teachers’ pack a thousand words: analysing visual texts in the … · 2019. 5. 30. ·...

Teachers’ PackA Thousand Words: Analysing Visual Texts in the GallerySecondary School Programme Curriculum Levels 5–8 NCEA Levels 1–3

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.

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Teachers’ Pack A Thousand Words: Analysing Visual Texts in the Gallery 2

This guide provides all the information you need to prepare for your visit to the Gallery. Please read it thoroughly.

Contents

Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3Vision and Purpose � � � � � � � � � � � � � � � � � � � � � � � � � � � 4Pre-visit Preparation � � � � � � � � � � � � � � � � � � � � � � � � � � 5 Curriculum Links � � � � � � � � � � � � � � � � � � � � � � � � � � � 6-7 Key Competencies � � � � � � � � � � � � � � � � � � � � � � � � � � � � 8 Risk and Management (RAMs) Form � � � � � � � � � � � � � � 9 Map � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10Checklist for a Successful Visit � � � � � � � � � � � � � � � � � 11


Introduction

Facilitated Programme

This programme will encourage familiarity with a range of visual language features and how artists use them to create meaning� It cultivates critical and creative thinking in students, using original works of art as a starting point�

The programme will do this through:

• Studentsexploringvisuallanguagethroughfacilitatedanalysisofartworks(visualtexts).• Studentsdevelopingunderstandingoftherelationshipbetweenvisuallanguageandmeaning.


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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:


Pre-visit Preparation

Before the visit students will ideally have an understanding of why they are visiting the Gallery, and what they can expect to gain from the visit�

See the ‘Introduction to Auckland Art Gallery’ pdf on our resources page for information and discussion points to ensure they are well prepared� You may also have your specific requirements forthevisit–bothstudentsandGalleryeducatorsneedtobefamiliarwiththese.

For other pre- and post-visit activity resources, including worksheets, word card activities and exhibitioninformation,pleaseseeourwebsitewww.aucklandartgallery.com/search/ideas?idea_refinements_open=true&contentType%5B0%5D=education.

OrfindusonPOND.


Curriculum LinksLearning intentions:

Students will:

• Describearangeofvisuallanguagefeaturesandtheireffects.• Identifyhowvisuallanguagefeaturesworktogethertocreatemeaningandeffect.• Connectideastootherworksandtexts.

Levels 4–5

English

Purposes and audiences

Show understanding of how texts are shaped for different purposes and audiences

• Recognises,understandsandconsidershowtextsareconstructedforarangeofpurposes,audiences and situations;

• Identifiesparticularpointsofviewwithintextsandrecognisesthattextscanpositiona reader (viewer)�

Ideas

Show understanding of ideas within, across and beyond texts.

• Makesconnectionsbyanalysingandinterpretingideaswithinandbetweentextsfrom a range of contexts;

• Recognisesthattheremaybemorethanonereadingavailablewithinatext;• Makesandsupportsinferencesfromtextsindependently.

Language Features

Show an understanding of how language features are used for effect within and across texts.

• Identifiesoral,writtenandvisuallanguagefeaturesandunderstandstheireffects;• Usesanincreasingvocabularytomakemeaning;• Understandshowarangeoftextconventionsworktogethertocreatemeaningandeffect;• Understandsthatauthorshavedifferentvoicesandstylesandcanidentifythosedifferences.


Curriculum Links

Levels 6–8

English

Ideas

Show a discriminating understanding of ideas within, across and beyond texts

• Makesmeaningbyunderstandingincreasinglysophisticatedideas;• Makesconnectionsbyanalysingideaswithinandbetweentextsfromarangeofcontexts;• Understandstheremaybemoremultiplereadingsavailablewithinatext;• Makesandsupportsinferencesfromtextsindependently;• Ideasshowdepthofthoughtandawarenessofarangeofdimensionsorviewpoints.

Language Features

Show a discriminating understanding of how language features are used for effect within and across texts

• Identifiesarangeofincreasinglysophisticatedoral,writtenandvisuallanguagefeatures and understands their effects;

• Usesanincreasingvocabularytomakemeaning;• Understandsandanalyseshowtextconventionsworktogethertocreatemeaningandeffect;• Understandsthatauthorshavedifferentvoicesandstylesandappreciatesthesedifferences.

NCEA Levels 1–3

English

1.2/2.2/3.2 Showunderstandingof/analyse/respondcriticallytospecifiedaspect(s) ofstudiedvisualororaltext(s),supportedbyevidence.

1.8/2.7/3.7 Explain/Analyse/Respondcriticallytosignificantconnectionsacrosstexts, supportedbyevidence.

1.11/2.10/3.9 Showunderstandingof/Analyse/Respondcriticallytosignificantaspects ofvisualtextsthroughcloseviewing,supportedbyevidence.


Key Competencies

Thisprogrammeparticularlyfocusesonencouragingstudentstobeopentonewideas,takerisksandactwithempathy.Theywillhaveopportunitiestoworkcooperatively,followtheircuriosity,bereflective and strengthen their resilience�

Thinking

Students use their creative and critical thinking to make sense of the information, experiences and ideas explored in the gallery environment�

Their intellectual curiosity is fostered through the asking and answering of questions, and the challengingofthebasisoftheirassumptionsandperceptions.

Using Language, Symbols and Text

Studentsdrawoutmeaningfromartworks/visualtextsinthegalleryandusespoken,visual and written language to respond to these�

Theybecomefamiliarwithsomeofthespecialisedlanguageoftheartworld,andextend theirvocabulary.

