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View a wide range of works of art

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How art can help you analyze - Amy E. Herman

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Connect with us online

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Connect with us online

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AGSA - The Art Gallery of South Australia

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Seeing works of art in situ and engaging with primary sources is an effective strategy for learning about the skills, techniques, materials and processes used by artists, and in turn can be used by students in their own work.

Sometimes seeing the detail in a painting or print, the texture of a surface or the scale of a sculpture can only be appreciated when in front of the work itself. Works of art are ideal platforms to talk about our collective history while simultaneously exploring what is happening in the world today.

Contact AGSA Education via email or T 8 8207 7033

Guides are currently in high demand and requests for Guided Tours in Term 3 (August and September) are now closed. Exceptions may be given to equity listed or regional schools, subject to availability.

We welcome Guided Tour requests from October onwards.

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Pre and post visit activities as well as how to read a wall label

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Educators are invited to hear about Tarnanthi, Festival of Contemporary Aboriginal and Torres Strait Islander Art at AGSA from Nici Cumpston, Tarnanthi Artistic Director and Curator of Aboriginal and Torres Strait Islander Art, and Dr Lisa Slade, Assistant Director, Artistic Programs.

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AGSA - The Art Gallery of South Australia

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Educators are invited to hear about Tarnanthi, Festival of Contemporary Aboriginal and Torres Strait Islander Art at AGSA from Nici Cumpston, Tarnanthi Artistic Director and Curator of Aboriginal and Torres Strait Islander Art, and Dr Lisa Slade, Assistant Director, Artistic Programs.

Tarnanthi is a continuous celebration of contemporary Aboriginal and Torres Strait Islander art and a flagship program of the Art Gallery of South Australia. The statewide Tarnanthi Festival returns in 2023, with exhibitions at AGSA and at partner venues across Adelaide and around the state.

As the central point of the Festival, AGSA presents a nationwide survey that promises ambitious and innovative contemporary art combined with deep reflection on unwavering cultural connections. The exhibition foregrounds new works created through diverse collaborative projects and by individual artists around the country.
Terms and conditions

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AGSA - The Art Gallery of South Australia

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Following on from last year's online series Come make with us #5 will have you discovering alternative ways to engage students with, but not limited to, drawing and sculpture.

This first session will feature AGSA's new Tarnanthi Education Officer, Sally Lawrey. As we get ready for Tarnanthi later this month, get to know Sally as she introduces you to some of the wearable works of art in AGSA's Aboriginal and Torres Strait Islander Art collection followed by a hands-on making session.

A second artist still to be confirmed.

The Zoom meeting link will be emailed to you one week prior to the event, please email education@artgallery.sa.gov.au if you do not receive this email.

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Explore wearable works of art in AGSA's Aboriginal and Torres Strait Islander Art collection.

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Join us from the comfort of your own home

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AGSA - The Art Gallery of South Australia

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Engage with the collection and develop ideas for the classroom anytime from the comfort of your home

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Online and in person professional development

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AGSA - The Art Gallery of South Australia

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AGSA offers a range of professional development opportunities for educators throughout the year. Events range from practical workshops to networking opportunities and briefings on new exhibitions and artist practices.

Fees may apply. Certificates of attendance addressing the AITSL Standards are provided for all professional development opportunities.

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Yarrenyty Arltere Every face has a story, every story has a face: Kulila! 

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Yarrenyty Arltere Every face has a story, every story has a face: Kulila! 

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TARNANTHI 2017 - Yarrenyty Arltere ‘Every face has a story, every story has a face: Kulila!’

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Every face has a story, every story has a face: Kulila!

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Every face has a story, every story has a face: Kulila!

