 39 3/44" h)
Musee Natona d'Art Moderne, Centre
Edgar Varese
(Aexander Cader, 1930, 34.9 29.5 36.8 cm)
Whtney Museum of Amercan Art
Appendi "
Aboriginal art e#am%le 9 drawing t&at tells a story:
Ralp' *ic'olls+ ,orta ,orta- 1./201..1+ 2nake and 3ater0lilies+ 1..4s
5aint+ oc're+ sand+ can6as
144 x 74 cm
-ooks:
Caruana, W. (1993). Aboriginal art (p. 16). London, UK: Thames and Hudson.
3ebsites:
Aboriginal dreamtime art:
&tt%:44www5aboriginalartonline5com4art4tradit5%&%
&tt%:44www5aboriginalaustralianart5com4dreamtime:art5%&%
&tt%:44www5aboriginalartstore5com5au4aboriginal"art"
culture4aboriginal"dreamtime"stories4
2#am%le of a drawing t&at tells a story t&roug& symbols0 art elements
;line<
8a#rel *ann#p+ 8oll %ree+ 2441+ 3oodc#t+ ink on paper /) x /) 5'otograp': 9rett *ann#p
=otes:
8 Aborgna Ways of Learnng:
-Non-Lnear - open to nterpretaton. Fnd story behnd pantngs and
hypothesze
-Non-verba - nterpretng artwork from what you see and usng ths to create
Usng ne and symbo to communcate a persona story nkng to dentty
(sprtua).
Importance to vaue of the and gvng food, sheter.
Appendi 3
Shearng of Rams
(Tom Roberts, 1890, 122.4 cm 183.3 cm (48.2 n 72.2)
O on canvas on composton board
3ebsites:
T&eory
&tt%:44www5vts&ome5org4
&tt%s:44www5youtube5com4watc&>v?a'@cknA3%a2
&tt%:44www5utne5com4arts4learning"&ow"to"teac&"wit&"art"
@e6@1711@bla5as%#Ba#@@77!*r.CA8
Australian Distorical Culture

&tt%:44www5ngv5vic5gov5au4australianim%ressionism4education4insig&ts
:national5&tml
P&otostory
&tt%s:44itunes5a%%le5com4au4a%%4%&otostory"create"your"
own4idEE1F7E.7E>mt?G
-ooks:
Art 9 Im%ressionism
Lane, T. (2007). A#stralian impressionism- Natona Gaery of Vctora.
=otes:
'isual t&inking strategies:
Students shoud...
Examne the artwork carefuy
Tak about ther observatons
Have evdence n ther dentcatons and reasonng
Lsten to others and dscuss a range of nterpretatons
Appendi 4
Henry Moore sculpture:
2mall animal
(Henry Moore, 1980, 8cm)
Animal :ead
(:enr $oore+ 1./1+ Paster, 270 x 216 x 295 mm)
%'e %ate $odern $#se#m+ 8ondon
=otes:
Usng Fedmans mode of crtcsm:
When anaysng wth the cass...
Incorporate content and sub|ect matter ncudng content and sub|ect matter
n representatona works, ncudng abstract eements n nonrepresentatona
peces.
Focus on the forma aspects of eements of art, prncpes of desgn, and other
forma consderatons: exaggeraton, composton etc.
Propose deas for possbe meanng based on evdence. Vewers pro|ect ther
emotons/feengs/ntentons onto the work.
3ebsites:
Denry ,oore
&tt%:44www5&enry"moore5org4
T&eory
&tt%:44artistclassroom5weebly5com4feldman"a%%roac&5&tml
&tt%:44www5&umankinetics5com4e#cer%ts4e#cer%ts4feldman"model"of"
criticism
-ook:
Fedman, E. B. (1973). The teacher as mode crtc. "o#rnal of
aest'etic ed#cation, 50-57.
#ationale
The four themes of dentty, Indgenous perspectves, earnng beyond the
vsua arts cassroom and constructon and deconstructon a drecty nk wth
the overa topc of Wonderment of the word. The students w expore aspects
of the word they ve n and more mportanty n the country they ve n. Each
theme gves the students an opportunty to engage wth the topc n dstnct
yet nterreated ways. Athough the students w be creatng dherent peces
wth topcs that reate to ther dentty as an artst, an Indgenous perspectve
and artwork of the soca and hstorca cuture around them, each fa under
the topc of the natura word and how they can use vsua art to portray a
sense of ndvduaty. The theoretca underpnnngs were seected as they
added benets to each of the sesson whether t focused on creatng and
makng or exporng and respondng. A sessons were nterwoven as they a
had a nk to the dentty and exporng Austraan cuture.
