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Tuesday, May 15, 2018

Ingenium?: An investigation of shifting creative values from the perspectives of subjectivity and culture in the works of Eugene von Guérard.

A presentation given at the 2015 Visual Arts and Design Educators Association (VADEA) NSW:

Ingenium?: An investigation of shifting creative values from the perspectives of subjectivity and culture in the works of Eugene von Guérard.

Fine art is the art of genius.

Genius is the talent (natural endowment) which gives the rule to art. Since talent, as an innate productive faculty of the artist, belongs itself to nature, we may put it this way: Genius is the innate mental aptitude (ingenium) through which nature gives the rule to art (Kant).


 ‘Milford Sound with Pembroke Peak and Bowen Falls on the west coast of Middle Island, New Zealand’, by German artist Eugene von Guérard, is a typical example of the Romantic tradition of the sublime in nature. An investigation of the artist, his works and ideas from the point of view of Romantic concepts associated with creativity reveals a highly driven, exceptionally skilled, and passionate individual – a genius in his ability to combine a “breadth of feeling and painstaking attention to detail” in his depiction of the remote and formidable landscapes of New Zealand and Australia, landscapes which had never before been captured in paint.

‘Milford Sound’ successfully combines sophisticated scientific investigations with the
‘poetry of divine power’. In his drive to depict beauty and meaning in the highest form, the artist has presented us with an awe-inspiring landscape, his treatment of subject matter being an embodiment of the feeling of a poet and the touch of a master. The work is evidence of the artist’s brilliant understanding of symmetry and form, with his depiction of the echo of reflections on the glass-like water, and the perfect precision of the minutely rendered pebbles in the foreground. However, an overwhelming sense of awe is also achieved via the depiction of the great magnitude of the mountainous landscape. The 5 tiny figures and boat in the middle-ground provide a point of comparison, and the sense of scale and grandeur forces the viewer to really understand, and therefore to experience, the power and magnitude of nature.

Von Guérard’s work has a distinctly Humboltian aesthetic. The lengthy volumes of Alexander Von Humboldt’s Cosmos, published in 1849, presented a visionary science in which the patient study of the natural world was linked with a semi-religious philosophy of unity and wonder. It saw a connection between the overwhelming sensation of the sublime and a scientific project such as drawing the minutiae of rocks and foliage. It was about a poetic science - the materials of science were given a religious structure. Von Guérard’s work is a perfect embodiment of the 19th Century Romantic philosophy of emotion informed by intellect.


"In Australia alone is to be found
the grotesque, the weird, the strange scribblings of
nature learning how to write. Some see no beauty in
our trees without shade, our flowers without perfume,
our birds who cannot fly. But the dweller in the
wilderness acknowledges the subtle charm of this
fantastic land of monstrosities. He becomes familiar
with the beauty of loneliness, whispered to by the
myriad tongues of the wilderness he learns the
language of the barren and the uncouth."
Marcus Clarke


In ‘North-east view from the northern top of Mount Kosciusko’, von Guérard encounters the vast Australian landscape first hand, capturing dramatically wild scenery encountered on expeditions, far remote from colonial occupation. Again, we see the minute forms of the artist or explorer, the scientist and the rest of the expedition team set against a vast and otherwise unpeopled vista. There is a combination of meticulous attention to detail and artistic licence with the framework of imagined rock formations in the foreground. This is a grand view, and quintessentially sublime in its depiction of awe in nature. The work also has an autobiographical element. The inscription on the painting reveals that the work is a record of November 19, 1862, the artist’s 51st birthday. On this day the artist truly put himself in jeopardy for his art, and as he immersed himself in recording the topography of the site a heavy storm approached from the NSW side. The situation was particularly bad as the team did not have all their equipment with them and so had to return to their camp, 11km away. This was a disastrous and dangerous journey. For von Guérard the remote landscape was not just an awe-inspiring scene but a profoundly frightening place.

Mount Kosciusko has been described as one of von Guerard's most inventive paintings. He not only created a remarkable link between foreground and sky but also added profoundly to the sublimity and grandeur of his subject. von Guérard successfully depicted the sublime in the Australian landscape by capturing the remote setting as a sense of something ancient, vast and strange. He defined the difficulty of imaginatively inhabiting Australia; however, by using the genre of the sublime landscape, von Guérard was able to make his discovery intelligible for the viewer, shifting the viewer’s discomfort into an aesthetic experience. The artist, as genius, cleverly uses a mode of expression which allows the viewer to not only understand the work conceptually, but also to experience a similar state of mind that the artist had when creating the work.

Cultural perspective
An assessment of the relations between the artist, the field of practice, and the attitudes of the audience, including the taste of the time, however, reveals an entirely different view of the creative performance of the artist.

While von Guérard enjoyed much acclaim during his career, by the time he had painted ‘North-east view’ he had started to fall out of favour. There were three major oil paintings which resulted from the Kosciusko trip however, only Mount Kosciusko seen from the Victorian Border (1866) and Valley of the Mitta Mitta with the Bogong Ranges (1866) were acquired by the National Gallery of Victoria. ‘North-east view’ was shown in April 1863 in Wilkie and Webster's music shop, one of Melbourne's regular showplaces for paintings, and then at an exhibition of art and science in Ballarat in August. While he had high hopes that the painting would be of great Australian national interest, the response by local critics was mostly negative, and it is said that this period spelled a sharp decline in the artist’s reputation. The work was, essentially, not viewed to be creative by many due to the changing tastes of the time.

