Reference no: EM133685003

Creative works - Assessment

Creative art exploration: Document your process of creatively playing with and experimenting with one material.

Learning outcome 1: Articulate and explore the many and varied languages of human expression through personal, social and philosophical perspectives.

Throughout Sessions 1 - 3 we have used the text Encounters with Materials in Early Childhood to guide our material inquiries and help us understand materials from a conceptual viewpoint.

This task is a material inquiry. The goal of the task is to explore one material and document your process. The submission will consist of a series of images and writing showing the process and your thinking while doing it. This work must be informed by the set reading.

ARTISTIC LANGUAGE

Read the introductory chapter and the material inquiry chapters 2-5 of Pacini-Ketchabaw Encounters with Materials.
Look at the Material Inquiry document in Session 1.
Choose one material and the chapter on it in the Encounters with Materials book.
Closely read the chapter for the material you have chosen, making notes and reflecting as you read.
Select one other reading from the unit (either from eReserve or from within sessions 1 - 3) to support your discussion of your artistic process and how it relates to communication and expression.

MATERIAL
Get your hands on the material.
Clay - use actual clay, not playdough, not modelling clay. Use something as close to 'earth' as you can.
Paint - any kind of paint is fine, even paint made from materials around your kitchen or home.
Charcoal - you can buy artist's charcoal, or use charcoal from a fire
Paper - explore the different kinds of paper available, there are more than you'd think!

INQUIRY
Play with the material See what it can do. Use the Material Inquiry Document (from Session 1) to guide your thinking and provoke your exploration. Try to approach the material without an outcome or product in mind.
Use the ideas from the readings and let them influence what you do and think.
Document your playing and thinking as you go. You can take photographs or video. Draw. Write. Record. Collect rich documentation of your inquiry - both the physical exploration and your thoughts.
Consider personal, social and philosophical perspectives about the material and your experience of it and how you can communicate with and through the material.

FINAL DOCUMENTATION

Refine your documentation. Include the best parts of your play and exploration and connect what you are doing, thinking and feeling to ideas in the readings. Make clear links, referenced correctly with in-text citations, to the readings.
Choose a program/application to present your written and visual documentation. This could be photos on a Word Doc, PowerPoint, a Padlet, a video, an audio recording or a combination of these - there are many possibilities.
All sources should be referenced correctly, using APA7, with in-text citations throughout the documentation and the artist statement. Include a Reference List at the end.

TIPS
Use the tips in Session 3 in the article about Process-Focussed art
Do not include how you followed step-by-step instructions to make something
Do not approach the material with an end-product in mind, just play and experiment first!
Make frequent connections back to the associated concept in Encounters with Materials in Early Childhood Education, and your other chosen reading. For example, if you are working with clay - how are you thinking about the concept of ecologies? How is clay provoking your thinking about communication and expression? How are you connecting to clay personally, socially, philosophically

Learning activities

session 3

Welcome to Session 3! In this session, we'll be exploring:

Materiality - paint & assemblage
Responding to First Nations art
Multiple perspectives on paint
Sustainability perspectives
Language focus:
First Language Acquisition 0 - 2 (infant directed speech; phonemes; serve and return)
How to support language Acquisition for infants and toddlers

For this first activity, please make sure to read the following in preparation for this session. This will help you engage more deeply with the material during this session. Take your time with the readings, and feel free to reach out if you have any questions.

The Language of Art, PELO: Introduction PP 1-13

Read the designated chapter for Assessment Task 1, focusing on Assemblage in Encounters with Materials. The specific chapter is Chapter 4: Paint.

Research: Communication in the VEYLDF & EYLF activity

Your task for this session involves exploring the Early Years Learning Framework for Australia (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF). Follow these steps:

your material
Open the two documents provided:

Early Years Learning Framework for Australia (EYLF)
Victorian Early Years Learning and Development Framework (VEYLDF)

Your task

Once you have read the materials, consider the following questions:

Conduct a search for the word 'communication' using 'Ctrl-F' and note down the number of references to communication in each document.

Select three quotes from each document that specifically refer to communication. Type these quotes for future reference.

Reflect on the connections between the content covered in our unit so far and the communication aspects highlighted in the frameworks.

Consider what we've learned about communication, the arts, and materials in previous sessions. How do these aspects relate to or align with the frameworks?

Finally, critically analyse how the frameworks discuss communication. In what ways do they challenge or expand your preconceptions about language and literacy in early childhood?

Brainstorm: Paint and Assemblage variables

What is assemblage? Define assemblage - use the book, an internet search, and/or your own prior knowledge to suggest a definition of assemblage. Can you find a definition in the book chapter on Paint and Assemblage?

What are the multiple perspectives to consider?
How does this knowledge complicate the use of Aboriginal dot paints in ECE for you?

Remember to refer to the Material Inquiry document to guide your material inquiry with paint and the concept of assemblage. Use the questions to guide discussions with your peers as you work with the paint.

If you don't have paint, think about how you can use materials around your home to make colour (eg. beetroot, turmeric, blueberries), and what materials you could use to make an assemblage.

Document as you go

Continue your Digital Visual Journal with this documentation

Demonstrate your inquiry by sharing your works on Padlet in form of images or video recording.