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2008 Exhibitions and the Curriculum
QUT Art Museum exhibitions make effective education resources for all curriculum areas and topics, not just visual art. This document has been designed to show how the visual arts can function as a catalyst for discussion and learning across various key learning areas. Included is an overview of the exhibitions, areas of interests and curriculum-specific information for each exhibition, including the core learning outcomes and essential learning for the Year 1-10 syllabus, and the year 11-12 exit criteria.
QUT Art Museum also provides a number of other resources and programs for teachers:
- Education kits and teachers notes, that are designed to assist teachers before, during and after their visit
- Talks for Teachers, which provide an environment for teachers to network at the same time as learning about exhibitions and issues in contemporary art
Tours
We provide free guided tours of exhibitions for both primary and secondary schools. Selected exhibitions are accompanied by education kits. We can also tailor tours to focus on topics such as working in an art museum and areas of study in the arts at QUT.
Bookings are essential and must be booked in advance.
Arts Educators Newsletter
To receive our email Arts Educators Newsletter released once a month and featuring updates on exhibitions, public programs and Talks for Teachers simply contact us with your email details and mention 'Arts Educators Newsletter'.
Curriculum Relevance - 2008 Shows
Further information on each show can be found further down the page, or by clicking on the link.
Considering Portraiture and Figuration
December 2007 to 10 February 2008
A clear theoretic distinction exists between the portrait and the figure. The portrait is said to reveal an aspect of the sitter, while figurative works involve broader considerations of the human condition.
Further information about this exhibition
Curriculum Relevance
This exhibition examines portraiture and figuration, two areas of the visual arts that students of all year levels can engage with from various perspectives. While this exhibition deals primarily with art-specific issues concerning the difference between a portrait and an image of a figure, it also brings to the surface more social-cultural issues that relate to concepts of the individual and identity, making it a show about people as much as it is about pictures of people.
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Luke Roberts, Lovers (from the series 1+1=8) 1989/2001. Giclee print from a photographic performance. Purchased 2002. QUT Art Collection |
Areas of Interest:
- Portraiture
- Figuration
- Genres
- Mediums - painting, drawing and photography
- Identity and individuality
- The human face and form
- Character and expression
The Arts: Visual Arts 1-10
VA 2.3 Students identify elements and additional concepts to interpret images and objects from a variety of cultural and historical contexts, specifically those relating to portraiture and figuration.
Students also have an opportunity to research portrait artists, evaluate the importance of expression in portraiture and investigate non-traditional techniques of portraiture/identity.
Visual Arts 11-12
Exit Criterion 1: Visual literacy – students define visual problems and communicate solutions with relevant concepts, focuses, contexts and media.
Students can consider patterns and conventions, and the concept of genres as being inherently cultural with recognisable stages, but highly subject to change over time.
Studies of Society and Environment 1-10
CI 5.3 Students share their sense of belonging to a group to analyse cultural aspects that construct their identities, particularly in response to the values and views of individuals represented within the images of individuals.
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Between You and Me
13 December 2007 to 10 February 2008
Between You and Me explores the notion of abstraction and includes works that express spontaneity, loss of control and ambiguity.
Further information about this exhibition
Curriculum Relevance
This exhibition provides students with the opportunity to observe and consider the materiality of works of art, specifically painting, and would make for a good supplement to any practical teaching in the visual arts for students of all year levels. Various processes of painting and methods of paint application are visible and captivating in the works on display. Middle and senior year students are introduced to concepts of abstraction and representation, and are encouraged to reflect on the experience of art and the role of the viewer. They also learn arts specific vocabulary to interpret, communicate and explore their imaginative thinking, feelings and understandings.
Areas of Interest:
- Abstract Painting
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Fred Williams, Landscape triptych no.1, 1962. Colour aquatint, engraving and drypoint. Purchased by student donations, 1963. QUT Art Collection. |
Non-representation
- Composition
- Colour and form
- Depth
- Positive and negative space
- Viewer experience
- Reflection
- Interpretation
The Arts: Visual Arts 1-10
VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts relating to painting and abstraction.
