Glenda INGLIS-GILLESPIE

Salesian College Rupertswood

VCE Studio Arts

VCE Studio Arts

Unit 2: Studio Exploration and Concepts

VCE Studio Arts

Unit 2 – Outline of Learning Tasks and Assessment

Unit 2: Studio Exploration and Concepts

Area of Study One:

Exploration of Studio Practice and Development of Artworks Outcome 1 (Folio) Develop an individual exploration proposal to form the basis of a studio process, and from this produce and document a variety of potential directions in a visual diary for at least one artwork.

Your Unit 2 folio is essentially preparation for Unit 3 and 4!

Learning Tasks

1. Using the textbook Art-isan, conduct reading of Chapter 5 that will help you develop an understanding of the studio process. The key stages in the Studio process are:

Identify sources of inspiration, ideas, subject matter and concepts. Write an Exploration Proposal Research (concept/theme and at least 2 artists) Explore and experiment with materials and techniques that support

effective communication of ideas Evaluate, select and develop artworks from a range of potential directions. Create at least ONE finished artwork.

2. Gather a range of sources of inspiration and ideas such as photographs, journal entries, found imagery, objects, video, lyrics and text.

3. Create a mind map to assist in the generation of ideas. Using a thematic approach can be useful – your theme or concept should be something of personal interest to you. Your teacher will provide some suggested “starting points” or concepts (see below), but you can certainly develop an individual design process on a theme of your own choice.

4. Decide on your theme or concept, and write an Exploration Proposal. Sample proposals will be provided to help with writing your proposal.

5. Explore and use the ideas and sources of inspiration by creating original imagery. Your exploration here should contain some research/inspiration of imagery from TWO different artists, with at least TWO images/artworks from each artist. Depending on your theme, your teacher can help guide you with suggested artists.

6. Explore and develop a range of potential directions and solutions.

7. Use a variety of materials, and trial different techniques.

8. Use art elements and principles to create aesthetic qualities. We explore each element and principle to develop an understanding of each one, and how they can create different moods and effects in your own artwork.

9. Research, analyze and evaluate the potential directions that you have explored.

10. By completing all of the learning tasks above, you can then produce at least ONE finished artwork, or series of finished artworks, that represent a resolution of your ideas. It is important that you follow the studio process prior to the production of artworks.

SUGGESTED CONCEPTS AND STARTING POINTS: Time Memory Everyday routines Consumer Society Science and Technology Music Dreams and Nightmares Families The Body Youth Issues Spirituality or Faith War and Conflict The “Outsider” Barriers Change or Metamorphosis The Environment Humour Life and Death Miniatures Reflections

Wear and Decay Reality and Illusion Cultural Traditions Mythology Emotions Your own choice! Choose a theme/concept that you are passionate about,

or curious about, or that links with your interests and experiences.

Assessment Task:

Submission of a folio demonstrating an understanding of the Studio process, experimentation of materials and techniques and the development of aesthetic qualities in art making. You must submit a resolution to your design process with at least ONE finished artwork created in a medium (or mediums) of your own choice.

Your folio should include:

Your Exploration Proposal at the start, all inspirations, research, explorations and trials (annotated), documented potential directions (evaluated), documented creation of final artwork, and an evaluation.

Student work (theme war and peace)

Student work (theme mother and child)

Unit 2 Studio Arts

Area of Study 2: Ideas and Styles in artworks

On completion of this unit students should be able to compare a range of historical and contemporary art periods, styles or movements, and analyse

the ways in which artists communicate ideas, develop styles and demonstrate aesthetic qualities in artworks.

Summary

This Area of Study focuses on the following:

The analysis of historical and contemporary artworks. Artworks by at least 2 artists or groups of artists from

different times and cultures Art elements and principles to communicate ideas Art elements and principles to create aesthetic qualities and

identifiable styles Copyright, appropriation and moral rights Development of research skills, terminology and referencing

through gallery visit, online resources, books, catalogues and periodicals

Learning Tasks

1. Using Art-isan textbook, read Chapters 5 and 6 to develop an understanding of the elements and principles of art and the ways artists use these to create aesthetic qualities in their work, as well as communicate ideas and develop styles.