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AGSA - The Art Gallery of South Australia

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Every face has a story, every story has a face: Kulila! is a group of embroidered sculptures made by nine women artists - Dulcie Raggett, Dulcie Sharpe, Marlene Rubuntja, Rhonda Sharpe, Rosabella Ryder, Roxanne Petrick, Roxanne Sharpe, Trudy Inkamala and Valerie Stafford, from the Yarrenyty Arltere Art Centre in Alice Springs. Using embroidery thread, wadding, twigs and dyed blankets, the artists at Yarrenyty Arltere manipulate techniques such as weaving, looping and knotting to create these unique figures.

Yarrenyty Arltere Artists, from the Northern Territory, comprises a dynamic community of artists who work across a range of soft sculptural forms. Originally established in 2000 as a response to the chronic social issues faced by the Larapinta Valley Town Camp community, the Yarrenyty Artlere Art Centre has played an integral role in rebuilding the community.

In the art centre the artists sew and prepare artworks while sharing their stories and culture. Every face has a story, every story has a face:Kulila! is a collaborative installation of life-size self-portraits describing this daily ritual. The distinct technique of dying recycled woollen blankets using local plants and scrap metal not only reflects an economy of means and resourcefulness but offers an insight into the daily lives of the artists. The vivid colours, bold stitching and combination of materials embrace 'both ways', of telling the stories of the artists lives. As the artists have said: See these faces, they all have stitches all over them all these stories, markings. That's what we do, sew and talk and listen and try to make things get better. So, we thought we might make these faces so you can listen, to us, to our stories.

Getting started - Bring the artists into the classroom

Watch the Yarrenyty Arltere Every face has a story, every story has a face: Kulila! video with your students.

Making & Responding

Kulila means to listen. The nine women artists come together to share their 'everything stories', talking about good and bad experiences, as well as things they hope for.

Kulila

Sit together with your class and share your stories or goals for the future. In this case it is about the conversations that help to build the process, rather than emphasis on the product.

Create

While talking and listening to others create a self-portrait collage using soft materials such as recycled textiles, wool or thread. In our example below we have used felt and contact, ideal for early years and primary or a one lesson activity for secondary students.

Extension

You may like to extend this task by using needle and thread, adding buttons, beads or recycled materials destined for landfill, as facial features. Turn your 2D face into 3D by adding a back and stuffing and hang your student portraits in your classroom. See examples below for more ideas.

Step 1

Cut an oval shape for the base of your portrait. You may want to draw the shape first to make sure you use as much of the felt/fabric area as possible.

Step 2

Use scrap fabric to cut out your features. Create layers for your features by using different sized shapes and colours.

Step 3

Once you are happy with your design, remove the backing of the contact and carefully place the contact on top of your felt face. Seal your portrait by folding the contact to cover the back. Trim around your face leaving 1cm edge all the way around your face. No glue required. If you make a mistake or your features move, you can take it apart and try again.

Step 4

Display the portraits in your classroom.

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Every face has a story, every story has a face: Kulila!

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What is the Aboriginal and Torres Strait Islander Art in the Classroom Program?

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What is the Aboriginal and Torres Strait Islander Art in the Classroom Program?

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AGSA - The Art Gallery of South Australia

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Aboriginal and Torres Strait Islander Art in the Classroom is a workshop for educators, which has been developed and run independently by the Art Gallery of South Australia relying on the expertise of AGSA's curators and support staff who also provide authoritative contextual information about works of art on display. The program is, however, presented in collaboration with individual Aboriginal and Torres Strait Islander artists, as their voice is critical to the pedagogic aims of the program.

Aboriginal and Torres Strait Islander Art in the Classroom is the most popular program among a range of professional-development workshops offerings provided by AGSA for educators. Since its inception in 2018, over 1,705 teachers have participated in this program. If each attendee teaches just 30 students, then its beneficial impact has reached at least 51,150 students across the state and potentially the country.

In 2018 the AGSA Education team identified that educators were eager to incorporate First Nations art into classroom learning but not adequately equipped to do so. For example, the practice in some classrooms of having students simply copy artists' works may breach copyright or cultural rights, without fully engaging students with issues of cultural knowledge and protocols. When properly taught, however, First Nations art can be a powerful tool to engage students at all levels in discussion on topics from art and cultural diversity to history, environmental studies, mathematics and astronomy.