Visual Arts 11-12
Exit Criterion 3: Appraising – Students practice visual art terminology, referencing and language conventions, and analyse, interpret, evaluate and synthesise information about visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media.
English: 1-10
Essential Learnings: Literary and non-literary texts – students explore non-literary texts to develop an awareness of purpose, audience, subject matter and text structure within the visual arts,
English: 11-12
Exit Criteria 1: Knowledge and control of textual features - students gain knowledge, understanding and control of how language systems visual, written and spoken/signed work in a visual arts context.
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That ‘80s Show
24 January to 30 March 2008
The 1980s are marked by various phenomena: pastel, Gordon Gekko greed, big and bad hair, brand-naming on attire, Post-Modernism, the list continues. But what were artists doing?
Further information about this exhibition
Curriculum Relevance
‘Postmodernism’ is a concept that is often best explained by observing its stylistic attributes in works of art. This exhibition does exactly this, providing particularly senior students with an introduction to this key term, so important to contemporary art and theory. The works on display showcase a range of styles and techniques, and are drawn together by their date of production, an effective way to consider a diverse collection of art works.
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Tony Clark, Sacro-idyllic landscape, 1987. Oil on canvas. Gift of Doug Hall under the Taxation Incentives for the Arts Scheme, 1997, QUT Art Collection. |
Areas of Interest
- Postmodernism and Modernism
- Contemporary art
- Art history
- Art movements
- Past, present and future
- Time, continuity and change
The Arts 1-10
VA 4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts - explore and analyse images and objects that use art forms, materials and processes that are taking shape this century.
Visual Arts 11-12
Exit Criterion 1: Visual literacy – students create and communicate meanings through the use of visual language and expression.
Students have the opportunity to develop appropriate language and terminology when responding to sensory information, such as the visual, tactile, spatial, aesthetic and kinaesthetic qualities of artworks.
Studies of Society and Environment 1-10
TCC 3.1 Students use evidence about innovations in media and technology to investigate how these have changed society.
Students can learn about some of the events taken place over the last thirty years that have contributed to contemporary trends, styles and attitudes, and identify cultural perceptions and the processes involved in cultural change.
History 1-10
History TCC 6.2 Students establish dialogue with students in other settings concerning the relative pace of change in their local environment and investigate possible causes.
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Selected Photographs from the Daryl Hewson Collection
14 February to 20 April 2008
Selected Photographs from the Daryl Hewson Collection presents a snapshot of the important and bourgeoning private collection of Dr Daryl Hewson.
Further information about this exhibition
Curriculum Relevance
With this exhibition, students encounter the vibrant contemporary photographic art of Queensland. In addition to learning about the practice of photography, students are encouraged to also consider the development of photographic art within Australia and the important role that private and public collections play in the appreciation of various art forms and practices.
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Paul Adair, Crate (from the series Decoy), 2005. Colour giclée print. Courtesy of the artist and Stills Gallery, Sydney |
Areas of Interest:
- Photography techniques
- Digital photography
- Abstraction
- Queensland photographic artists
- Identity and human experience
- Theatricality/staging
- Collecting art
- Private and public collections
The Arts: Visual Arts 1-10
VA 5.3 Students research and evaluate images and objects of Australian artists / designers / craftspeople from a variety of historical and contemporary contexts.
Visual Arts 11-12
Criterion 2: Application – students construct meaning using knowledge and understanding of materials, techniques, technologies and art processes
Students have the opportunity to deconstruct and reconstruct meaning in images and objects, and research contemporary Australian photographers.
The Arts: Media 1-7
ME 5.3a Students research and analyse various media representations within their cultural and historical contexts – specifically contemporary Queensland photographic artists.
ME 5.3b Students research and examine the media institutions that are involved in the production, distribution and exhibition of the media they consume as audiences – including the role of private and public collections and the art museum.