2. Using the TWO artists and FOUR artworks used in your Folio, complete the ANALYSIS SHEETS (see attached) to explore, describe, analyse, interpret and compare the aesthetic qualities, communication of ideas and development of styles

3. Describe the meaning of appropriation, originality, copyright and moral rights. You can find links to resources explaining these terms on the weebly website mrsgillespieart.weebly.com and we will look at these in class.

4. Locate 2 examples of appropriation in art. Some artists to look at are: a. Yves St Laurence (fashion designer, appropriated famous

artwork by Mondrian in his dresses), http://fashion.telegraph.co.uk/videos/TMG10690989/472/yves-saint-laurent-film-mondrian-collection.html

http://collections.vam.ac.uk/item/O75489/the-mondrian-collection-cocktail-dress-yves-saint-laurent/

http://www.justforwomen.in/easels-to-runways.htm

b. Dianne Jones, a contemporary Indigenous Australian working in photo media. She appropriates Australian iconic characters and images in artworks replacing them with images of herself and her family. For example Tom Roberts, Shearing the Rams, 1890 – appropriation 2001, Max Dupain, Sunbaker, 1937 – appropriation 2001.

Further information at www.niagra-galleries.com.au/artists/artistpages/theartists/jones/jonesframe.html

c. Douglas Gordon, a contemporary Scottish artist who works with photographs and moving images. Gordon appropriates popular culture, taking aspects of cinema and cleverly placing them in new contexts to provide new meanings and messages. Examples include 24 Hour Psycho (1993) a slowed down version of Psycho; Through A Looking Glass (1999), an appropriation of the movie Taxi Driver, and Through A Looking Glass (1999), an appropriation of the movies The Exorcist and Song of Bernadette.

Further information at https://www.accaonline.org.au/sites/default/files/ACCAEducation_Douglas%20Gordon_2014_EducationKit%20%281%29.pdf

http://www.youtube.com/watch?v=6sbhxzg__kE

Through A Looking Glass, Douglas Gordon, 1999

Other artists who use appropriation are:d. Imants Tillers, Lindy Lee, Gordon Bennett, Fiona Foley (Australian

artists)e. Marcel Duchamp, Roy Lichtenstein, Robert Raushenberg, Jasper

Johns, Jeff Koons, Damian Hirst and Banksy (International artists).

Class questions:

How do the artists use the original work?

What have they done new or differently in their own work?

Do you think it is appropriate for artists to use other artists’ work in the making of new artworks?

Do you think that these appropriations fall within “fair use”? Why?

With reference to specific laws and ethical considerations, use examples to support your answers.

ASSESSMENT:

We will be looking at TWO specific artists in class and 2 artworks from each artist, who use appropriation in their work as a case study. They both use photography as their main ARTFORM: Jeff Wall (Canada) and Anne Zahalka (Australia).

Answer the 2 following extended response questions:

1. How do Jeff Wall and Anna Zalhalka communicate ideas, develop styles and demonstrate aesthetic qualities in their work? Compare and contrast their artist practice, with specific reference to Wall’s A sudden Gust of Wind and The Destroyed Room and Zahalka’s The Immigrants and The Bathers.

2. What legal and moral considerations would each artist, Wall and Zahalka, need to consider in the creation of their appropriations? Refer to the original artworks in each case. Do you think each artwork is a valid appropriation, does it create a new or different meaning or context than the original?

