teachers’ pack storytelling - auckland art gallery toi o ... · using the appropriate visual arts...
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Teachers’ PackStorytellingFoundation Programme Curriculum Level 1 – 4
CopyrightCopyright of this document is held by Auckland Art Gallery Toi o Tāmaki, a part of Regional Facilities Auckland. No content from this document may be reproduced, transmitted or copied without our permission except for the purposes of private study and research, criticism and review, or education consistent with the provisions of Sections 40 to 44 of the New Zealand Copyright Act 1994. Failure to comply may be an infringement of the Act and could contravene obligations which the Gallery has to donors, lenders, artists and descendants with respect to the copying of works of art.
Māori ImagesAuckland Art Gallery Toi o Tāmaki is grateful to all the descendants who have given permission for images of their ancestors to be included in our database, some of which are reproduced in this document. These images have a special significance for Māori and we ask you to treat these images with respect. Please view and store these images in study areas only. The presence of food and drink or their display in inappropriate ways will denigrate their spiritual significance.
SUPPORTED BY
Teachers’ Pack Storytelling 2
This guide provides all the information you need to prepare for your visit to the Gallery. Please read it thoroughly.
Contents
Before your visit � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4Vision and Purpose � � � � � � � � � � � � � � � � � � � � � � � � � � � 5Pre-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6Activity 3: Portrait Sheet � � � � � � � � � � � � � � � � � � � � � � � 8Post-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � 9Curriculum Links � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11Risk and Management Safety [RAMS] Checklist � � � � 12Location Map � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13Checklist for a Successful Visit � � � � � � � � � � � � � � � � � 14
Teachers’ Pack Storytelling 3
Before your visit
Before you come to the Gallery, please complete the following:
Pre-visit Documents
• Pleasereadthroughthepre-visitmaterialemailedtoyou.Thisincludes:thisTeachers’Pack (with the RAMS form map and visit checklist); booking confirmations; and class rotation timetables.Thesedocumentsoutlinewhatyouneedtodobefore,duringandafteryourvisit.Some of these documents need to be distributed to other relevant staff (see email for details)�
Pre and Post-visit Activities
• Thispackincludespre-andpost-visitactivities.Itwillgreatlyenrichthequalityofthestudents’experience at the Gallery if they complete these activities�
Teachers’ Pack Storytelling 4
Foundation Programme Storytelling
Thiseducationprogrammeexploresthethemeofstorytellingthroughartworkfromourexhibitions.Thisuniqueprogrammewillallowstudentstoexplorestorytellingthroughartwork.Studentswillusecriticalthinking,discussion,observationandpracticalart-makingskillstoexplore the many ways that artworks can tell stories�
IntheGallery,studentswillfocusonanumberofnarrativeartworksandidentifythewaystheytellstories.Linkswillbemadetothewayswriterscreatecharacter,settingandplotwithinwrittentexts.Studentswillalsoexploreotherwaysinwhichartworkstellstories.Thismayincludestorytelling in exhibitions and in how different cultures approach storytelling� Common to these aretheuseofvisualartselementssuchascolour,shape,formandpattern,aswellascontext.
Year1–2/3studentswillexploreasimplifiedversionofthisprogramme.Inthestudio,studentswilltelltheirownstoriesthroughart,inresponsetonarrativeartworksinthegallery.Theywillidentifyelementsusedinvisualart(colour,line,shape,texture,form,etc)toaddmeaningtoastoryandincorporatetheseintotheirartwork,usingavarietyoftechniquesandconventions.
Supporting Your Teaching
InadditiontotheGalleryandstudioprogramme,pre-visitandpost-visitactivitiesoutlinedwithinthispack,wearenowofferingfree,innovativeunitplanstosupportyourteaching.Eachunitincludescurriculum-focusedlessonplans,worksheets,GiftedandTalentedextensionactivities,image resources and more� Lessons are cross-curricular and perfect for teachers with or without anartbackground.Eachlessonintheunitprovidesuniqueandengagingactivitiesforstudentstoexplore the theme of storytelling� Units are available for Levels 1–2 and 3–4
Introduction
Artists should always think of themselves as cosmic instruments for storytelling. – Ted Lange
Teachers’ Pack Storytelling 5
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To help young people develop thinking processes, attitudes and
values necessary to ‘think like artists’.
A community of people who ‘think
like artists’ – pursuing understandings of who
we are and who we could be through meaningful
engagement with art
P U R P O S E
V I S I O N
Vision and Purpose This learning programme will assist you in achieving your goals of delivering educational programmes to a standard of excellence. It has been developed with the following inputs:
Teachers’ Pack Storytelling 6
Pre-visit ActivitiesActivity 1:
What is a gallery?
Discuss students’ expectations of what a gallery is and the reasons for having an art gallery in Auckland.