Studies of Society and Environment 1-10
TCC 3.1 Students use evidence about innovations in media and technology to investigate how these have changed society – specifically photographic art within Australia.
CI 4.5 Students express how material and non-material aspects of groups influence personal identities.
Students can consider photography in relation to individuals and groups within society, and how this form of art and technology assists with forming identity for both.
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The William (Monty) Howard Gift
3 April to 1 June 2008
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Charles Blackman
Two girls in the street 1956, ink drawing |
In 2007 Brisbane collector William (Monty) Howard generously gifted fifty works to the Museum. His gift was inspired by the Howard family's links to QUT and the donor's satisfaction in knowing that the works will be expertly cared for and enjoyed by future generations.
Further information about this exhibition
Curriculum Relevance
This exhibition is comprised predominately of works on paper, ranging from etching and woodblock prints to ink and pencil drawings. The various techniques and materials employed in the works on display encourage students to observe, compare and reflect on the many ways of creating an image. Viewing an exhibition of gifted works, students are also able to consider a number of aspects concerning the life of work of art, such as the collection and housing of art objects, the various exhibition and conservation practices, and the role of education in art appreciation.
Areas of Interest:
- Printmaking medium – etching, woodblock and lithography
- Drawing medium – ink, pastel and pencil
- Australian artists
- Public and private art collections
- Collecting, caring and archiving art
The Arts: Visual Arts 1-7
VA 1.3 Students describe elements and concepts in a variety of images and objects.
VA 2.3 Students identify elements and additional concepts to interpret images and objects from a variety of cultural and historical contexts.
The Arts: Visual Arts 8-10
VA 5.3 Students research and evaluate images and objects of Australian artists/designers/ craftspeople from a variety of historical and contemporary contexts.
VA 6.3 Students justify responses to synthesised research from a variety of historical and cultural contexts.
Students can consider the function and purpose of art in terms of how meaning is constructed and may change according to the context of the informal and formal display e.g. in personal, public and community contexts.
Visual Arts 11-12
Criterion 3: Appraising – students analyse, interpret, evaluate and synthesise information about visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media.
Students are able to justify a viewpoint through researching, reflecting and appraising works of art created by national and international artists.
Social and Community Studies 11-12
Criterion 1: Knowledge and understanding - students demonstrate knowledge of factual information, processes and procedures, explain concepts and focus ideas and use terminology relating to art and the community, particularly the various ways art is created, exhibited, housed and cared for.
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Ian Friend: Thirty Years of Works on Paper 1977-2007
24 April to 29 June 2008
This is a timely survey exhibition showcasing Queensland artist Ian Friend's meditative, abstract work.
Further information about this exhibition
Curriculum Relevance
This exhibition is a good introduction to the media of printmaking as students are presented with some practical and conceptual processes that go into this often technically demanding and time-consuming art form. Along with displaying some laborious techniques, the work of Ian Friend reveals the artist’s personal engagement with various sources of inspiration, such as jazz, poetry and architecture, demonstrating that artists respond to a wide range of stimuli in novel and innovative ways to develop new aesthetic values and qualities.
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Ian Friend, Joy at death itself: Breath (for Santiago Bose), 2002-03. Indian ink, gouache and crayon. Courtesy of Andrew Baker Art Dealer, Brisbane. |
Areas of Interest:
- Abstraction and non-representation
- Emotive response
- Sources of inspiration – poetry and architecture
- Queensland artist, Ian Friend
- Australian art
- Printmaking practice
- Visual analysis – line, shape and form
The Arts: Visual arts 1-10
VA 5.3 Students research and evaluate images and objects of Australian artists / designers / craftspeople from a variety of historical and contemporary contexts.
Students have the opportunity to reflect their understanding of local area and community artists, identifying and interpreting images and objects in a community context.
Visual arts 11-12
Exit Criterion 3: Appraising – students analyse, interpret, evaluate and synthesise information about visual language, expression and meanings in artworks, relevant to concepts, focuses, contexts and media.
