Teaching Sequence

Work through this resource material in the following sequence:

10 minutes	Part A: Tuning in
90 minutes	Part B: Develop the concept
10 minutes	Part C: Reflection on the artists journey

Part A: Tuning in

Step 1.

Explain to the class that in the next 2 lessons they will be creating a piece of artwork for The Resilient Artist Exhibition. Ask students to reflect on artworks presented by other artists and the work that they have produced. Facilitate a brief discussion on the following prompts to gauge student thinking:

What artworks stood out to you?
What medium did you enjoy using or what medium would you like to experiment with?
What is your understanding of how art can be used to create specific messages about contemporary issues such as natural hazards?

You can review the previous slides or give students access to the slides that have information about previous artworks, concepts or exhibitions:

• An Introduction To Art And Natural Hazards
• A Portrait Of A Natural Hazard Survivor
• Resilience and Community Arts

Step 2.

Give students a few minutes and 3 post-it notes each and ask them to write on one post-it note what their vision is for the artwork, an obstacle and how they aim to overcome it

Step 3.

Review the post-it note comments with the class regarding the challenge of the work and how they hope to overcome it.

Part B: Developing the concept

Step 1.

This task should take a double lesson; throughout the lesson, the teacher will be expected to prompt, challenge and extend students’ thinking so that they can fulfil their vision for the work through the creative process. The teacher should continually monitor the students’ progress with their artwork and assists them with challenges where necessary.

Step 2.

Ask students to write down in their visual diaries what the artwork will be and the main intention behind the work.
For example, "The artwork is a drawing of a female laying in the middle of a field. One burnt down to ash and the other half will depict a flourishing landscape that is likely to occur should we make changes to the way we live, manage our land and help people and communities rebuild after the devastation."

Step 3.

Provide students with materials, a safe working space and dedicate at least an hour to test, make and create an artwork.

Part C: Reflection on the artists’ journey

Step 1.

Create a space within the class to hang the artworks OR ask students to bring their artworks and create a circle in the room. Ask each student to share their artwork and discuss their intention, technique and what they learnt while completing the masterpiece.

You may like to film or record this for your virtual exhibition and share this with your community or school Facebook page.

Step 2.

Invite your students to undertake a gallery walk and spend some time looking at their peers' work. Invite them to ask questions, share thoughts, discuss techniques and have conversations just as they would in a gallery.

Step 3.

Once they have viewed their peers’ artworks, ask them to write a reflection on their work, commenting on what they feel proud of and how they dealt with the challenges of the piece.

Step 4.

The teacher is the curator of the class exhibition and places each artwork around the room or within an online gallery to share with the class, community and other social platforms. The final artwork is displayed within the school under a banner entitled: “The Resilient Artist”. The teacher may also take photos of the work for a virtual exhibition on the school website.

Reflection

Ask students to respond to at least one of the following:

How did you apply your understanding of natural hazards to create your artwork?
What concepts would you like to test in the future, and how could you improve your work?
What did you enjoy most about this class and elaborate on how the project made you feel about natural hazards and art?

Differentiated learning

Extension

Students may be encouraged to choose to experiment with creating another piece of artwork, where they experiment with a different medium and technique.

Provisions for learning support

Students may need assistance with techniques needed to achieve their vision for the artwork. The teacher encourages and supports their vision for the exhibition.

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Resilient Australia - Developing The Resilient Artist Exhibition

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