In 1870, James Smith, a leading Melbourne taste-maker who had previously positioned the artist as Victoria’s leading landscape painter right throughout the 1850s and 60’s, wrote that von Guérard’s work “offers a minutely laborious description of almost every leaf upon the gum trees, and of every crevice in the rocks, which would make them delightful illustrations of a treatise on the botanical or geological features of the colony”. This was not a complement. The critic saw the artist’s attention to detail as being incompatible with greatness. The artist in response, however, argued that in their attention to detail “his paintings would have greater value, where it will be doubtful that those which can be taken equally well for a misty English or an Australian landscape will have the same future”. He also argued that while his works were an “elaborate copy of [Nature’s] details”, he was able to catch a glimpse of “divine poetical feelings”.

North-east view remained unsold. Von Guérard showed it again at Melbourne's Intercolonial Exhibition in 1866 and while the jurors singled out von Guérard’s painting for comment, declaring it "most remarkable" as "an accurate topographic portrait", this assessment was inherently dismissive because topographic recording did not rank as art. The press was much more hostile. The Argus considered the painting to be the least satisfactory of von Guérard’s paintings in the exhibition. ‘Rocks, rocks, rocks on every side’ decried the exasperated Smith, and ‘most uncomfortable to look at’, despite being ‘terribly true to nature’. The Australasian characterised it as "dreariness itself".

Smith’s tiring of von Guérard’s works reflected the change in taste in art that was not confined to Australia. von Guérard fell out of favour while other painters such as Chevalier and Buvelot received much greater acclaim and had their reputations reinforced with the purchase of their works for the National Gallery of Victoria. Buvelot became a highly influential artist and was admired by the artists of the Heidelberg school who named him the “father of Australian painting”. Christopher Allen states that “Buvelot thus turned Australian painting from its concern with the strangeness of nature – whether beautiful or terrifying or both – to the spectacle of its domestication. Of course, we are seeing the emergence of Australian Impressionism where the freer and less meticulous execution of plein air painting was preferred to the high finish of von Guérard’s intensely sublime landscapes.

Von Guerard's reputation remained the same for most of the 20th century. The original edition of McCulloch's Encyclopedia of Australian Art (1968) allocated the artist only 13 lines and described him as an "academic painter of landscape and mountain scenery". Robert Hughes's dismissed the artist’s works as being "indigestibly stodgy prospects of mountains and lakes".

Today (still cultural orientation):
In 1973 the Surrealist painter James Gleeson was visiting Mexico City to organise a cultural exchange for the National Gallery of Australia. While he was there the Australian ambassador told him of a painting by von Guérard in a local collection. When he saw it he immediately told the NGA’s director to buy it. In the 1980s we see a revival of the work of von Guérard, including North-east view from the northern top of Mount Kosciusko. The NGA chose the work as the cover picture of the first von Guérard retrospective (Candice Bruce's survey that toured around Australia in 1980-81), and pre-Heidelberg painting was studied on its own terms by Tim Bonyhady in Images in Opposition (1985).
Today, the appreciation of North-east view is entirely different. It is considered a work which embodies a masterful approach depicting the landscape in a highly skilled, yet artistic manner. When discussing von Guérard today’s critics and historians (John McDonald, Christopher Allen, Edmund Capon) all make comparisons to works of the artist’s contemporaries, and his contemporaries always fall short. Christopher Allen argues that von Guérard was the first colonial artist to move far enough away from settled areas to really engage with the deeper experience of settlement, and to therefore truly encounter the alien Australian landscape. Here, the artist differs to Conrad Martens who, whilst embracing the Romantic idea of the picturesque by capturing the atmospheric effects of light and weather in nature using a style which was “increasingly Turneresque”, was never really far away enough from ploughed farms, fenced gardens and Georgian mansions to truly experience landscape on a deep level.

Allen also discusses comparisons made between von Guérard and nineteenth-century American painters of the sublime landscape. He states that these comparisons are misleading as they ignore historical contexts. Von Guérard was part of a “crucially formative period of Australian culture”, whereas the nineteenth-century American painters were working long after a definition of what it is to be American was established. The Americans were viewing the romantic wilderness within the context of an established culture, therefore the works did not have the same down-to-earth attention to detail and von Guérard’s humility and integrity saved him from the perils of kitsch”.
     
Many critics (Allen, McDonald, Capon) today are now keen to refer to, and debunk, the cliché that is the view that European artists with their European aesthetic applied their European sensibilities to their depictions of Australian landscape. Allen, for example, states that “particularly pernicious was the lazy cliché -- still to be encountered in student essays and overheard in galleries -- that Streeton and Roberts were the first to see the Australian environment properly, while the colonial painters thoughtlessly rehearsed formulas they had brought with them from Europe”.

Critics today once again refer to the artist’s ingenuity in presenting a dramatic yet highly accurate view of the landscape which ‘moves’ its audiences. Sayers (201), argues that von Guérard “was undoubtedly the best landscape painter in Australia of this time and much of the success of his work relied on a combination of the meticulously observed with the grandiose”. Allen (2011) states that “no artist has ever looked so carefully, and with more exacting standards of accuracy, at the Australian environment”, and that “we recognise him today as a figure who towers above so many more ephemeral successors”. Today the artist is once again considered a genius in the Kantian sense, that is, as having innate mental aptitude or ingenium, and is also considered an artist of great Australian national interest.