History 1-10
History TCC 6.1 Students apply their knowledge and understanding of the past to reveal the assumptions and beliefs underlying a contemporary policy such as immigration.
History 11-12
Exit Criterion 2: Forming historical knowledge through critical inquiry – students analyse what is explicit and implicit in sources, including themes, values and interrelationships within and among sources
English 11-12
Criterion 2: Knowledge - students gain knowledge and exercise their understanding of creative and poetic forms of writing and are able to view writing both in terms of the enjoyment texts give to people and the power texts have to influence, tell the stories of a culture and promote shared understandings.
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Craft Revolution
10 June to 13 July 2008
Craft Revolution explores the idea that craft is radical and revolutionary.
Further information about this exhibition
Curriculum Relevance
With this exhibition, students of all year levels are encouraged to consider the practice of craft and its relationship to more esteemed art forms such as painting and sculpture. From the processes and techniques involved in craft making to the expectations and views commonly held for these practices, the works forming this exhibition introduce students to some key issues in contemporary art, such as the boundary between art and life, and the changing role of art.
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Marisa Molin, Ankle fungus (from the series Symbiosis), 2007. Bronze, sterling silver. |
Areas of Interest:
- Craft and Art debate
- Materials and practices
- Tradition and history
- Culture and communities
- Conceptual craft, non-functional objects
- Handmade
The Arts: visual arts 1-10
VA 5.3 Students research and evaluate images and objects of Australian artists/designers/ craftspeople from a variety of historical and contemporary contexts.
Students are encouraged to analyse the forms, materials and processes employed in the works on display, and describe visual art and design elements of line, shape, texture, colour.
Visual art 11-12
Criterion 2: Application – students construct meaning using knowledge and understanding of materials, techniques, technologies and art processes
Students also have the opportunity to explore the links between visual art, other arts forms and other areas of the community, and consider the surface and tactile qualities of conventional and unconventional media such as fibres, textiles and mixed media.
Studies of Society and Environment 1-10
CI 2.5 Students identify how symbols, rituals and places reflect identities of different groups including Aboriginal or Torres Strait Islanders
CI 4.5 Students express how material and non-material aspects of groups influence personal identities.
Aboriginal and Torres Strait Islander Studies 11-12
Criterion 1: Knowledge and Understanding - students identify, describe and comprehend a variety of ideas and perspectives on Indigenous topics and issues, and develop an awareness of how symbols, rituals, places, all of which are celebrated, communicated and remembered with Dreaming and creation stories, reflect the identities of Aboriginal and Torres Strait Islander groups.
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Sidney Nolan: A Poetic Vision
5 June to 17 August 2008
Sidney Nolan is widely acknowledged as Australia's most inventive and influential artist of the twentieth century.
Further information about this exhibition
Curriculum Relevance
Sidney Nolan is an important figure in the story of Australian art and history. This exhibition provides students of all year levels with the chance to develop a greater understanding and appreciation of the art of Australia. As the prime subject of Nolan’s art, the Australian landscape is a topic that serves as an effective entry point to many areas and perspectives on the subject of Australia, past and present.
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Sidney Nolan, Glenrowan (From the series Ned Kelly) 1971, colour screenprint. Purchased 2006. QUT Art Collection. Reproduced with the permission of the Trustees of the Sidney Nolan Trust. |
Areas of Interest:
- Landscape painting
- Portraits
- Myths and literature: Leda and the Swan, Oedipus, Shakespeare’s sonnets
- Australian history
- Australian outback/central Australia
- Burke and Wills
- Bushranger Ned Kelly
The Arts P-4
Students demonstrate an attention to visual art and design elements and concepts involved in making, displaying and appraising images and objects of historical significance.
The Arts: Visual Arts 1-10
VA 5.3 Students research and evaluate images and objects of Australian artists / designers / craftspeople from a variety of historical and contemporary contexts.