Resources to assist with these tasks:

Wall:http://www.tate.org.uk/art/artworks/wall-a-sudden-gust-of-wind-after-hokusai-t06951

https://www.mca.com.au/blog/2013/05/27/jeff-wall-photographs-works-behind-works/

http://www.ngv.vic.gov.au/multimedia/a-sudden-gust-of-wind-2/

http://www.artgallery.wa.gov.au/exhibitions/Jeff-Wall-Photographs.asp

http://www.tate.org.uk/context-comment/articles/brief-history-art-appropriation

https://katkennedy.wordpress.com/2014/06/24/why-photographer-jeff-wall-is-a-great-example-of-the-post-modern-debate/

http://projects.vanartgallery.bc.ca/publications/75years/pdf/Wall_Jeff_45.pdf

Zahalka:http://zahalkaworld.com.au/

http://www.ccp.org.au/docs/catalogues/AnneZahalka_catalogue.pdf

http://www.ngv.vic.gov.au/australianimpressionism/education/insights_cviews.html

http://zahalkaworld.com.au/gallery/the-landscape-re-presented/

http://www.cv.vic.gov.au/stories/immigrants-and-emigrants/new-arrivals-and-diaspora/the-bathers-1989/

http://netsvictoria.org.au/wp-content/uploads/2015/09/HoM_LearningGuide.pdf

Jeff Wall born 1946

TitleA Sudden Gust of Wind (after Hokusai)Date1993Medium Transparency on lightboxDimensions Object: 2500 x 3970 x 340 mmCollection Tate

Hokusai, woodcut, Travellers Caught in a Sudden Gust of Wind, 1830-1833

Jeff WallThe Destroyed Room 1978Transparency in lightbox 1590 x 2340 mmCinematographic photographNational Gallery of Canada, Ottawa. Purchased 1988© The artist

Delacroix, The Death of Sardanapalus, oil on canvas, 1827

Anne ZahalkaThe Immigrants (second version), 1985type C photograph85.5 x 50 cmedition of 5 Courtesy of the artist and Roslyn Oxley9 Gallery

Frederick McCubbin, The Pioneers, oil on canvas, 1904, NGV

Anne Zalhalka, The Bathers, type C photograph (painted backdrop),1989, printed 1990, Art Gallery of New South Wales.

Anne Zalhalka, The New Bathers, 2013

Charles Meares, Australian Beach Pattern, oil on canvas, 1940, Art Gallery of New South Wales

Art elements and design principlesHighlight and analyse the art elements and design principles you can see in the image below.

Art elements

Copy and paste an image you wish to analyse here

Art elements and design principlesHighlight and analyse the art elements and design principles you can see in the image below.

Elements and principles of design Analysis tableComplete this revision table comparing a number of artists, artworks and artforms. Refer back to this table regularly to help enhance your recall.

Art elements and design principles

Art elements

Copy and paste an image you wish to analyse here

Highlight and analyse the art elements and design principles you can see in the image below.

Art elements and design principlesHighlight and analyse the art elements and design principles you can see in the image below.

Art elements

Copy and paste an image you wish to analyse here

Elements and principles of design Analysis tableComplete this revision table comparing a number of artists, artworks and artforms. Refer back to this table regularly to help enhance your recall.

Topic Artist:Artwork:

Artist:Artwork:

Art elements

Copy and paste an image you wish to analyse here

Artstyle: Artstyle:Description of idea

Description of materials and techniques:• Ceramics• Drawing• Multimedia• Painting• Photography• Printmaking• Sculpture• Textiles.Description of the elements and principles of design used:Elements: • space• line• shape• form• texture• tone• colour.Principles: • pattern• unity• rhythm• balance• emphasis.Description of how the artwork has assisted in communicating the ideas/intent of the artist (including the symbols used).

Meanings and messages in the work.

Elements and principles of design Analysis table

Complete this revision table comparing a number of artists, artworks and artforms. Refer back to this table regularly to help enhance your recall.

Topic Artist:Artwork:Artstyle:

Artist:Artwork:Artstyle:

Description of idea

Description of materials and techniques:• Ceramics• Drawing• Multimedia• Painting• Photography• Printmaking• Sculpture• Textiles.Description of the elements and principles of design used:Elements: • space• line• shape• form• texture• tone• colour.Principles: • pattern• unity• rhythm• balance• emphasis.Description of how the artwork has assisted in communicating the ideas/intent of the artist (including the symbols used).

Meanings and messages in the work.