The program prioritises the voices and perspectives of Aboriginal and Torres Strait Islander artists by collaborating with First Nations artists, educators and curators as guest speakers and workshop facilitators. For participating teachers - and for the students they ultimately teach - art is used as a starting point for learning about Aboriginal and Torres Strait Islander cultures and histories. Educators also learn best-practice methods and practical tips on ways to meaningfully integrate First Nations art, cultures and histories into daily learning environments based around the national curriculum. They therefore emerge better equipped to expand their students' understanding of Aboriginal and Torres Strait Islander cultures and histories and to engage students in genuinely instructive discussion and activities.

The Aboriginal and Torres Strait Islander Art in the Classroom program helped to shape a national publication created by AGSA, which guides teachers through meaningful ways to integrate First Nations art, cultures and histories into daily learning environments. It includes examples of best-practice methods and themed activities for students.

Our 'Using artists as a starting point' flowchart (featured in the workshop and publication) established a critical foundation for guiding educators through the process of embedding works of art by Aboriginal and Torres Strait Islander Art into their teaching programs. This flowchart encourages educators to consider the main themes in an artist's work, how this relates to the world of the student and finally asking the educator to reflect on how a child may respond to an artist's work without creating a copy.

AGSA Education believes strongly in lifelong learning and as such the ATSIAC program is always evolving. Each iteration of the workshop changes, engaging different artists, displaying alternative works of art and modifying delivery. Alterations to program content pose new questions and ideas for repeat attendees.
AGSA's education programs are supported by the Government of South Australia through the Department for Education. Tarnanthi is presented in partnership with BHP and with the support of the Government of South Australia.

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What is the Aboriginal and Torres Strait Islander Art in the Classroom Program?

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2020 Museums and Galleries National Award winner for Interpretation, Learning & Audience Engagement

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Browse our online galleries of student work created in response to works of art, exhibitions and education resources.

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AGSA - The Art Gallery of South Australia

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Browse our online galleries of student work created in response to works of art, exhibitions and education resources.

If you have student work you would like to submit for our online galleries see our submission guidelines.

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Works of art created by children and young people

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Starting with the artist

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Aboriginal and Torres Strait Islander Art in the Classroom V2

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AGSA - The Art Gallery of South Australia

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Aligned with the Australian Curriculum, this publication encourages educators to prioritise artists and their stories, make connections to the lives of students at all levels and expose them to the diversity of art made by Aboriginal and Torres Strait Islander artists. The 316-page second volume builds on the success the 156-page first volume which sold over 5,000 copies nationwide.

The second volume adds new content, features over 50 First Nation artists and writers and provides more examples of classroom projects and case studies nationwide from reception to Year 11. This publication highlights how works of art can be used as a starting point for learning about Aboriginal and Torres Strait Islander histories and culture through a variety of learning areas including English, Design, History and Science.
AGSA's education programs are supported by the Government of South Australia through the Department for Education. Tarnanthi is presented in partnership with BHP and with the support of the Government of South Australia.

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A percentage of the profits from sales of this book will go to the Indigenous Literacy Foundation.

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Draw, paint, weave, sculpt and much more in this creative and dynamic space on your next Gallery visit.

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AGSA - The Art Gallery of South Australia

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Our dedicated activity space for children, families and art lovers of all ages.

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Students can develop new skills and perspectives through our creative programs.

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AGSA - The Art Gallery of South Australia

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Collection themes, Australian Awareness Days, Contemporary Art, Drawing, Design, Creative Writing, Mathematics, Music and Science

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AGSA - The Art Gallery of South Australia

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Collection themes, Australian Awareness Days, online workshops and AGSA Art School

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One-stop-shop for learning about art elements, art principles, art terms and art history

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AGSA - The Art Gallery of South Australia

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The AGSA Art School in a box is the 'one-stop-shop' for teaching students about art elements, art principles, art terms and art history. This resource will support you in delivering authentic art lessons that use artists and their stories as a starting point.