Students are able to develop understanding, and critically evaluate and appreciate the impact of the cultural, social, spiritual, historical, political and economic contexts of arts works in the construction of meaning.
Visual Arts 11-12
Criterion 1: Visual literacy – Students define visual problems and communicate solutions with relevant concepts, focuses, contexts and media; create and communicate meanings through the use of visual language and expression
Students are encouraged to consider how artists can challenge or reinforce values through making and displaying artwork, and explore representations and expressions within historical, sociocultural, geographical, psychological, and physiological contexts that may reflect issues, attitudes and values about the artist’s condition.
Studies of Society and Environment 1-7
TCC 2.1 Students explain different meanings about an event, artefact, story or symbol from different times.
TCC 3.2 Students create sequences and timelines about specific Australian changes and continuities.
Australian Studies 8-10
TCC 6.3 Students collaboratively identify the values underlying contributions by diverse individuals and groups in Australian or Asian environments.
History 11-12
Criterion 2: Forming historical knowledge through critical inquiry – students analyse what is explicit and implicit in sources, including themes, values and interrelationships within and among sources.
English 11-12
Criterion 3: Knowledge and application of the constructedness of texts - students recognise that discourses available in the culture affect the representations in, and readings of, texts, and identify how readers, listeners and viewers are positioned by the choices that writers, speakers and shapers make about what to include in and exclude from the text.
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Kumamoto Artpolis: Architecture Through Communication
3 July to 27 July 2008
Kumamoto Artpolis is an ongoing project in architectural culture begun in 1988 in Kumamoto Prefecture, Japan.
Further information about this exhibition
Curriculum Relevance
Architecture is concerned with the material and social aspects of living environments and is a subject that interrelates with a range of research areas. With this exhibition, students are introduced to an important project that is changing the way architecture is conceived and constructed. Middle and senior students learn about the difference between urban and rural environments and develop an understanding of the important role of architecture in the development of culture and community.
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Jun Aoki, Mamihara Bridge (1994-5), modified steel vierendeel bridge. |
Areas of Interest:
- Environmental design and construction
- Design and architecture
- Rural and urban environments
- Local and global
- Japanese history and culture
- Industrialised Japan
- Cultural and social development
- Tradition and cultural heritage
Study of Society and Environment: Natural, built and social environments 1-7
PS 3.1 Students compare how diverse groups have used and managed natural resources in different environments.
SRP 3.1 Students make inferences about interactions between people and natural cycles, including the water cycle.
Study of Society and Environment: Regions of the World 8 -10
TCC 6.2 Students use their own research focus to analyse changes or continuities in the Asia-Pacific region.
PS 5.1 Students synthesise information from the perspectives of different groups to identify patterns that constitute a region.
Geography 1-10
5.2 Students identify different types and patterns of settlement in Australia and other regions of the world and examine the physical and social factors operating within these settlements.
Science 8 -10
LL 5.3 Students evaluate the consequences of interactions between the living and non-living parts of environments.
SS 5.3 Students analyse the relationship between social attitudes and decisions about the applications of science.
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Eugene Carchesio Explores The Collection
21 August to 26 October 2008
While an artist reveals something of themselves in their own practice, it is interesting to discover what they respond to in the work of other artists. QUT invited prominent Brisbane artist Eugene Carchesio to delve into the QUT Art Collection and select works of art with which held some personal resonance for him.
Further information about this exhibition
Curriculum Relevance
With this exhibition, students have an opportunity to research a local artist in a novel way; by drawing correlations rations between the works on display personally selected by the artist and the artist’s own practice consisting of sensitively created and intimate collages, drawings, watercolour and sound works. By making connections between style, form and content, students begin to view art practice and curatorship as interconnected creative activities.