Thursday, December 19, 2013

Gratitude - Opportunities for happiness in teaching

What keeps me happy when general morale in the workplace might be low, or when I have a particularly difficult class, or an onerous project to complete? What makes me walk strongly and confidently when I am in doubt or fear, or when I am just plain exhausted? You might be thinking the answer is the kids - that it is the kids that keep me going. Or maybe it is the challenge - the promise of always growing professionally in a challenging workplace environment. Of course, most, if not all of what I do is for the kids. Another priority is always growing professionally for this is what allows me to provide quality experiences for the kids. However I find problems are presented when I rely on people, places or things to provide happiness or contentment with what I do. A student might refuse to complete work in my class, a colleague might tell me something I don't want to hear, or I might be looked over for a promotion.

For me, gratitude is where it is at. I am most content in my workplace, no matter what is happening around me, when I am practising gratitude. Gratitude is so important to my teaching practice and always has been. When I feel exhausted, frustrated, angry, tired, or overworked, a sense of gratitude helps me no end. When I am feeling gratitude for my job, for the students I teach, for my colleagues who inspire me, and for my life generally, I am less likely to take my frustrations out on my students or colleagues, I am more able to manage my emotions in a healthy way, I am less likely to gossip and carry on in a negative manner, and I am more able to be a productive and positive participant of my school and the wider community.

However, I also know that a sense of gratitude does not always (ever?) come naturally. I need to continue to foster a sense of gratitude for what I do, and for what my life has given me. This takes a conscious decision. Like love, gratitude is not just a feeling but an action. Or a number of actions. Gratitude comes when I act in a way which says that 'I am grateful for my life/job/family', etc. even if I am not really feeling it. How do I continue to foster a sense of gratitude? I actually have to consciously and continually remind myself that I have been blessed with a job that is not only rewarding but has been utterly life-changing for me. I never wanted to be a teacher. I never thought I could  be a teacher. I happened to be guided into this profession by some amazing mentors, and I have been given a career that I love. Every day I remind myself of the amazing experiences I have had in my teaching career, and how far I have come since the early days of university where I could barely speak from nerves, let alone get up in front of a class and teach. In fact, my first ever 'teaching experience' was in front of my university peers, where I gave a five minute presentation on the artist Joseph Cornell and the Structural Frame. I was so nervous and so fearful of failing that I rote-learned my presentation word for word the night before. The next day I repeated each and every word as I had learnt it. I am a different person now, and I no longer have the same intensity of fear or anxiety. Although I may feel fear when starting a new project or dealing with a difficult class, it is nothing compared to those early days.

What else do I do? If gratitude is an action, it must be fostered in opportunity. It is hard to always feel grateful, and even harder to act gratefully when the feeling is not there, however gratitude can be fostered in everyday opportunities. When an opportunity presents itself, I try to take pride in all that I do, and I try to do everything to the best of my ability. I keep my classroom a tidy, colourful, fun and safe place for learning. I participate in my school community whenever I can in a positive way, and I try to give back to my school and broader community. Helping others gives my life meaning, and I need to give back especially when I am feeling sullen, selfish, or full of ego. Giving back might mean assisting a colleague, helping a prac student, saying yes to being interviewed by a pre-service teacher as part of an assignment, contributing to staff development days, and being involved in sub-committees or working groups. It might also just be making a cup of tea for a colleague or helping out with a playground duty without expectations of them 'owing me one'. These actions make my life very full and rewarding. There are still the bad days or awkward moments, however, a sense of gratitude helps minimise these moments that may affect myself or others in a negative or manner. I am by nature a selfish person, so when opportunities present themselves to go against what shortcomings I have I try to take them, even if I don't want too.

In saying all this, there are times where I stretch myself a little thin, but this just means stepping back a bit, practising gratitude in my classroom and trying not to take on anything new for a few weeks. This has taken practise and I am often out of balance, however, this is all part of the fun of growing professionally.

This week my first ever Year 12 class received their HSC results. I am so grateful for the opportunity to have taught them. I am grateful for the rewarding experiences that came from mentoring students with their bodies of works. I am so proud of their results. Their results did not show others that I am an awesome teacher, their results showed me that they worked to the best of their ability and enjoyed what they did. For that I am grateful.

There is one journal article that continues to inspire, motivate and help me in my teaching. I have kept the article on file for a few years, have recommended it to others, and I re-read it when I need just that extra little bit of support with my teaching. I recommend it to you...

The article I refer to is Practising Gratitude to Enhance Teaching and Learning  by Dr Kerry Howells, Faculty of Education, University of Tasmania.You can find this article at http://www.responseability.org/__data/assets/pdf_file/0014/4613/888962.pdf in an issue of Education Connect: Occasional Papers in about Social and Emotional Wellbeing, issue 8. Topics in this issue include: Gender and wellbeing, gratitude in education, teacher education and professional development.

This TED talk also talks about gratitude as a means to happiness as opposed to relying on happiness to feel grateful: David Steindl-Rast: Want to be happy? Be grateful.

If you have anything you want to share on gratitude, I would love to hear about it.








