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What?: For the assemblage task, I created a depiction of a dinosaur using nasturtium flowers, their scalloped leaves, and pieces of mandarin skin. I arranged the leaves as the head of the dinosaur, as well as its spikes, the flowers as decorative features, and the end of the tail, and I used the mandarin skin to shape the body and legs, as well as add a contrast to the green and yellow. I was inspired to make it a dinosaur as I noticed the scalloped edges of the nasturtium leaves resembled the spikey back of a dinosaur.

So what?: I was surprised at how organic matters like leaves and petals could be used to express an imaginative idea. The experience deepened my appreciation for the textures and forms in nature, and how they can evoke different thoughts or associations, like a dinosaur. Going outdoors to find the natural elements made me more aware of the motional connection I have to nature, where even small things like leaves and fruit peel can spark creativity and inspiration.

Now what?: This experience has encouraged me to look more closely at the details in nature and explore how they can be used in an artistic manner. I plan on continuing to experiment with natural materials in creative ways, and blending imagination with environmental appreciation. I found this task to be very enjoyable, and something I want to continue doing, discovering all kinds of new things I can create.

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What?

I created a stop motion animation using household rubbish. my stop motion video features a plastic bottle character who begins the story as very hungry, he finds a small pile of plastic packaging. He cuts it up, and eats it all becoming full. This was inspired by the eco-conscious practice of 'eco-bricks' in which you place small plastics into a container to avoid litter, reduce contamination and save space in landfill. I used clean rubbish items, scissors, markers, and recycled paper to construct the scene, and added sound effects to bring the story to life, such as stomach crumbling, cutting, and eating sounds.

So what?

Adding sound effects made the stop motion video more dynamic and expressive, enhancing the storytelling and helping to engage the audience. I found that the sound elevated the silent video, and created personality and tone. This activity also showed me how everyday materials and simple tools and apps can be transformed to create meaningful art, which can have strong messages applied to it. I found the process really fun and engaging, allowing me to reflect on how I want to portray the message and what best ways I can effectively communicate it.

Now what?

In future, I plan to integrate similar activities into teaching, as a way to promote creative and critical thinking as well as conveying strong messages such as sustainability. I will encourage students to use multimedia and found objects to explore real and relevant issues, fostering both artistic expression and technical skill building.

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I listened to '21 Hungarian Dances' by Johannes Brahms, and responded through using pastels to represent how I connected with the music emotionally and rhythmically. I focused on colours, shape and movement to translate the melody into visual art. My artwork consists of blends of colours like yellow, orange, red and purple to reflect the energy and intensity of music, and how it builds throughout the piece. Black leaf-like shapes fall gently to represent the descent of notes, while a dark circular ball at the bottom with red rays symbolises an intense emotional core I felt in the song.

So what?

Although I often connect deeply with music, this was the first time I had expressed that connection visually. Translating sound into visual elements challenged me to think differently about how I process and respond to music. During it, I realised how powerful integrated arts can be in deepening personal reflection and emotional understanding, I also gained insight into how students might connect to art and music in all kinds of unique and personal ways.

Now what?

In my future teaching, I plan to offer similar opportunities and activities to my students in interpreting music visually. This cross-curricular arts approach can support emotional expression, creativity, and deeper engagement with both music and visual art in an inclusive and meaningful way.