Managing Self

Students will have opportunities engage their curiosity, to make their own decisions and work independently.Theywillbesupportedintakingrisksandgrowingresilience.

Relating to Others

Students interact and share ideas with others in the gallery� They listen to others ideas and consider the impact of personal context on the formation of these ideas�

Participating and Contributing

StudentsbecomefamiliarwiththeGalleryasacommunityspacewhereindividual,localandglobalvoicesareexpressed.Theycontributetothisdialoguebysharingresponsestoartworks.


Risk and Management Safety Checklist for Group Visits

The checklist identifies hazards and provides safety guidelines for groups taking part in Auckland Art Gallery Learning Programmes� The following is a general guide only and we strongly suggest a familiarisation visit� Our Learning Programme staff are happy to meet with you at this time�

Supervision of children and young people

Pleasecarrylistsofchildrenandyoungpeopleatalltimes.Ensurethatsupervisingadultsarefullybriefedastotheir responsibilities.Werequirethefollowingratiosofadulttochildrenandyoungpeople:

Years1–4/Ages5–9 1:6Years5–7/Ages10–11 1:7Years7–10/Ages12–15 1:10*Years11–13/Ages16–18 1:30*

*Facilitatedteachingsessionsrunbyeducatorsrequireaminimumoftwoadultswithgroupsof15–30students,andthreeadultswithgroupsof30–90.

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–walkdon’trun.Gallerystaffwilldirectyouandyourgrouptoassemblyareas.Ifrelevant,checkyourroll and report anyone unaccounted for to the Gallery fire wardens�

Hazards Accidents and illness�

Controls Pleaseaskagallerystaffmemberfortrainedfirstaidassistance.Anyrisksinstudio-basedsessionsareminimisedbythe programme’s design and supervision�

External environment

Hazards Pedestriansamidvehicletrafficflowinabusyareaofthecity.

Controls Thepre-visitinformationwesupplyyouwithincludesamapoftheGalleryanditsenvirons.Busstopsandassemblypointsaremarkedonthismap.Allcrossingslistedonthemaparecontrolledbytrafficlights.

Hazards Groups gather outside the Gallery� Wet weather could result in a slippery surface on the paved areas�

Controls Thepre-visitinformationwesupplyyouwithincludesinstructionsforgroupassemblythatminimiserisk.Pleaseensure supervisors are familiar with where to gather� With children and young people, please ensure supervisors 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 Stairs and lifts�

Controls Accompanyingadultsmustcarefullysupervisechildrenandyoungpeople.AllGallerybuildingfloorsandtoiletsareaccessiblebyliftsandramps.Liftsareonlytobeusedbythosewithlimitedmobility.

Hazards Accesstobuildingforpeoplewithlimitedmobility.

Controls AllGalleriesandfacilitiesarewheelchairaccessible.Assistancedogsarewelcome.Pleasefeelfreetoaskour gallery guides for help�


Teachers’ Pack 11

Location Map

Alfred StB2

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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

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AucklandExplorerbusstop

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Year 9 – 13 Secondary Checklist for a Successful Visit, Schools Programme

Thisquickchecklistwillhelptomakeyourvisitanenjoyableexperienceforbothteachersand students� 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� Check information is correct� This includes our cancellation policy�

Teachers Pack� A description of the programme including curriculum links, pre- and post- visit ideas, a RAMs form, and a map of the Gallery and surrounds�

Rotationtimetable/s.Where and when for your groups�

The programme support resources� Relevant only to some programmes, see your confirmation email to identify if your programme has support resources�

You will need to access and read through the following documents online:

The ArtGalleryExplorer guide and notes for students to view� Thisisavailableonourwebsite,at www.aucklandartgallery.com/learning/planning-your-visit/media

All teachers with students in the programme must receive copies of all the above documents.

You will need to organise:

Appropriatenumbersofadultsupportforthevisit.Adult supervision of students is essential at all times� The following adult:student ratios apply:

Years7–13inclusive Groupsize15–30–aminimumof2adults Groupsize30–90–aminimumof3adults

Discuss the following guidelines with your group:

Worksofartandtheirframescannotbetouched(a‘keeponemetreaway’ruleworkswell).

AlwaysmovecarefullywhenintheGallery.Walkonly,andbeawareofwhatisaroundyouatalltimes.

Youarewelcometowriteorsketchinthegalleriesbutweaskthatyouusepencilsandyoudonotusethemtopointatworks of art, or write against the gallery walls�

Unlessotherwisestated,coatsandbagsshouldbecheckedandleftatcloaking(seemap).

If you would like to take photographs during your visit please check with your host upon arrival (in some cases works cannotbephotographed).AlwaysturnyourflashoffintheGallery.

TheGalleryisasharedpublicspacesopleasebeconsideratetowardsothersaroundyou.

On the day:

Studentsmusttravellight.Thereisaverylittlespaceforbagstorage.Foodanddrinkarenotpermittedinthegalleryspaces.

Have students divided into their designated groups and ready to meet Gallery staff at the agreed meeting point�

Payment.Wepreferyoutopaybycash,cheque,Eftposorcreditcard.Youcandothisontheday.Ifyouwishtobeinvoiced,thisisalsopossible,butwillrequireyoutofilloutaseriesofformstobereturnedtotheGalleryatleasttwoweeks prior to your visit� An educator will discuss options with you�

Speaktothecashiertogiveexactstudentnumbersforyourvisit.

WELCOME TO AUCKLAND ART GALLERY TOI O TA-MAKI, WE HOPE YOU ENJOY YOUR VISIT.

teachers’ pack a thousand words: analysing visual texts in the … · 2019. 5. 30. ·...

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