Saturday, May 4, 2013

Wordle for name and define


I like to use Wordle as an opportunity to learn about and encapsulate key content or concepts. Often when I read and summarise articles I pull out the key words and concepts, and Wordle allows me to do this in a more visual, engaging and concrete manner. 
This is a Wordle I created for an education kit for VADEA NSW about the Australian artist Jonathan Jones. By collecting and bringing together all the relevant words associated with the artist and his practice from newspaper articles and other sources, I am able to gain a basic overview of what this artist knows and does.
I am hoping to use Wordle in this manner as a starting point for student investigations, where students start their thesis/investigations with a basic lower-order, but also very important, 'name and define'. I've not talked about Max Wood's ALARM Matrix for teaching and learning in this blog yet but I intend to... it is something I have been working on during the last term, and it is a very effective matrix for student response, guiding them from a basic name and define right through to critical evaluation.

Wednesday, February 27, 2013

Saturday, December 29, 2012

Curiouser and curiouser

I like to tell my new Year 7 students that artists know stuff. This, of course, extends to teachers of art, art critics and historians. We know stuff. And that is why being an artist/art student/critic/historian/art teacher is so fascinating.

I love art theory. Art tells us about the world in so many ways. However, I'm yet to work out the exact equation that will make my students love theory as much as I do. For the time being I try to make my content and examples as interesting and current as possible. Art theory is not easy for students, I know. I love the following quote by Stuart Hall from Cultural Studies and Its Theoretical Legacies (1992). The quote begins Anne D'Alleva's Methods & Theories of Art History (2005).

I want to suggest a different metaphor for theoretical work: the metaphor of struggle, of wrestling with the angels. The only theory worth having is that which you have to fight off, not that which you speak with profound fluency.


A reassuring quote also, as it indicates that having my head in the books during christmas break in anticipation of teaching HSC art historical and critical studies for 2013 is OK. I do feel I am wrestling at the moment - I'm not sure it is with angels, however. I'll keep you informed.



Tuesday, December 11, 2012

Glossary of Key Words from the Board of Studies



A Glossary of Key Words

Account
Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse
Identify components and the relationship between them; draw out and relate implications

Apply
Use, utilise, employ in a particular situation

Appreciate
Make a judgement about the value of

Assess
Make a judgement of value, quality, outcomes, results or size

Calculate
Ascertain/determine from given facts, figures or information

Clarify
Make clear or plain

Classify
Arrange or include in classes/categories

Compare
Show how things are similar or different

Construct
Make; build; put together items or arguments

Contrast
Show how things are different or opposite

Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce
Draw conclusions

Define
State meaning and identify essential qualities

Demonstrate
Show by example

Describe
Provide characteristics and features

Discuss
Identify issues and provide points for and/or against

Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate
Make a judgement based on criteria; determine the value of

Examine
Inquire into

Explain
Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract
Choose relevant and/or appropriate details

Extrapolate
Infer from what is known

Identify
Recognise and name

Interpret
Draw meaning from

Investigate
Plan, inquire into and draw conclusions about

Justify
Support an argument or conclusion

Outline
Sketch in general terms; indicate the main features of

Predict
Suggest what may happen based on available information

Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall
Present remembered ideas, facts or experiences

Recommend
Provide reasons in favour

Recount
Retell a series of events

Summarise
Express, concisely, the relevant details

Synthesise
Putting together various elements to make a whole




Wednesday, November 7, 2012

Inspiration

I believe a little 'teacher therapy' goes a long way!

In the leadup to examinations, reports and marking, sometimes I need to pull out a little gratitude, and to get a little help with positive thinking.

"Students need a classroom where they feel welcomed, safe, respected, challenged. Make your classroom that space".


I love this book that I found at a new age bookstore in the city. Today the quote above will be my focus for the day :-)   Have a great day fellow teachers.

Tuesday, June 26, 2012

The Pre-Service Teacher

It's definitely been a bittersweet couple of weeks at school. While the stresses of exams, reporting and marking have been significant, being in a really great faculty has made all the difference. I'm lucky to work with a great bunch of really smart, friendly, energetic people. I've also been lucky to have a great prac student on board. I've been really lucky all round really.

I remember being in Uni and ringing around schools asking if they would take me for a prac. God I remember. It was a hard thing to do, and I am so grateful to the wonderful teachers who took me on. It's why I always try to say yes to having a prac student. My first prac student has become my best friend and my closest colleague. I love telling the kids how I went to her wedding. Another prac student regularly emails me to let me know how she is going. She always tells me how much she enjoyed being at our school. My current prac student has kept me sane in the last two weeks. She's as new as can be and only 19 but very enthusiastic and very good. She will be a great teacher. She has helped me no end - not by doing my work for me but by doing what I do with me. That includes co-marking, playground duty, team teaching. She even joined us for end of term faculty dinner tonight. It never crossed my mind that this time of year might be too busy to have a prac student and thank goodness it didn't. I have enjoyed every minute of it.

Having a prac student helps me as much as I think it helps them. I gain a realisation of how far I have come in my own teaching - I guide them with confidence (mostly) and I become a mentor and a friend. I gain an awareness that I have actually come a long way as a teacher.

I also learn from the prac student. I gain new ideas -I take more risks, I implement new content and teaching approaches.

And I always have more to learn.

Images: my own photos from the Lego forest in Martin Place, Sydney as part of the 2012 Lego Festival of Play http://www.legofestival.com.au/m/#/news/article.php?id=135


Saturday, March 31, 2012

The Archibald Prize 2012 in the classroom

I am excited about the announcement of this year's Archibald Prize winner. Completely.