Complete a mind map/bus stop activity that focuses on visiting the Gallery. You could use the following questions:
• WhatdoyouexpecttofindattheGallery?• WhatdoyouexpecttolearnattheGallery?• Whatdoyouthinktheruleswillbe?• WhydoweneedtotakesuchcareoftheartworksintheGallery?• HowdoesaGallerytellstories?
Activity 2:
What makes a story?
Discuss:• Whatisastory?• Whatinformationdoesitneedtoinclude?• Canartworkstellstories?• Whataresomewaystheymightdothis?
Explore:• Ingroups,childrenlookatSheetA.• Considerwhatstoriesarebeingtoldintheseartworks.• Whatpartsoftheartworkgiveuscluesaboutthestory?
Share:• Asaclassstudentsdiscusstheirfindings.• CharttheirideastoreferbacktoaftertheGalleryvisit.
Activity 2:
What stories can we tell about ourselves, our class, our school, our area where we live? Please note: students attending the studio session must participate in this discussion�
• Asaclass,brainstormideasforpersonalstories(forexample:aholiday,abirthday,asad moment,anewexperience).• Organisetheclassintoadoughnutformation.Askthechildrentothinkofastoryfromtheirlife that they would like to share with a partner� Pair share personal stories�• Share/feedbacktoclass.Identifythenarrativeelementsofthestories.
Note: Additional examples of artwork can be downloaded from the Auckland Art Gallerycollection database at www�aucklandartgallery�com�
Teachers’ Pack Storytelling 7
Post-visit ActivitiesActivity 1: VisualArts,English
Students could spend time looking at a variety of artworks by different artists. (They could revisit the images explored in Activity 2 of the pre-visit activities.) Get them to apply what they learnt about in the Gallery programme to help draw out the various ways artworks can tell stories.
Activity 2: Visual Arts
Tell your own story through art.
Students will begin to tell their own story through their artwork completed in the studio portion of their visit. Back in the classroom, students could complete any unfinished work then discuss how best to display their work, remembering that shape and form (layout) can add to meaning.
The students may also decide to add to their work or develop their ideas.
Activity 3: VisualArts,English
Write labels for artworks.
Students could then write their own labels for their finished artworks. To prepare, students could first write short labels for selected artworks in groups. Labels should be one or two paragraphs outlining what the work is about.
Teachers’ Pack Storytelling 8
Curriculum Links Composite of Levels 1– 4
Visual Arts
Developing Ideas in the Visual Arts
• InresponsetoanarrativeartworkintheGallery,createanartworktotellapersonalstory,usingtheappropriatevisualartstechniquesandconventions.
Communicating and Interpreting in the Visual Arts
• Explorethedifferentwaysartiststellastorythroughartworks.Makelinkstothenarrativeconventionsofcharacter,plotandsetting,andidentifythevisualartselementsandprinciplesused to convey meaning�
Understanding the Visual Arts in Context
• Explorehowartworksandgroupsofartworkstellstories(context).Findconnectionsbetweenartworks(bothinsubjectmatter,useofelementsandmedia),anduncovermainandsupporting themes which are the key stories running through the exhibition or the artwork� Identify cultural references and storytelling through narrative artworks�
Practical Knowledge
• Useelementssuchastexture,shape,line,pattern,formandcolourtoaddmeaningtoanartwork,usingavarietyofmediaandtechniques.
English
Processes and Strategies: Listening,Reading,Viewing;Speaking,Writing,Presenting
• Viewvisualstoriesandlistentostoriesastheyexploretheexhibition.• Studentswilldiscuss,debateandexpressideasinresponsetoartworks.
Purposes and Audiences: Listening,Reading,Viewing
• Articulateanunderstandingofhowartworksaremadefordifferentpurposesandaudiences.
Ideas: Listening,Reading,Viewing
• Makeconnections,infer,compareandcontrastwhileexploringadiverserangeofartworkthrough the framework of storytelling�
Social Sciences
Identity, Culture, and Organisation:
• Learnaboutsociety,communitiesandindividualsthroughtheexaminationofartworksandtheir makers��
Place and Environment:
• Learnabouthowpeopleperceive,represent,interpretandinteractwithplaceandenvironments to understand the relationships between people and the environment�
Teachers’ Pack Storytelling 9
Curriculum Links Composite of Levels 1– 4Key competencies
Thinking
• Usecreativeandcriticalthinkingtomakesenseoftheinformation,experiencesandideasexplored in the classroom and gallery environments
• Fosterintellectualcuriositybyaskingandansweringquestions• Challengethebasisofassumptionsandperceptions
Relating to Others
• Interactandshareideaswithothersintheclassroom,galleryandstudio• Listentoothersandtheirideas
Participating and contributing
• ParticipateinthecommunitybyvisitingtheGalleryandcontributetothelearningexperienceby sharing responses to artworks
• Workeffectivelytogether,andcomeupwithnewapproaches,ideasandwaysofthinking
Managing self
• Reflectontheirownidentityandenvironmentthroughvariedresponsestoartworks• Actappropriatelyintheclassroom,galleryandstudioenvironments
Using Language, Symbols and Text
• Drawoutmeaningfromartworksintheclassroomandgalleryandusespoken,visualandwritten language to respond to these visual texts
• Becomefamiliarwithsomeofthespecialisedlanguageoftheartworld.
