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A personal expression in visual art using found objects.

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It was so much fun to explore my garden with the view of using it to create art. When I was selecting my pieces, I focused primarily on trying to find different textures and shapes to add visual interest, as they are key elements within visual art. I have recently moved for work and have found everyone here to be so friendly and accommodating. So this picture represents me (the jelly bean plant) being anxious to start my new journey but being welcomed by all the beautiful people (the flowers) I have met.
I believe students would thoroughly enjoy the freedom of being able to explore their surroundings. However, some might be overwhelmed by the open-endedness of the task. I could support these students by either narrowing their 'search' area or encouraging them to focus on finding objects which exemplify one or two elements of visual art.

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A collection of rubbish to be used for subsequent visual and media art projects.

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After finding some rubbish, I struggled to think of how I could use it creatively. I ended up being inspired by the straws to create tree trunks which then led to the idea of focusing on deforestation. I took advantage of the cardboard to be able to create different shapes and use different colours to create leaves and birds. In the future, I think I would decide on a theme before selecting the rubbish to give a better effect.

In supporting students, I would scaffold their ideas' development first by using Davis' (2004) creative problem-solving process. Consequently, I would provide them with time to experiment with and choose the rubbish items that would give their desired impact.

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I chose to take a very simple approach to this task as I was quite ill with Covid-19 at the time. I believe the overall effect was achieved by using different shapes, colours and materials. After viewing other peers' responses to this task, I would have liked to include some written or drawn elements to add interest. I believe the use of cardboard was effective in conveying the message of deforestation.

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While I enjoyed the process of creating the stop animation, I would have liked to incorporate several other elements. Adding sounds, text, or even pen elements could have made the video's message clearer and more emotive. I also ended up with a lot of movement and shadows in my images. If I were to use this approach with students, I would scaffold lessons which focus on different elements to inspire more creativity and explain the importance of consistent lighting and camera positions.
Additionally, I realised that I had used the incorrect program after I had taken the photos and the free version of Stop Motion Studio would not allow me to import my photos into the program. Since then, I have downloaded the correct app and explored its different features. It is very simple to use and I believe students would easily be able to achieve success with their experiments. It has inspired me to continue making stop animations at home so that I can develop resources to share with my students.

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This was by far my favourite activity throughout the course as it combined my two favourite art forms in a way I had not considered. When listening to 'Fossiles', I noted that it alternated between staccato and legato sections with frequent crescendos. However, underneath this there seemed to be a different story being told. I chose to represent this quite literally using sharp and then swirling lines that rose up to points and depicting a hidden world beneath this. I used colour to contrast these two interpretations.
Prior to engaging in this activity, we listened to music and drew lines on the page to represent what we heard. This held very little pressure and was a useful venture into understanding the relationship between music and visual art. I would definitely include this as part of my lead in activities contributing to a larger, more considered artwork. Perhaps students could create their own small music composition and accompanying artwork as a final project. I think the most important aspect of these lead in activities is the creative freedom they facilitate and to ensure students understand that there are no wrong answers.

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A soundscape using Van Gogh's Starry Night.

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I ended up using a combination of pre-set sounds, my own voice, and recordings from my heater to create background ambience. I was aiming to convey an overall sense of calmness but to interject it with a bit of curiosity and life. I feel as though this reflects the swirling brushstrokes and cool colours predominant in the artwork while acknowledging the lights and detail in the centre of the town.

It took me a while to work out how to use sound trap on my phone and some useful tips for students would be saving any sounds that are interesting as you can delete them later and ensuring you are recording in a quiet area to avoid extra background noises.

When uploading the sound to the padlet, I used padlet's audio recording function which diminished the sound quality slightly. I will need to do further research into how to share and upload sound trap files.

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Movement sequence representing dumpy tree frog.

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When researching native Australian amphibians, I found that they mainly consisted of different frog species. I chose to focus on the dumpy tree frog as it's name immediately sparked a number of mental images. I learnt that they are a rather large frog species that is known for their docile demeanour, living near to many humans (David, 2021). They are nocturnal, mainly eat insects, and keep themselves moist through their waxy skin and mucus cocoons (David, 2021).
I found it difficult to think of a movement sequence based on this behavioural information. Ultimately, I used very slow and smooth motions to represent their sleepy and docile nature. However, when a food source arrived in the dance I used my facial expressions and eye line to focus on the change and altered the shape and dynamics of my movement to represent a sudden explosive lunge before returning to the more relaxed state.
I believe young students would work quite creatively on this task, happily embodying the behaviours of their chosen animal. On the other hand, older students, myself included, may be quite daunted and embarrassed to express this through movement. Consequently, I would need to reduce the performance pressure by focusing on the elements of dance through simple movement sequences rather than the final product and modelling my own 'failures' to the students. Allowing students to record their movement sequences instead of being forced to share them with the class may also support their development while their public confidence can be built with short, directed movement tasks in the meantime.

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Drama experiences aligned to HASS unit plan.

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I haven't had much experience with drama education as it was a subject I was scared of during my own schooling. I found that participating in the different drama games has helped me overcome this fear and see how I can use it in my own classroom.
I truly enjoyed reading about the different approaches and brainstorming how I could match these activities to the knowledge unpacked across each week in the given HASS plan. I have focused on using drama games and reader's theatre early in the unit to build students' confidence and explicitly teach and focus on the elements of drama. Continuing forward, I will read more into process drama as the idea intrigued me but I did not fully understand it.