The 2012 Archibald Prize Winner
Tim Storrier's 'The Histrionic Wayfarer (After Bosch)'
There is just so much to say in the classroom about this work. On hearing that Tim Storrier had won the $75,000 prize I immediately Googled the announcement. Ah yes, I knew this work from showing my year 7s a sideshow from the Art Gallery of NSW a week or so before. Oh yes, I think this is a great choice for the winner! I remember Storrier's entry from last year. It was a key work for discussion with Year 10 - discussing how an absence of the physical figure can say so much. Most of the Year 10s really liked Storrier's magical treatment of landscape, of his whimsical explorations of memory and the self.

Like other years before, this year's winner had not been announced at the time that John McDonald had written his article on the prize (SMH March 32-Apr 1, Spectrum). I always enjoy reading his work however I almost feel sorry for someone who has to critique the entries (and possible winners) before they are announced. It must be awful to be in the position of writing so much that could be so wrong. And yet, what a fun game - to predict (from the informed point of view of the expert critic of course) the winners and losers, the 'good' and the 'bad' and then to see the outcome.

Next year I might play this game with my kids. What a great classroom exercise - look thought the slides of entries from the AGNSW website, discuss, critique, judge, then wait...

So, back to the announcement of the winner. John McDonald stated that 'Tim Storrier's The Histrionic Wayfarer (After Bosch) continues a series of self portraits as the invisible man, identifiable only by his clothes and possessions...One suspects even the trustees of the AGNSW would hesitate to give the prize to an invisible subject...'

I would have loved to know reasons why McDonald thought the absent figure would not win. Is it because, as one immediately assumes from his writing, that there is no face and is therefore a controversial choice and too unpredictable, even for the trustees who are open to the 'controversial choice'. Or is it because well, there is no face and of course, many of us know this approach to portraiture has been done numerous times before, and is a little 'old hat' and predictable?

And, back to the announcement (there are just so many diversions from the subject at hand when blogging). The day of the announcement, Tim Storrier's work made me feel an immediate excitement.

Rarely do I teach art theory on a Friday last period. The kids are just not in the headspace to retain in-depth information on the artworld. And who could blame them? Their heads are in the play they will have in only 50 minutes time! And yet, Friday afternoon's class was one of the best I have had with this group.

We discussed the winner - why this work could be seen as controversial due to the fact the man has no face. We looked at all the clothes and objects and the gestures that make up the figure, and how these say so much about the type of man Storrier is. Of course, we couldn't ignore the artist's dog who looks directly towards a floating piece of paper with a drawing of the artist's portrait.

We then looked at Bosch's work and compared the two. We looked at Storrier's entry from last year and compared the work to this year's winner.


              Tim Storrier's 2011 entry

Then we looked at Brett Whiteley's 1977 'Self Portrait in the Studio' - how could we not? The comparisons are lovely for Year 7s, particularly with Storrier's actual portrait on a piece of paper, and Whiteley's actual portrait in the small mirror, and all the objects and belongings that tell us so much about the artists themselves. Combined with previous investigations, students were able to gain a good understanding of the history of the prize and how approaches to portraiture have changed.


Brett Whiteley's 'Self-Portrait in the Studio (1977)
Finally, we looked at Brett Whiteley' self portrait 'Art, Life and The Other Thing' (1978) which includes a drawing of the artist drawing Dobell's painting of Joshua Smith - Dobell's work being a controversy students have investigated in-depth during a previous lesson.


Brett Whiteley's 'Art, Life and the Other Thing' (1978)

Therefore, during this lesson students gained an understanding of how artists have an informed knowledge of the artworld and how their artworks are often informed by this knowledge (we may also talk about appropriation here).

Links such as these lead me to the conclusion that this year's winner is an obvious choice, and a very strategic choice at that! John McDonald, surely you would agree! What a great catalogue discussion this would make.

Back again to the lesson: This may sound like a lot of content however it fit perfectly within the 50 minute allocation. I usually encourage note taking however during this lesson we just sat and talked. The responses I got from the kids were outstanding, and yes, our classes are graded, and yes, this was a 'less advanced' class. I often find the 'lower' classes have an outstanding ability to talk about the artworld during class discussion, even if their reading and writing skills are considered to be less advanced than the other kids.

What I also enjoyed about this lesson is that I 'Googled' all the content as I taught it. It means I have to be fairly fast and make sure (the Googling being projected on the Smart Board for all the see) that nothing inappropriate is included in the search, however this approach can be good modelling for how to look at relevant websites and content. It is also of use when there is no time to create a PowerPoint, worksheets, etc.

If anyone has any ideas or tales of teaching the Archibald Prize to students I would love to know here.

Links:
http://m.heraldsun.com.au/news/breaking-news/tim-storrier-wins-2012-archibald-prize/story-e6frf7jx-1226314415481

http://m.smh.com.au/entertainment/art-and-design/face-the-facts-20120329-1vz9v.html
Images:
Storrier images: artgalleryofnsw.gov.au

Whiteley: (Self Portrait in the Studio, 1977): artquotes.net
Detail: abc.net.au

Whiteley (Art, Life and the Other Thing, 1978):

Thursday, October 6, 2011

Robert Hammond: Building a park in the sky | Video on TED.com

With the increased interest in making the city a more habital place aesthetically, socially and environmentally, the New York High Line project is one example of an astounding trasformation witin the urban landscape. This 6 minute TED talk provides that lovely feelgood that you often get when experiencing an artform that resonates. Who doesn't love a garden in the sky?

"New York was planning to tear down the High Line, an abandoned elevated railroad in Manhattan, when Robert Hammond and a few friends suggested: Why not make it a park? He shares how it happened in this tale of local cultural activism" (From TED.com).