About the cards

Works of art

A selection of sixty works of art from the Gallery's collection. These cards include an image and basic contextual information. A larger image of the work of art can be found in our online collection.

Art elements

Definitions of line, colour, shape, form, texture, space and value, with corresponding activities. Elements are some of the visual tools artists use to make works of art.

Art principles

Definitions of balance, contrast, emphasis, harmony, pattern, proportion, scale, rhythm, movement and repetition, with corresponding activities. Principles underpin how an artist uses visual tools (elements) to make works of art.

Art terms

These words are commonly used when we talk about artists and works of art. These cards include definitions and activities and will extend your art vocabulary.

Art history

These words are used to describe works of art or the movements they belong to. These cards include definitions and activities and will extend your art history knowledge.

Wild cards

Wild cards are our Curiosity Cards, which can be paired with any work of art in the Gallery or in the classroom. They are ideal prompts for engaging with works of art and practising critical and creative thinking.

How to use the cards

The AGSA Art Cards are versatile and can be used in the Gallery, classroom or at home. Of course, the entire set of cards can be explored by children independently or in groups; however, with over 100 cards to choose from, this might be a little overwhelming and unmanageable in a classroom setting.

A card dealing with a single work of art can be paired with multiple elements, principles, terms, genre and or wild cards. This may mean that potentially you could have twenty activities to choose from, for just one work of art. Let's use Absence Embodied by Chiharu Shiota as an example. This work presents a great opportunity for students to learn about line, pattern, colour, contemporary art or installation. In addition, you could even throw in a wild card as an icebreaker to start the lesson.

Planning a Lesson

Use our template to design a unit of work incorporating the AGSA Art Cards and a visit the Gallery.

Suggested example when using Chiharu Shiota's Absence Embodied as a starting point

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Tips for self guided visits and lesson ideas

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AGSA - The Art Gallery of South Australia

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The resources cover major exhibitions, selected artists represented in our collection and key tour themes. The resources suggest activities that link with the Australian Curriculum.

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AGSA - The Art Gallery of South Australia

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Our extensive range of resources help students to examine, explore and respond to works of art and the concepts they evoke. They can be used during your visit to the Gallery and in classroom discussions.

The resources cover major exhibitions, selected artists represented in our collection and key tour themes. The resources suggest activities that link with the Australian Curriculum.

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Resources to help students explore, reflect and respond to art.

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Ideal for early years and primary

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AGSA - The Art Gallery of South Australia

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Extend your Start experience at home with these activities

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A Brief Guide for Teachers

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Hardcover Published: 8th September 2015ISBN: 9781118955376

Number Of Pages: 264

Hardcover

Critical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways.

Explains why critical and creative thinking complement each other with clear examples

Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking

Enriches the discussion of creative and critical intersections with brief "inter-chapters" based on the thinking habits of Leonardo da Vinci

Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines

Preface xi Acknowledgments xiii About the Website xv Part One Introducing Critical and Creative Thinking 1 Essential Critical Thinking Concepts 3 What Is Critical Thinking? 4 Habits of Mind 5 Why Intellectual Habits and Character Matter 7 Overcoming Obstacles to Thinking 8 A Model for Critical Thinking 13 How You KnowWhat You Know 14 Perception and Knowledge 15 Being Wrong 23 Why Errors Persist 25 Applications 27 References 30 Interchapter 1 Facts and Knowledge 32 2 Essential Creative Thinking Concepts 36 What Is Creative Thinking? 37 Seeking Alternatives and Possibilities 38 Reversing Relationships 41 Cross-fertilizing 42 Shifting Attention 42 Denying the Negative 43 The Creative Habit 46 Creative Confidence 48 Creative Theft 49 Creative Crime 51 Creative Questions 52 Applications 56 References 58 Interchapter 2 Sustaining Curiosity 60 Part Two Practicing Critical and Creative Thinking 3 Becoming a Critical and Creative Thinker 65 Becoming a Critical Thinker 66 Intellectual Standards as Guidelines for Critical Thinking 67 Language and Thought 67 Reports, Inferences, and Judgments 69 The Prevalence and Power of Metaphor 74 Innovating through Analogy 78 Becoming a Creative Thinker 79 Developing the Creative Habit 80 Focus 83 Solo and Group Creativity 85 Concepts as Cognitive Tools 87 Applications 90 References 95 Interchapter 3 Embodying Experience 96 4 Critical Thinking Strategies and Applications 101 The Nature of Argument 102 Claims, Evidence, and Assumptions 102 Evidence: Claims and Warrants 105 Inductive and Deductive Reasoning 106 Sherlock Holmes as a Logical Thinker 109 Syllogisms, Enthymemes, and Argument 112 Argument and Authority 113 Argument and Analogy 114 Argument and Causality 116 Causality, Coincidence, and Correlation 120 Further Causal Consequences 122 Applications 123 References 129 Interchapter 4 Blending Art and Science 130 5 Creative Thinking Strategies and Applications 133 Imagination First 134 Imagination, Creativity, and Innovation 135 The Limits of Imagination 136 Capacities for Imaginative Thinking 137 Why Ideas Are Important 139 How to Get Ideas 140 Creative Whacks 147 Being Practical/What Iffing 153 Combining Things 156 Using Paradox 157 Thinking the Unthinkable 160 Applications 161 References 164 Interchapter 5 Combining Connections 166 Part Three Applying Critical and Creative Thinking 6 Decision Thinking: Making Critical Decisions 173 Making Decisions 174 Affective Forecasting 180 Achieving Insights that Affect Decisions 184 Institutional Decisions 186 Incentives and Decisions 188 Decisiveness 189 Making Tough Decisions 192 Making Group Decisions 194 Applications 195 References 198 Interchapter 6 Embracing Ambiguity 200 7 Ethical Thinking: Making Ethical Decisions 205 Basic Ethical Concepts 206 Ethics, Values, and Virtues 209 Ethical Imagination 213 Cosmopolitanism and Global Ethics 218 Technology and Ethics 220 The Ethics of Information 222 Ethical Decisions 224 Ethical Provocations 225 Applications 227 References 231 Index 233

ISBN: 9781118955376
ISBN-10: 1118955374
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 264
Published: 8th September 2015
Publisher: WILEY
Country of Publication: US
Dimensions (cm): 23.37 x 14.99 x 1.78
Weight (kg): 0.43

$43.40

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Booktopia has Critical and Creative Thinking, A Brief Guide for Teachers by Robert DiYanni. Buy a discounted Hardcover of Critical and Creative Thinking online from Australia's leading online bookstore.

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52 prompts to spark curiosity about art, ideas and the world

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AGSA - The Art Gallery of South Australia

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Curiosity Cards promote critical and creative thinking and encourage 'long looking', resulting in students actively engaging with works of art, with ideas and with each other. The questions provide students with an alternative 'way in' to a work of art, sparking their curiosity and developing their confidence in responding to visual information. Some questions require a quick response, and so are great icebreakers for all students to have an opportunity to share, while other questions are designed to stimulate extended activities and could be completed in pairs or small groups.

A self-guided visit can often be a daunting experience with students seeing works of art in situ, sometimes for the first time. The Curiosity Cards assist you to plan a visit to a gallery, without the pressure of disseminating content in the exhibition space. Rather, slow down the gallery experience by providing opportunities for students to make connections and respond, emphasising that every student's opinion is acknowledged and valid.

Outcomes

Provide alternative ways in to a work of art.

Experience long looking to develop visual literacy.

Improve critical and creative thinking skills.

Increase confidence when talking about works of art and suggesting ideas.

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52 prompts to spark curiosity about art, ideas and the world