Teachers’ Pack Storytelling 10
Abstract
Workthatisabstractdoesnotlookrealisticinthetraditionalsense.Abstractioncouldincludeimagesthataremorphedorchangedtolookunrealistic,orworksthat are non-representative and therefore not based on anything in the real world�
Character Thepeopledepictedinastory,imageorelsewhere.
Colour
Colours are characterised by three attributes: hue or tint (the common name for colour–‘blue’or‘red’);tone(relativedarknessorlightnessofthecolour);andintensity(degreeofsaturationofthecolour–paleordeep,forexample).Inthisprogramme,wewillrefermainlytowordssuchas:bright,dull,dark,light.
Composition Thearrangementofelementsinanartwork.
ContrastTocompareinordertoshowunlikenessordifferences;notetheoppositenatures,purposes within an artwork or between artworks�
Form
Thecompositionalstructureofanartwork,determinedbytheorganisationofandrelationship between the visual arts elements within the work; or the physical shape and dimension of an object within an artwork�
Harmony Aconsistent,orderlyorpleasingarrangementofpartsinanartwork.
Mood Thefeelingscreatedbyastoryorimage.
NarrativeAstoryoraccountofevents,experiences,orthelike,whethertrueorfictitious. A narrative artwork represents stories or events pictorially or sculpturally�
OverlappingLayering of images such that they partly cover each other. This is a means of showing depth in a picture.
PortraitAportraitisaworkofartthatrepresentsaperson’sphysicalappearanceand/oraspectsofanindividual’spersonality.
RepresentationalAn artwork is representational when it shows a recognisable subject such as a humanfigure,aplaceoranobjectthatexistsintherealworld.
SymbolArecognisedsign,objectorimagethatrepresentssomethingotherthanitselfwithin a particular cultural context�
Texture Thetactilequalityofthesurfaceofanartwork.
Visual arts elements
Thebasicqualitiesoftwo-dimensional,three-dimensionalandtime-basedcompositions(line,point,tone,texture,colour,formormass,shape,space).
Visual arts principlesConceptssuchasbalance,harmony,rhythm,tensionandcontrast;achievedinanartwork by organising and arranging visual arts elements�
Glossary
Teachers’ Pack Storytelling 11
Risk and Management Safety Checklist for Group Visits
ThechecklistidentifieshazardsandprovidessafetyguidelinesforgroupstakingpartinAucklandArtGalleryLearningProgrammes.Thefollowingisageneralguideonlyandwestronglysuggestafamiliarisationvisit.OurLearningProgrammesstaffarehappytomeetwithyouatthistime.
Supervision of children and young people
Pleasecarrylistsofchildrenandyoungpeopleatalltimes.Ensurethatsupervisingadultsarefullybriefedastotheirresponsibilities.Werequirethefollowingratiosofadulttochildrenandyoungpeople:
Years1–4/Ages5–9,1adulttoevery6children
Children and young people must remain in groups with their accompanying adults at all times�
Emergency procedures and first aid
Hazards Fire,earthquake,bombalert.
Controls Emergencyevacuation–thisissignalledbyanunmistakablewarningsound.Galleryguideswillprovidedirectionsand assistance during evacuations� Identify those who need special assistance and inform a gallery guide� Keep your studentscalm–walk,don’trun.Gallerystaffwilldirectyouandyourgrouptoassemblyareas.Ifrelevant,checkyourroll and report anyone unaccounted for to the Gallery fire wardens�
Hazards Accidentsandillness.
Controls Please ask a gallery staff member for trained first aid assistance� Any risks in studio-based sessions are minimised bytheprogramme’sdesignandsupervision.
External environment
Hazards Pedestriansamidvehicletrafficflowinabusyareaofthecity.
Controls Thepre-visitinformationwesupplyyouwithincludesamapoftheGalleryanditsenvirons.Busstopsand assembly points are marked on this map� All crossings listed on the map are controlled by traffic lights�
Hazards GroupsgatheroutsidetheGallery.Wetweathercouldresultinaslipperysurfaceonthepavedareas.