Robert Hammond: Building a park in the sky Video on TED.com

Wednesday, September 28, 2011

I have to do what???

Accreditation.

Is its completion really a wicked festering monster in the true sense of the word or just one of those make-believe childhood fantasies hiding under the bed brought to life via vivid imagination and a whole lotta fear?

For me, it has been a little bit of both. We all know that sometimes the thinking is often worse than the actual doing, and whilst I've tried to stave off the thoughts of 'am I doing this right?' it has been a little bit of a hill (not a mountain) to climb.

I'm almost done. I already have some of those retrospective powers goin' on about what processes have worked and what haven't. I've both loved and hated the process yet the hate only comes from the fear and the frustration of and with the process. The love for me has been about the wow factor when annotating my evidence - 'yea, i've done some awesome things in my teaching', 'hey, that lesson was great', and 'gee that kid kicked goals in that unit'.

Tips:

Give yourself some time. Doing this process last minute would possibly remove some of the drawn out indecisiveness as to which element each piece of evidence covers however I wouldn't be able to deal with the panic of having to get it in within a very short timeframe. I've set myself a goal to get it done by the end of these holidays and heck, I'm almost done with a whole week and a half up my sleeve.

Get yourself a mentor. Make sure there is one in the school. Make sure this person knows the process. Our school has had a couple of mentors yet there is no one at the moment which is not a great situation. My head teacher has been great for observations and guidance but I really think a person assigned as a new scheme teacher mentor is essential. Luckily my school brought in a couple of teacher mentors from another school for a one-day workshop which clarified every detail. I am also able to send my evidence and annotations to them for checking. I did however tell my principal and DP that whilst it was an excelled session, what is needed is a similar session with head teachers, etc to ensure the new schemers have the support needed.

Read-up. There is a whole lot to read - other teachers who have walked the road to accreditation will be more than happy to hand over their examples. There is the standards themselves to get to know, there is information from the Institute and the Federation. I read all I could, wrote my annotations, re-read, then edited. Don't forget to read info on the quality teaching model...

Incorporate the Quality Teaching Model into your annotations. How do the Quality Teaching dimensions and element inform and help you develop your teaching? The DET's document 'Quality Teaching to support the NSW Professional Teaching Standards - Part A: Linking the NSW Professional Teaching Standards and the NSW Quality Teaching Model' has been an excellent document to assist me in writing my annotations.

Ask questions. Any questions. I was a little embarrassed at our workshop because I had so many of those niggly little questions, yet I was so glad I asked them.

Be a nerd and share your knowledge with other new-schemers. Where are you at? What element are you on? What evidence have you got? What fabulous documents have you found to help the process? Talk about it and share it with others - it will help them and you.

Sell yourself. Use buzzwords such as 'engaged', 'effective', 'successful', 'implemented' and 'I have shown/I have demonstrated'. Remember, the evidence has been chosen because it is evidence of how you ensure quality student learning in the classroom. There is really not a lot of room for understatement here.

Follow the rules. Don't submit originals, submit only that which can fit in an A4 sleeve, sign in the right spot, etc. I sure as hell don't want mine sent back for a silly error!

So why am I posting these suggestions when I haven't even submitted the document? I am no expert and there is every chance my work could be sent back. As I write this post, I continue to edit. I've almost finished that last element. The blog is acting as a means for me to make sure I address what I need to address and why.

I also seek feedback from others who have completed the process, and will add or amend my content of this post accordingly. Can you contribute to this discussion to assist others in their accreditation?

Thursday, August 18, 2011

What's mine is yours - Welcome to my room

Click here to view my beautiful art classroom
The year was 2009. January. I was about to start my first position as a new Visual Arts teacher. The students would be arriving any day. My head teacher showed me my classroom. It was tired, dusty, lifeless. Possibly because the 3-5 teachers who had used it for short periods before me had never made it their home. I didn't care. I was excited to have my own room. And so, with cleaning products in hand I cleaned away as much of the dust as I could and filled up bag after bag of paper, cracked paint trays and old clay heads made by students I'd never met.


At the time I didn't know how much work it would take to make this room my own. My head teacher's room was light, dust free, organised, colourful and huge. I was a little jealous The old unused mac lab was also part of this room. Ooooh, it was nice.

My room was small. There was zero technology. Lucky for me my head teacher hired me because of my interests in technology. I claimed the mac lab as mine. I cleaned it till it was shiny. I introduced small units of work where these labs would be used.
After a year or so my three days a fortnight turned into full time, then eventually permanent.
I began to use my head teacher's room as I was keen to use the smartboard technology. This didn't work so well as some things in her room went missing or got broken by my kids. It became very clear that I needed to take ownership of my room and make my room work for me.
In my room I asked for a smart board. I got a projector. I asked for a laptop even though I was not one of the teachers on the list for that rollout. I showed others how interested I was in incorporating technology in the classroom. I projected images on the whiteboard with great success and was able to use the white board marker to underline key content. Now that's interactivity for you ;-) Only three times have I run my finger down the board to 'scroll down' accidently forgetting I am not using a smart board (much to my kid's amusement). Lucky for me I have never used a marker on a real smart board.

