I began the task by collecting leaves, sticks, and blades of grass around my area. As I was outside looking at nature, I was reminded of how easily distracted I can be by materialistic things. These distractions stop me from slowing down and enjoying my surroundings. The greatest distraction? My phone. This prompted me to create an artwork that depicted an individual who was distracted by their phone, missing the nature around them.

So What?

As I explored nature, I was reminded of how grounding it is to spend time outdoors. It brought me peace and calmed me down. I enjoyed searching for different shades of brown and green and felt excitement, not knowing how the final artwork would look. I consider myself a creative person who often engages in tasks that challenge my creative thinking. Through this experience, I was reminded that art is not always manmade, art surrounds us every day in nature.

Now What?

This experience allowed me to express myself and connect with the world around me. Visual art experiences develop imagination, understanding, and our connection to the world. Since visual modes of communication are becoming just as important as audible, visual arts experiences are vital for expressing ideas. Students could engage in this experience in a classroom setting as it aligns with teaching pedagogies and allows students to express themselves freely.

This week we were required to create an artwork representing sustainability using household items. I decided to combine this activity with a fancy dress party I have coming up and made this denim hat. Although the items used may not be rubbish to everyone else, these were unwanted items that now have a new life. I used a white hat from my local op shop and an old denim shirt I no longer wanted.

So what?

Sustainability looks different for everyone. Whether it be recycling, shopping secondhand, planting trees, putting rubbish in the bin, the list goes on. We overconsume a lot and our planet is hurting because of it. We must model and teach our students different ways we can practice sustainability.

Now what?

Activities like these can easily be incorporated into the classroom to teach students the importance of sustainable practices. Because 'rubbish' is not necessarily considered art materials, there are endless opportunities for how they can be used. Students can be fully immersed in the creative experience and use their imagination to think of new ways to give 'rubbish' life.

This week we were required to create a stop-motion video using our recycled art piece from last week. I decided to create a video of my art piece being created. As stated last week, I used a secondhand hat and an old denim shirt to create this piece. I decided to use the denim shirt to do a before/after transition.

So what?

This project was more enjoyable once I had a solid idea in my head. Once I had thought of an idea, I was able to execute it easily. I expected the task to take a long time but managed to create the art piece and video in around 30 minutes. This was a lot easier with a tripod, if I didn't use a tripod I think my experience would've been a lot more frustrating.

Now what?

Stop-motion is fairly straightforward once you understand how to do it, and what equipment you will need. I believe this is an activity that will be exciting and engaging for middle to upper primary school students, especially because it integrates digital tools. Stop-motion videos can be used in a range of subject areas and topics, for example, a video on the life cycle of a plant.

For this activity, we were required to respond to music through art by listening to a piece of music and creating an endless line. The music acted as a guide. I decided to listen to the music only instead of looking at the video that accompanied it so I would not be distracted.

So what?

I enjoyed this activity and particularly loved the music as it reminded me of Disney movies, which were a very big part of my childhood. As I listened to the music, I could easily identify my thoughts and feelings towards it. As a creative person who is very much a perfectionist, there was an element of difficulty for me as I completed this task. I didn't like how 'bland' and 'boring' my line was and wanted to draw images and use lots of colour.

Now what?

Upon reflection, I have since come to terms with the fact that MY art doesn't always have to look a certain way. We all have different perspectives and tastes, what I deem as boring is not boring for someone else. This task would be a great activity for students in the classroom, particularly for regulating their emotions as it requires them to focus on a piece of music and respond.

This week we were required to create a picture using specific prompts (4 straight lines from one side of the paper to the other, 5 circles, 2 curved lines that start on an edge, colour a minimum of 3 circles and 6 areas). Although there were specific prompts to follow, we had the freedom to choose where these lines were placed, how we drew them, and how we coloured them.

So what?

As I engaged in this activity, I enjoyed being able to do what I wanted. I wasn't copying anyone else's artwork, but I was able to exercise my creativity and imagination. My artwork was original to me. After spending the entire day doing assignments, I enjoyed sitting down and doing something more hands-on. It didn't require any thought and I could do as I please without any pressure or expectation.

Now what?

I've always been a believer that we are all artists so did not have an issue with thinking my artwork wasn't good enough. However, I'm aware that a lot of people can be insecure about their creative abilities and often don't know where to start when given a blank piece of paper. This activity will be great for the classroom as it guides students to participate in the arts authentically, without stealing their originality. The freedom to place line/shape/colour wherever they please makes the activity more engaging.

This week we were required to create a short movement sequence to represent a native Australian animal. I decided to depict a snake by using smooth, bendy movements.

So what?

This was an activity that I did not initially want to complete. However, it reminded me not to take myself too seriously and have some fun. After having many snakes visit my backyard over the years, I thought it was only fitting I depict the movements of a snake. I tried to bend my entire body and curve it like a snake and move through some long grass.

Now what?

This is a fun activity that can be adapted to different timeframes. It could serve as a warm-up or be the body of an entire lesson. It could be integrated into an animal research task where students not only research facts about an animal but also its movements. It serves as another communication method other than verbal or written, therefore making the environment more inclusive.

This week we engaged in Process Drama (engaging with drama to make our meaning and understanding of drama). Using the picture book, "Fox" we brainstormed and predicted what the book might be about and what may be happening in the story based on its pictures alone. We also reflected on how we thought the characters would feel and what alternate endings could happen to finish the story.

So what?

As someone who has never read the book before, I found making predictions based on the pictures of the book engaging as I used my imagination to explore its possibilities. The conscience alley task helped me to think of other's perspectives which is essential for performing as a character.

Now what?

This activity revealed to me how Process drama can establish and develop students' understanding of characters and their perspectives. This develops empathy and social skills which are lifelong, real-world skills. I can adapt activities like these to help students consider others and develop their confidence.