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Tabbetha Sadler

My assemblage is small. I have taken a piece from each section of my yard. The bark is at the back with my dog, near the firepit we have. The flower is from where we sit and enjoy drinks and nibbles and BBQ's. The leaf is from the side section, which is full of different plants and greenage. And the sad looking flower is from a pot plant. As I was walking around and collecting the different pieces, it had also been raining. My kids and dog were also raining around in the rain and stopped and asked me why I was walking around collecting things. The asked if I was making a collage. I told them these pieces were representing our backyard. They then went on to show me how they see the backyard and what they would use.

This activity showed me that children see the world different to me and could be a good activity with a classroom of students. Allow them to wonder the school yard, collect 5 different things that remind them of school and how they would place it on a piece of paper to show a representation of school. This activity would be a fun and engaging activity to do as a whole group and then each student will be able to show me a piece of themselves.

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What?

This week we looked at movement through drama and implementing my knowledge of drama to use in science, more specifically- an Australian native bird. I chose a pelican, as I love the beach and I often have seen pelicans gliding just above the water, with their impressive wingspan. The reflection they create looks gorgeous. They have long necks and big beaks, little legs that fold up nice and easily. The features of the pelican fit into the environment they are in. The beaks help them gather up fish from the water and then swallow.

So what?

After completing some research of the pelican, which I did watch some clips of pelicans, I was able to move onto the drama/ movement aspect of the task. I imagined that I had impressive wingspan by sticking my arms out wide to my side like I was flying and I sat on my tucked up legs. Held my head high and closed my eyes and imagined what I would see gliding over the ocean. I did have to make space to create a safe environment, not to injure myself.

Now what?

I could use a task like this in my classroom asking my students to think what they believe an animal would move like, what they sound like. We often see younger children impersonating their pet they may have at home or even one they see in the park or beach. I have watched my own children pretend to pick at a dead fish at the beach like seagulls do and make the same sound, and they would flap their arms and run around. Being able to pretend to be something else for a bit can be a great stress reliever for students but also anxiety inducing for those that are shy and say they feel silly. This is a great activity to get students to use their imaginations.

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What?

This week we looked at creating a piece of music for a picture. I chose starry night as the piece of artwork and the piece of music I attached is how I see a starry night.

So What?

The starry night artwork can provoke different emotions in  me, depending on my mood. I felt airy and peaceful when I first really looked at the artwork. The lines and colour I believe really complemented each other.  Creating a sound to match what I was seeing was difficult. What I did want to create was violins for pitch for the wind, and electric bass for the swirls, to show that the swirls were a stronger force then just the ordinary wind blowing within the blue of the sky. Using piano in the background sound to create the sound of peace as well.

Now What?

This activity was harder for me to put together. I knew the elements of music I wanted to use but could not get it together. I could definitely describe the way the painting made me feel and what sound I wanted. This activity would be good for students to play around with. This is great way to find which children are musical and may help them to discover a passion they didn't realise they have. My students may be able to help teach me how to figure out I wanted!

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Tabbetha Sadler's sustainable artwork

What?- The focus for this reflection was on visual arts and how it connects with environmental sustainability. Using the arts in  an authentic way to create a story using recyclable items.

So what?- Looking at these pieces I had collected, I wanted to be able to create something that didn't require glue or sticky tape. I wanted to change the plain rubbish into a visual masterpiece, but how. After some time I had a few thoughts I wanted to try.

Now what?- This activity could have endless ideas for students. Their imaginations can be quite creative and they see the materials into what some adults couldn't. This would be a great activity to complete with your class, as I would be learning along with them.

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Tabbetha Sadler - Stop motion

What? - Media arts was the focus this week. What is involved in media arts. The elements and the concepts and how to use them effectively. Continuing on with sustainability, I created a 'stop-motion' to communicates my version of sustainability and the story I wanted to tell.

So what? - My story shows how visually appealing a few pieces of recycled cardboards can create a beautiful story, by using a bit of imagination and changing the look of the recyclables. Metamorphosis was an idea that came to my mind. How I can transfer plain cardboard into something spectacular. Creating a caterpillar and turning it into a beautiful butterfly. My video was short and sweet but I still believe it showed a story of how a caterpillar turns into a butterfly.

Now what?- Now reflecting on the 'stop-motion', I could have used a different angle and how close I was to the animation. I could have followed the hungry caterpillar story to a degree and had the caterpillar eating some of the other cardboard to help change into a butterfly. There are changes that could have been made in my motion picture to be more creative. I also believe students would have a time creating a the visual arts and then turning it into a 'movie' to show their friends and family.

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What?

This week we were asked to listen to 'The Carnival of the animals'. We were to listen to the piece of music for one minute and draw what were hearing. This task focused on visual arts and music and how the two elements can align together to create a unique piece of art.

So What?

I found the music to be quite quick and I could hear the tempo building up. The different instruments that were playing each made the piece as a whole quite different. Using different colours to show the different emotions that align with the different parts of the song. The colours I used were what I could find in my house, which was green, yellow and blue. I decided to grab one colour first (Blue) and then closed my eyes and see what happend. After a few seconds, I switched colors and then repeated the process until I used all three colours. I just let myself feel the music and ler my hand move as it felt.

Now What?

This could be a good activity to complete with a class, to help students to show that music can bring out feelings and how to understand these emotions.  Visual arts and music together to create a piece of art. It will also show my students how everyone is different and it's ok to be different. I could use different types of music to express different sort of emotions.

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What?

This week we have been looking at how drama and hass have been combined to create an authentic arts experience. I had to come up with a drama activity that was about the first fleet for students to do. The activity I would ask my students to do is- each student is to pair up and they draw a piece of paper from the hat. That piece of paper will have a person from the first fleet. Students then research the task quickly and then act out what they believe the role would have been for that person.  Students can then swap with another pair and continue the research and acting out.

So what?

This activity will have students researching a role of a person before their time. Students are given a problem they have to solve by acting out. Students are engaging in divergent thinking and absorbing what they are learning in a hands-on environment. From watching a clip about empowering the arts in what is called 'project-based learning', this activity and cross-curriculum is a good example of what project-based learning is.

No what?

I believe this activity is really good to get students to express their beliefs and show their understanding of what they are reading. Keeping it in pairs will help the students who may be shy and uncomfortable. As the teacher I can help them to get into character by having props available and I can help research with the students who may not be comfortable in that area of learning.