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Eugene Carchesio, Collaboration with a former self (Internal energy), 1985-2007. Watercolour. Purchased 2007, QUT Art Collection. |
Areas of Interest:
- Artist – Eugene Carchesio
- Identity through selection
- Curatorship and exhibition practice
- QUT Art Collection
- Visual analysis – colour, line, shape and texture
- Compare and contrast style, form and content
The Arts: Visual Arts 1-10
VA 3.3 Students compare elements and additional concepts of images and objects from a variety of cultural and historical contexts.
VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts.
Visual Arts 11-12
VA 5.3 Students research and evaluate images and objects of Australian artists / designers / craftspeople from a variety of historical and contemporary contexts.
Students have the opportunity to individually research and evaluate artworks, and formulate responses with an understanding of the context in which they were made and displayed; consider the visual impact of images and objects in relation to context and space; discuss characteristics such as location, time, context and the temporal nature of displaying artworks.
Studies of Society and Environment 1-10
CI 4.5 Students express how material and non-material aspects of groups influence personal identities.
Students can consider the concept of ‘identity’ in relation to the way the works that form this exhibition reflect the artist that has selected them based on personal preference.
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Under the Influence: Art and Music
11 September to 16 November 2008
Music has a ubiquitous presence in our daily lives. From cinema to supermarket soundtracks just the hint of a few familiar notes can be a conduit to another time and place, stirring emotions and memories.
Further information about this exhibition
Curriculum Relevance
This exhibition will appeal to students of all year levels as it brings music and art, the audio and visual together, extending the common experience of art. Students are encouraged to explore the relationship between music and art by making connections between their knowledge about media and their own experiences as creators and audiences.
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Eugene Carchesio, Elephant music (detail) 2006, seven watercolours on music sheets. Purchased 2007, QUT Art Collection |
Areas of Interest:
- Interdisciplinary and hybrid art forms and practices
- Popular culture
- Found object/assemblage
- Indigenous perspectives
- Colour music theory
- Video art
- Active producers of meaning
- Appropriation
- Animation
The Arts P-4
Students become aware of the role that music, media and visual arts play in their everyday lives and their personal experiences of sound and moving images.
The Arts: Visual Arts 1-7
VA F.2 Students recognise the media they interact with in their familiar environments. Students share their personal and familiar media with others.
VA 1.3 Students describe elements and concepts in a variety of images and objects, familiar contexts reflecting understanding of known environments and everyday images and objects.
Visual Arts 11-12
ME 5.3a Students research and analyse various media representations within their cultural and historical contexts.
ME 6.1 Students apply an understanding of media languages and technologies to design and create media texts in a range of production contexts.
ME 6.3a Students evaluate how contextual influences can contribute to personal interpretations of media.
Study of Society and Environmental 1-10
TCC 2.1 Students explain different meanings about an event, artefact, story or symbol from different times.
CI 4.3 Students debate how media images concerning gender, age, ethnicity and disability reflect groups to which they belong.
CI 4.5 Students express how material and non-material aspects of groups influence personal identities.
New Media and Technology 11-12
Exit criterion: Critique, analyse and evaluate products and their contexts of production and use - students are encouraged to consider who products are made for, why they are used, how products are shaped according to whether users are classified as consumers, citizens or imaginative beings.
Aboriginal and Torres Strait Islander Studies 11-12
Criterion 2: Processing, analysing, synthesizing and evaluating material – students examine the organisational structure of information and perceive patterns within the exhibition, and identify interrelating ideas /themes/ issues relating to Aboriginal and Torres Strait Islander culture.
Students have an opportunity to consider art and music as directly interconnected and adopt the holistic view of Aboriginal and Torres Strait Islander culture where art and aesthetic expression, song, dance and storytelling are intimately linked.
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Replant: A New Generation of Botanical Art
30 October 2008 to 18 January 2009
Replant straddles the boundaries between science and art.
Further information about this exhibition
Curriculum Relevance
This exhibition demonstrates to students of all year levels that art is significantly interrelated with all other cultural and social areas of research. As visual records of Indigenous plant species, the works on display show how art plays an important role in science, documenting, interpreting and making observable organic material not easily accessible to most. We are reminded with this exhibition that art often gives us perspective on and helps us appreciate nature and the world we live in.
