Universal Posters! Junior Workshop, Yr 4-9

Transcription

1 Universal Posters! Junior Workshop, Yr March to 29 April, 2011 What to expect? In this junior Te Tuhi workshop Universal Posters students will experience a cross-cultural poster exhibition between Cuban, Mexican and New Zealand artists. This will be followed by a workshop session by our qualified arts educator. Twelve laps around the ceiba, Eric Silva Blay What ideas will we explore? Students will observe and discuss selected works from the poster project exhibition and will explore: Participate in connecting physical action/performance with oral, written and visual language Learn about symbols, basic shapes, forms and colour How visual elements have been used by artists to communicate their story What will we create? As a class students will have constructed or have chosen a story which links to the Maori term pūrākau meaning 'myths and legends. In groups students will then design and produce a portion of that story through an exhibition inspired poster. By utilising simple poster and printing techniques students will form small groups and work collaboratively to produce a poster that visually represents that story. Te Tuhi Centre For the Arts Learning Experiences Outside the Classroom (LEOTC) Program 13 Reeves Road, Pakuranga, Auckland 2010 Phone: (09) ext7703 Fax: (09) Education Officer: Jeremy Leatinu v Jeremy@tetuhi.org.nz

2 Suggested Pre-Visit Discussion Discuss the various ways we communicate with one another - oral, written, visual and through physical expression. Begin by selecting a sentence such as "the dog chased the cat and the cat chased the mouse", which students would then communicate through physical expression. In small groups distribute different sentences without each group knowing what the other has. Groups will then have to perform actions in order to communicate their sentence - similar to a game of charades. Each group extends on the sentence given by the teacher and creates a short story (either a paragraph long or a page long - dependant on age group). Once completed each group visually portrays their story, either through drawing, painting or both - students should focus on main elements of their story eg. What would the characters look like? What are they doing? What kind of environment would they be in? Discuss as a class which elements students have chosen to draw/paint and whether students have decided to portray the entire story or a portion of it. Have students focused on particular information as discussed in previous exercise e.g. What kind of characters are they? What do they look like? What are they doing? What kind of environment are they in? How has the student portrayed the character and the surrounding environment? How has the student chosen where to put the characters and what colours to use? Select or construct a class story that links with the phrase 'lessons of life' - examples may include the school's ethos/story or an issue concerning the surrounding community that the class would like to discuss through poster design. Most children stories have a 'lesson to be learnt' and so this should be a focus when selecting or constructing your story. Also a title for the story should be chosen. Section class story so that each student has a portion of the narrative to focus on and to work with when they visit the gallery. Discuss with students how they may choose to portray their part of the story. Discuss where a poster can be seen, viewed or located - in shops, outside on a building, at bus stops etc. If you have posters in and around your school, host your discussion there eg. School notice boards or school canteen. Discuss what a poster is or what characteristics it holds - imagery, text, colour, on a 2D surface. Highlight how the poster informs the viewer and how they have accomplished this through their poster - the imagery chosen, the size of the text and colours selected. Suggested Post-Visit Discussion and Exercises Extend poster exercises with students designing and making a poster to promote your class story, including title of book and imagery. Revise points explored in last pre-visit exercise -

3 imagery, text and colour. Pin/attach posters around the school - particularly if your class puts together a presentation as explained below in point 3. Extend by making a booklet. Begin by students making a title page for their booklet - this could also by the same design used in previous exercise. Make photocopies of posters made at Te Tuhi gallery and the title page of the book (A5 size booklet) and bind using a stapler. Students then add text on the adjacent page of each image describing the story. On the back of the book have a list of student names with page numbers, corresponding to individual posters. Take photographs or scan each poster so that you have a digital copy. Create a slideshow using computer software and data projector. Invite other members of the school and have the class narrate the story as the slideshow is presented. This could also be done using photocopied transparency film and an overhead projector. Exemplar Students creating posters for the story I am Tawhiti God of Wind. Additional Information Ancestral lessons are retold in the international poster project Pūrākau. The exhibition brings together twelve leading artists from Cuba, Mexico and Aotearoa/NZ to exchange indigenous myths and legends through poster design. Taking its cue from Cuban Revolution poster design, works in the exhibition use bold graphic imagery to convey each culture's pūrākau, a Māori term meaning "lessons for life". Te Tuhi s services enhance student learning by integrating the Key Competencies and values. NZ Curriculum Links levels 3-4

4 Visual Arts Understanding the Arts in Context During pre/post visit discussion/exercises students will gain/expand knowledge and understanding of the relationship shared between oral, written, visual language and physical expression. During the workshop students will extend this knowledge and understanding to help identify symbols, shapes, colour and text utilised by the artists through poster design. Developing Ideas Through pre visit exercises (points 3 and 4) students will develop their knowledge and understanding of the relationship shared between oral, written, visual language and physical expression. During the Te Tuhi workshop students will be split into groups and will brainstorm and develop symbolic imagery or icons related to the written section of their chosen story (which they will be distributed). This will assist students in design the layout and visual elements of the poster. Developing Practical Knowledge During the Te Tuhi workshop students will create a pūrākau inspired poster using coloured paper, pencil, glue and their chosen story as reference point. Students will ultilise symbolic imagery or icons brainstormed earlier to influence the making and design of their poster as seen in exemplar. Communicating and Interpreting Students will contribute to group discussion and participate in practical exercises to share their ideas, thoughts, knowledge and understanding through their own and other s (artists) artwork. During the workshop this will be facilitated through group discussion while exploring the Pūrākau exhibition. At the conclusion of the workshop students describe the processes they have taken to make their art. English Speaking, Writing and Presenting Processes and strategies Through pre visit discussions/exercises (points 3-7) and during the Te Tuhi workshop students will explore, integrate, identify and express connections between oral, written, and visual language. Social Sciences Social Studies

5 During the Te Tuhi workshop students will discuss the relationship shared between oral, written, visual language and physical expression. They will identify how this relates within a cultural context e.g. the term Pūrākau, and what influences this has on sustaining culture through different generations. At Te Tuhi all our workshops are designed with these key competencies in mind. Key Competencies Thinking Students will use creative and critical thinking to make sense of the information, experiences and ideas explored in the classroom and the art gallery environments. This will help foster intellectual curiosity by asking and answering questions, and challenging the basis of assumptions and perceptions. Using language, symbols and texts Students will draw out meaning from artworks in the gallery and use spoken, visual and written language to respond to the art. They will recognise different forms of representation and become familiar with specialised art language. Relating to others Students will Interact and share ideas with others in the classroom, gallery or studio. They will listen to others and their ideas and experience a shared learning environment. Participating and contributing Participate in the community by visiting the gallery and contribute to the learning experience by sharing their responses to artworks and the ideas they explore. Managing self Reflect on their own identity and environment through varied responses to artworks. Act appropriately in the gallery and studio environments. Health and Safety

6 It is Te Tuhi's responsibility to provide competent staff, to provide a safe environment for students and to minimize and manage risks by having clear guidelines in place. The safety of LEOTC participants is a shared responsibility between participants and providers of LEOTC. For more information concerning health and safety guidelines and to download Te Tuhi s Risk Analysis Management System form, please visit our website here