One day I ran a lesson where I showed the kids a movie clip on Expressionism. Within a minute it became very clear I needed some decent speakers as the kids couldn't hear a word. Good thing I had an alternitive activity up my sleeve. After a year or so, a music teacher asked me if I wanted her speakers. I set them up in the room. "Cooooool Miss! Where'd you get your speakers? They're awesome". I started to let the kids play some tunes when doing prac. I've never been so happy to have such fabulous speakers!
I've painted the cupboards and around the sink a few times. I've painted the display cabinet outside my room to show colourful student works. I try to rearrange things. I put up posters where there is space. Books go missing, things get broken, dust resettles, and paint gets spilled. I've learnt to live with that. At times my internet freezes as my laptop runs off the router which is located in the music room next door. I make sure that I can continue with the lesson whilst I wait for a Prezi or website to load so that the lesson is not too disruptive. At times I fear all of my Year 10's are simply too big to be in this room, although we often have prac lessons spill outside. The unit of work using soapstone carvings based on the sculpture of Henry Moore has been a huge success - the Year 10's loving the tactile nature of the stone, although the dust makes my classroom floor as slippery as an ice rink. Even if we work outside, the shoes of 20 kids brings the dust back inside.

I've come to see how the setup of the classroom directly influence classroom management. I've tried moving tables, removing tables, adding tables. Although I've always come back to the original set up, I still keep trying new things.

I'd like to welcome you all to my classroom. I've made a link above using the very cool app '360' - a nice panorama shot of where I work. I would love you to visit if you have the time.
I can honestly say this room is now my own. It is mine to share with my kids. I am responsible for it. I've completely come to love it. My door is always open whenever I am teaching and I always encourage people to visit.

All the best,
Ms Leaney





Saturday, August 13, 2011

My World (and) the Artworld. Opportunities for reflection.

A Henry Moore Bronze outside the Art Gallery of NSW: I love it when I see an artwork I have been teaching the kids at school!

At the university I attended,  there is a first year assignment that requires the university student to interview a practicing Visual Arts teacher for one hour, the goal being to gain an understanding of the complexities of teaching the Visual Arts.
Whenever a first year student approaches me requesting an interview, I always say yes. I have also made it clear to the university that I am always very happy to participate in this task. I complete the interview, mostly at the end of a working day when I am at my worst - tired, not really 'into it', and very zombie like. I fear the students may think I am drunk or a little ditzy, as I fight to speak of my practice in a state of sheer exhaustion from teaching all day. However, I know these students appreciate my participation, and I know that as new teachers, they hang on to every word I say...
It was not that long ago that I too was a terrifed first year who struggled to find a teacher to interview and who, during the interview, was terrified the recording device would fail and I would end up with no interview at all (there were stories of this happening!). It was quite traumatic to say the least, and whilst many of these students appear more confident than I was, I know there is a level of nervousness that can only be quelled with a cup of tea and a good educational chat.
During my last interview, the interviewer asked a very fine question indeed: "How do you stay up to date with what is happening in the artworld". Oh dear. I was tired, I couldn't think. How do I? As an art teacher, I know it is important to know my subject, and this includes staying up to date with what is happening in museums and galleries and the contemporary artworld. As a relatively new teacher, I realised I had been spending so much time putting all my energy into improving my teaching practice and classroom management skills, as well as building my PLN (professional learning network), that I had neglected this part of my practice. I realised I now needed to extend my efforts in another area.
So, I took to this task like I did in developing my teaching practice and my PLN. What did/do I do to extend my knowledge of the artworld?
  • I extended, and continue to extend, my Twitter contacts to include as many art galleries, publications, artspaces, festivals, etc. as possible.
  • I participate in arts conversations on Twitter and other forums, and I mention exhibitions or festivals I have seen to my followers.
  • I belong to my professional association, and am an active member in this association.
  • I continue to read the arts segments in major and local newspapers
  • I put aside time to watch Visual Arts programs on tele
  • I take time to watch clips on TED, or on gallery websites
  • I pick up free publications which provide information on Visual Arts activities happening in Sydney
  • I try to read as much as I can when I can
  • I try to get a friend to accompany me to an exhibition so that I know I will go! Sometimes I will just find the time to take off by myself to soak up the art.
  • I try to fit in gallery trips during my school holidays
But after a busy week teaching, I've got to admit...sometimes the sheer exhaustion means I just do NOTHING. And that's ok - there will always another event, article, TV show. I don't have to be an art superstar - I just need to put in the energy to get out there sometimes, and to really get to know my subject. Getting to know my subject means I improve my confidence in teaching, and it has helped my to answer some of those curly questions students can at times throw at me:

"Miss, I saw a painting that is just a white square...I don't get it".

I will keep hoping students from the university will  continue to visit me at school and ask me about my teaching practice. During a one hour interview, I gain an opportunity for reflection that I don't get anywhere else. In a profession where being said to be 'time poor' is an understatement, I will always have the time for these students because they help me as much as I help them. Bring on the questions! I hope I have difficulty answering them...

Some sweet links for you:

VADEA: Visual Arts and Design Educators Association (NSW)
The Sydney Fringe Festival (September)
Oxford Arts Factory
RealTime Arts - a cool free mag
Art Nation ABC - Awesome segments for the art classroom.
ABC i-view

More links to come...must run. The world awaits!




Saturday, August 6, 2011

How do you manage?

This year I became a permanent full-time art teacher after having taught at my current school for 2 years as a part time Visual Arts teacher and learning support assistant. I came to the school straight from university and I thank my lucky stars every day for the role I have now, as I know how difficult it is to find full time positions in schools as a Visual Arts teacher.