The concept of usng the 8 Aborgna ways of earnng s seen as cuture but
on the base of pace and beongng and connectedness to the envronment and
Earth ceary reatng to cuture, dentty and deveopng a sense of beongng to
the country the students ve n (8ways, 2014). Ths statement aso nks wth
the Wonderment of the word theme as t exposes the students to an
Indgenous way of fe reected through art. It s aso centred on reatona
responsveness connectng to and, cuture, anguage and sprt (8ways, 2014).
Ths shows sgncance as t aows for embeddng Aborgna perspectves over
many key earnng areas n the currcuum and the drawng and symbosm
sesson expresses ths earnng through vsua art.
Incorporatng Aborgna educaton was hghy mportant for the theme of
Wonderment of the word as t ceary nked to the students' homeand and the
orgna peope of the and (Austraan Insttute for Teachng and Schoo
Leadershp, 2014). The hstory and stores of the orgna peope of the and
show a sense of communty provdng the students wth an opportunty for
nterpersona deveopment of one sef. For a year sx eve t s hghy reevant
and earnng about the Indgenous cuture and past heps the students deveop
a sense of dentty n understandng the festye and how sgncant utsaton
of the and s and the mportance of respectng and vaung the and (Austraan
Insttute for Teachng and Schoo Leadershp, 2014). The students can use
these vaues to create art and express ther own story wth nspraton from th
natura envronment gong beyond the four was of the cassroom when they
expore the payground and the art gaery.
The gaery vst w encourage students to be tuned nto ther feengs and the
wder word connected to art n dscoverng many peces of artwork and gettng
the chance to nterpret them n how they perceve t. Ths expresson w aso
add to when th students anayse the pantng of hstorca Austraan art usng
vsua thnkng strateges.
The dscusson that s ntated by the teacher of the artwork provdes students
wth thnkng sks, ora and wrtten anguage teracy, vsua teracy and
coaboratve nteractons (Vsua Thnkng Strateges, 2013). The advantages
consst of usng exstng vsua and cogntve sks to deveop condence and
experence, appyng deeper thnkng nto most sub|ect areas, presentng ther
own ndvdua deas and nterpretng a pece of art and aso earnng from
peers when they sten to ther deas (Vsua Thnkng Strateges, 2013). Therefore
many of the theores that are assocated wth the actvtes are contrbutng to
the overa topc of the unt and aso aowng for expresson, sense of beongng
and dentty deveopment and dscovery of the cuture of the and the students
ve on.
#eferences
ACARA. (2014). The Austraan Currcuum v6.0 The Arts Foundaton to Year 10
Currcuum by rows. Retreved from
http://www.austraancurrcuum.edu.au/TheArts/Currcuum/F-10#page=va
Aesop., L'Estrange, R., & Cader, A. (1967). ;ables of <sop (1st ed.). New York:
Dover Pubcatons.
Austraan Insttute for Teachng and Schoo Leadershp. (2014). Why teach
Aborgna Studes. Retreved form http://www.ats.edu.au/docs/defaut-
source/defaut-document-brary/report_-_20_february_2013_na.pdf
ArtSmartStudents. (2014). Interactve Study Gude to Vsua Arts: The
Conceptua Framework. Retreved from
http://artsmartstudents.bogspot.com/p/conceptua-framework.htm
AusVELS. (2014). AusVELS - The Arts - Currcuum. Retreved from
http://ausves.vcaa.vc.edu.au/The-Arts/Currcuum
Cader Foundaton. (2014). Cader Foundaton Home. Retreved from
http://www.cader.org/
GVSU. (2014). Fedman's Mode of Art Crtcsm. Retreved from
http://www2.gvsu.edu/hpshean/resources/Fedman%27s%20Mode
%20Crt.pdf
Keeer, C., & Couzens, V. (Eds.). (2010). $eerreeng0An :ere is m co#ntr: %'e
2tor of Aboriginal =ictoria %old %'ro#g' Art- Mebourne: Koor Hertage
Trust. (pp. 7-9)
Obern. (2014). Vocabuary - Eements of Art. Retreved from
http://www.obern.edu/amam/asa/scupture/documents/vocabuary.pdf
Vsua Thnkng Strateges. (2013). Method & Currcuum - Vsua Thnkng
Strateges. Retreved from http://www.vtshome.org/what-s-vts/method-
currcuum--2
Vsua Thnkng Strateges. (2013). What s VTS?. Retreved from
http://www.vtshome.org/what-s-vts/method-currcuum--2
8ways. (2014). 8ways - home. Retreved from http://8ways.wkspaces.com/

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