Controls Thepre-visitinformationwesupplyyouwithincludesinstructionsforgroupassemblythatminimiserisk. Pleaseensuresupervisorsarefamiliarwithwheretogather.Withchildrenandyoungpeople,pleaseensuresupervisors are constantly in charge of their students while in this space�
Internal Art Gallery environment
Hazards Securityofpersonalbelongings.
Controls Whereverpossible,donotbringvaluables.Schools:Werequestbringingasfewbelongingsaspossible. TheChecklistforaSuccessfulVisitgivesthespecificsofwhatyouareallowedtobring. Othergroups:Pleasecheckyourbagsintothecloakroomatthefrontdesk.
Hazards Stairsandlifts.
Controls Accompanyingadultsmustcarefullysupervisechildrenandyoungpeople.AllGallerybuildingfloorsandtoilets are accessible by lifts and ramps� Lifts are only to be used by those with limited mobility�
Hazards Accesstobuildingforpeoplewithlimitedmobility.
Controls All galleries and facilities are wheelchair accessible� Assistance dogs are welcome� Please feel free to ask our gallery guides for help�
Teachers’ Pack Storytelling 12
Teachers’ Pack 11
Location Map
Alfred StB2
B2
B1
B1
B3
B2
P
PWellesley St
Victoria St
Que
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t
HighSt
Quay St
Customs St
Shortland St
Lorn
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Kitc
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Prin
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StSy
monds
St
Bowen Ave
Hob
son
St
Albe
rt S
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Mayoral Dr
1 2 3 4 5 6 7 8 9 10 11 12
Auckland Art Gallery Toi o Tāmaki
FerryBuilding
BritomartTransportCentre
Sky Tower
Civic Theatre
AoteaCentre/AoteaSquare
AucklandTownHall
Q Theatre
Central City Library
Albert Park
UniversityofAuckland
AUTUniversity
Voyager New Zealand Maritime Museum
Parking
City LINK bus stop
Outer LINK bus stop
AucklandExplorerbusstop
P
B1
B2
B3
Kitc
hene
r St
Prin
ces
St
Shop
1 2 3 4 5
Forecourt
Foyer
Wheelchair access
Central City Library
Classroom
Mobility parking bay
Bus/coachstop
Safe walking routes
Traffic controlled crossing
1
2
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4
5
6
7
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910
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B
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Lorn
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Classroom
Green room
Clock
tower Foyer
Boardroom
Auditorium
3
Wellesley St
5
Ground
Lower ground
City centre
Albe
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To Albert Park
4
Foyer
New
Zealand collection
South atrium
Teachers’ Pack Storytelling 13
Year 1 – 8 Checklist for a Successful Visit
Thisquickchecklistwillhelpmakeyourvisitanenjoyableexperienceforbothteachersandstudents.Please tick each circle when complete�
Prior to arrival – several weeks before your visit
You should have received and read through the following documents:
Booking confirmation� Checkinformationiscorrect.Thisincludesourcancellationpolicy.
Teachers’Pack.Adescriptionoftheprogrammeincludingcurriculumlinks,pre-andpost-visitideas,aRAMsform, and a map of the Gallery and surrounds�
Rotation timetable/s� Whereandwhenforyourgroups.
Theprogrammesupportresources.Relevantonlytosomeprogrammes,seeyourconfirmationemailtoidentifyifyourprogramme has support resources�
All teachers with students in the programme must receive copies of all the above documents.
You will need to organise:
‘YourChoice’time,ifitispartofyourprogramme.
Parents and other helpers for the visit� Adult supervision of students is essential at all times� Thefollowingadult:studentratioapplies: Yrs.1–4:Oneadulttoeverysixchildren
Discuss the following guidelines with your group:
Worksofartandtheirframescannotbetouched(a‘keeponemetreaway’ruleworkswell).
AlwaysmovecarefullywhenintheGallery.Walkonly,andbeawareofwhatisaroundyouatalltimes.
TheGalleryisasharedpublicspacesopleasebehaveconsideratelytopeoplearoundyou.
If you would like to take photographs during your visit please check with your host upon arrival (in some cases works cannotbephotographed).AlwaysturnyourflashoffintheGallery.
On the day:
Students must wear legible name tags�
Eachchildmustbringfoodanddrinkinanamedplasticbag.Thesewillbecollectedandputinlargebagsbythegallery.
HavestudentsdividedintotheirdesignatedgroupsandreadytomeetgallerystaffontheforecourtoftheGallery.
Payment.Weprefertoinvoiceyourschoolafteryourvisit.Ifyouneedtopaybycheque,youcandosoontheday. SpeaktothecashierwhileyouareattheGallerytoclarifyyourchoice,andtogiveexactstudentnumbersforyourvisit.
WELCOME TO AUCKLAND ART GALLERY TOI O TA-
MAKI, WE HOPE YOU ENJOY YOUR VISIT.
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