In the last 6 months I felt somewhat confused as to whether I can still call myself a 'new teacher'. The label of 'new teacher' has, I feel, helped me reflect on my mistakes in a more positive manner as I know I have much to learn, and I am on a steep learning curve. I found myself thinking that if I am no longer a new teacher than surely I should know better, be better, manage better, teach better...SURELY I SHOULD BE CONTROLLING THOSE YEAR 10s BETTER BY NOW!!! (insert hair tearing here).

All this reflection, and discussion with peers and my PLN (Personal Learning Network) brought me to the conclusion that it does not matter how long one has been teaching - those kids will sometimes raise their troublesome heads. And regardless of whether or not I am green around the ears, I hope I will always be in a state of reflection, always eager to learn more and always eager to improve my practice.

After teaching those kids for 2 years now, I am slowly 'getting there' (wherever 'there' is). I am learning what works for me by asking others, reading, searching the net, etc. I love how Phil Beadle says that however off the air these kids are, and no matter what happens in my classroom, it's a good thing to keep smiling. And if it gets worse, keep smiling. This has worked for me.

On Friday afternoon when I reverted back to a little yelling and lecturing, it was further reinforced that kids respond so much better when I smile. I'm 5 foot 3" - it's pretty clear yelling and lecturing does not work for me. Just to let you know, dear reader, I tell you I reverted to a tactic that I know doesn't work because I acknowledge I still continue to make mistakes - I just hope that from these mistakes comes growth and change. I'm a slow learner but I know I am a good teacher who is on a steep learning curve and is willing to keep growing.

My students know how much I love to learn. They know I am always trying new things. They know I make mistakes. I think that is ok. They seem to have been really into art lately.

This weekend I pulled out my tattered copy of "Cracking the Hard Class" by Bill Rogers, purchased recently from Amazon. I find some really interesting tips I can apply to my own classes. (I wish I knew what other 'desperately seeking better teaching methods newbies' or 'always looking to improve' old timers have used this copy previously - I bet there are some stories to tell!). I'm ready to try some new things tomorrow and to keep using what is working well.

So, my message here? Keep trying, keep reading, keep asking, stay willing to try new things, try not to think that you 'should know better', accept that some things will not work and it is ok to make mistakes. I know I am going to keep trying. Oh, and smile.

I would love to hear from anyone out there about what your experiences with classroom management are.

Thursday, July 21, 2011

Fauvist Still Life

Some photos of a still life in preparation for a Stage 5, Year 9 unit of work on Fauvism.
Photos taken using i-phone 4 and Instagam.





Sunday, July 17, 2011

Insta-gramo-matic-hipster - Mobile phone photography


It was only yesterday I was at Cockatoo Island visiting the Underbelly Arts 2011 festival, photographing the day with fervour and discussing with a friend the amazing ability to take really really good shots with a mobile phone. I was reminded of how I photographed the Sydney Biennale a few years back using my Diana F+, spending a small fortune on processing and only getting a few really good shots.


And so, we photographed, and filmed, and even made a few silly stop frame animations of us running and dancing, as you do when attending an arts festival on this island. We did this until our i-phone batteries had one tiny red bar of battery left.


And now it is Sunday evening, and as I settle in to read the Spectrum and the review, I switch on Sunday Arts. Fortune would have it that the episode features some pretty amazing artists/photographers who use mobile phones as their tool of choice. Wow, what an episode! I have been wanting to do a unit of work using mobile phone cameras and apps. I now have some really nice artworld references to show the kids.


Even more fun, ABC Arts are asking that people contribute their own mobile phone photography - I admit, I went a bit overboard. Check it out here and maybe add yours!: http://www.facebook.com/ABCARTS


You can watch this episode on: http://www.abc.net.au/arts/tv_radio/art_nation/




I took all of the photos above using my own mobile phone - including the tiny little gecko which I found near my bathroom.

Tuesday, February 22, 2011

Thursday, August 12, 2010

We remember:

I forgot all about this (speaking of remembering!).

We remember:

10% of what we HEAR

15% of what we READ

25% of what we HEAR & READ

40% of what we DO

60% of what we HEAR, READ & DO

85% of what we TEACH OTHERS

Wednesday, July 21, 2010

Not so stumped.

Who knows if this will help anyone but it has certainly helped me!


I have heard so much about BlogEd. So many people seem to be using it. I am desperate to use it as I feel I have been missing out!


Whilst researching a range of education technologies in the holidays a few members of my PLN (Personal Learning Network) suggested that I use BlogEd. And so the search began...


It has taken about three weeks now to find out how to access BlogEd. I couldn't find it, I didn't have the right tab, my principal did not know how to get it from AMU, etc, ect. With the help of my PLN and the DET's ICT Service Desk I have finally worked out exactly how to access BlogEd. Now it is in the hands of my principal and I hope that by the end of the week I have logged on! Of course, instructions are on the DET's website however, I was not able to find this info and the service desk had to email it to me:


Schools: Teachers who would like to create blogs using blogED will require access to the Learning Tools tab from their DET portal. This tab will appear within 24 hours of the Principal giving access to the teacher to blogED through the Access Management Utility (AMU). Principals can request access to LT Learning Tools in AMU by emailing 'blogED_access@det.nsw.edu.au'. N.B. If the Principal doesn't have the option in AMU to add BlogEd access for you, the last line applies.


Sometimes even for the digital literate problems present themselves that are difficult to resolve. Thank you to my PLN for pointing me in the right direction and helping me though the process. See, I told you I heart my PLN ;-)


Phew. Almost there.