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Judy Watson, bat-wing coral tree, red bean tree, 2006. Colour etching. Courtesy of the artist. |
Areas of Interest:
- Art and Science
- Botanical Art
- Botany and its practice
- Indigenous plant species
- Aboriginal culture
- Aboriginal ‘Country’
The Arts: Visual Arts 1-10
VA1.3 Students describe elements and concepts in a variety of images and objects.
VA5.3 Students research and evaluate images and objects of Australian artists / designers / craftspeople from a variety of historical and contemporary contexts.
Visual Arts 11-12
Criterion 3: Appraising – students justify a viewpoint through researching, developing, resolving and reflecting. Students have the opportunity to explore representations and expressions relating to intellectual connections within the contexts of Aboriginal culture and society that reflect issues, attitudes and values about the environment—past and present.
Aboriginal and Torres Strait Islander Studies 11-12
Exit Criterion 1: Knowing and understanding – Students develop an understanding of ways of knowing different dimensions of knowledge and acquiring knowledge; identifying, describing and comprehending a variety of ideas and perspectives on Indigenous topics and issues.
Exit Criterion 3: Processing - synthesising and interrelating ideas/themes/issues. Students have the opportunity to study aspects of Aboriginal and Torres Strait Islander culture, history and society in a holistic manner, and begin to understand the interconnectedness of Indigenous histories, societies and cultures.
Science 1-7
SS 4.1 Students outline some contributions to the development of scientific ideas made by people from different cultural and historical backgrounds; develop their understandings of the knowledge Aboriginal people and Torres Strait Islanders have about the use of plants as sources of food and medicine.
Geography 8 -10
6.4 Students identify Aboriginal approaches to environmental management and investigate ways in which values are incorporated in government policy
Agricultural Science 11-12
Exit Criterion 1: Knowledge – student can practice remembering and reproducing information, including facts, formulae, definitions, terminology, principles, theories, systems and patterns; use knowledge in simple and familiar situations; observe, identify and classify plants/ botanical structures.
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Cross Section: the Documentary Photography of Charles Page
20 November 2008 to 1 February 2009
Stunning black and white images of Antarctica, war zones, street photography, steam trains and a unique exposé of prison life are brought together in CROSS SECTION: the documentary photography of Charles Page.
Further information about this exhibition
Curriculum Relevance
Students of all year levels will be inspired by the work of Australian documentary photographer Charles Page. Based on his extensive travels over the world, Page’s work brings to light many global issues, such as the effects of urbanisation and the continuous conflict within devastated countries, which allows for deeper considerations of the visual language, technique and rhetoric of photography and photojournalism.
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Charles Page, The Last Husky Run, Antarctica, 1993. Silver gelatin print. Courtesy of the artist. |
Areas of Interest:
- Photography techniques and practice
- Documentary photography
- Media and journalism
- Local and global issues
Studies of Society and Environment 1-7
TCC 1.4 Students describe the effects of a change over time in a familiar environment.
TCC 4.5 Students review and interpret heritages from diverse perspectives to create a preferred future scenario about a global issue.
PS 4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.
Students are encouraged to learn about the effect of global trends on the beliefs and values of different groups (exploration and environmental issues, colonisation, transnational corporations).
Studies of Society and Environment 8 -10
TCC 5.4 Students explain the consequences of Australia’s International relations on the development of a cohesive society.
PS 6.5 Students make clear links between their values of peace and sustainability and their preferred vision of a place.
Students are encouraged to consider Australia’s role in future global economies or environments, particularly those involving environmental laws and conventions, promotion of peace, social justice, ecological and economic sustainability.
History 8 -10
His TCC 6.2 Students establish dialogue with students in other settings concerning the relative pace of change in their local environment and investigate possible causes.
His SRP 5.2 Students demonstrate relationships between global trading patterns and Australia’s economy at different times in Australian history.
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