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{t:"Headline",p:1,x:218,y:1390,w:87,h:20},
{t:"Notes",p:1,x:218,y:1416,w:45,h:17},
{t:"Headline",p:1,x:1037,y:1395,w:87,h:20},
{t:"Notes",p:1,x:1037,y:1421,w:45,h:17},
{t:"Headline",p:1,x:626,y:1395,w:87,h:20},
{t:"Notes",p:1,x:626,y:1421,w:45,h:17},
{t:"Headline",p:1,x:531,y:1057,w:544,h:147},
{t:"Headline",p:1,x:670,y:1182,w:584,h:146},
{t:"Zart Art - Supporting teachers in creative education",p:1,x:109,y:1578,w:1018,h:57},
{t:"Inspiration • Ideas • Education Updates • Online Support • Tips & Techniques",p:1,x:46,y:1329,w:1146,h:31},
{t:"Term # 20 10",p:1,x:654,y:369,w:329,h:49},
{t:"Registered by Austr alia Post Publication No. 32",p:1,x:534,y:423,w:369,h:17},
{t:"7687/00003",p:1,x:891,y:423,w:90,h:17},
{t:"EXTRA",p:1,x:33,y:67,w:1180,h:375},
{t:"Zart",p:1,x:202,y:149,w:301,h:109},
{t:"Identify Us",p:1,x:218,y:1390,w:107,h:20},
{t:"A whole school",p:1,x:218,y:1416,w:122,h:17},
{t:"unit of w ork ",p:1,x:218,y:1439,w:98,h:17},
{t:"based on identity",p:1,x:218,y:1462,w:142,h:17},
{t:".",p:1,x:349,y:1462,w:5,h:17},
{t:"Help! My ",p:1,x:1037,y:1395,w:89,h:20},
{t:"school is ",p:1,x:1037,y:1418,w:87,h:20},
{t:"building",p:1,x:1037,y:1441,w:82,h:20},
{t:"Trolley / por table ",p:1,x:1037,y:1466,w:133,h:17},
{t:"art - solutions,",p:1,x:1037,y:1489,w:119,h:17},
{t:"support and ",p:1,x:1037,y:1512,w:97,h:17},
{t:"activities.",p:1,x:1037,y:1535,w:79,h:17},
{t:"Artist in ",p:1,x:626,y:1395,w:83,h:20},
{t:"residence",p:1,x:626,y:1418,w:90,h:20},
{t:"Aerial views with",p:1,x:626,y:1443,w:139,h:17},
{t:"Max Darby",p:1,x:626,y:1466,w:87,h:17},
{t:".",p:1,x:707,y:1466,w:5,h:17},
{t:"A Student’s",p:1,x:611,y:1014,w:662,h:147},
{t:"journey",p:1,x:722,y:1139,w:511,h:146},
{t:"Zart Art - Supporting teachers in creative education",p:1,x:27,y:1583,w:1018,h:57},
{t:"Inspiration • Ideas • Education Updates • Online Support • Tips & Techniques",p:1,x:49,y:1329,w:1146,h:31},
{t:"Term 1 20 10",p:1,x:675,y:369,w:307,h:49},
{t:"Registered by Austr alia Post Publication No. 32",p:1,x:534,y:423,w:369,h:17},
{t:"7687/00003",p:1,x:891,y:423,w:90,h:17},
{t:"Contents ",p:2,x:42,y:37,w:186,h:48},
{t:"News, Events & Dates  . . . . . .2",p:2,x:42,y:93,w:281,h:19},
{t:"Studio Arts",p:2,x:42,y:126,w:103,h:19},
{t:"A Student’s Journey",p:2,x:42,y:159,w:174,h:19},
{t:". . . . . . . . . . . . ",p:2,x:207,y:159,w:123,h:19},
{t:"3",p:2,x:314,y:159,w:9,h:19},
{t:"Whole School",p:2,x:42,y:193,w:123,h:19},
{t:"Identify Us  . . . . . . . . . . . . . . . 5",p:2,x:42,y:226,w:281,h:19},
{t:"PD Insert  . . . . . . . .Supplement",p:2,x:42,y:259,w:281,h:19},
{t:"Gallery Term 1 . . . . . . . . . . . . . 7",p:2,x:42,y:293,w:281,h:19},
{t:"Artist in Residence . . . . . . . . . 8",p:2,x:42,y:326,w:281,h:19},
{t:"Talking Faiths",p:2,x:42,y:359,w:126,h:19},
{t:"Immigration Museum  . . . . . .9",p:2,x:42,y:393,w:281,h:19},
{t:"Portable Art Activities  . . . . . 10",p:2,x:42,y:426,w:281,h:19},
{t:"New Resources  . . . . . . . . . . . 12",p:2,x:42,y:459,w:281,h:19},
{t:"Editor:  Jan Roker",p:2,x:42,y:750,w:95,h:12},
{t:"Art Direction & Production: Britta Poljansek",p:2,x:42,y:768,w:247,h:12},
{t:"Photography: Nicole Merkel",p:2,x:42,y:785,w:155,h:12},
{t:"Contributors: Jason Hussey, Petra Glasser, Max Darby, ",p:2,x:42,y:803,w:302,h:12},
{t:"Jan Molloy.",p:2,x:42,y:820,w:61,h:12},
{t:"Zart Extra: ISSN 1448—8450",p:2,x:42,y:850,w:157,h:12},
{t:"Zart Extra is published quarterly by Zart Education, a ",p:2,x:42,y:866,w:264,h:12},
{t:"division of Zart Art Pty Ltd. This publication is mailed prior ",p:2,x:42,y:883,w:293,h:12},
{t:"to the first week of the term issue date. This newsletter ",p:2,x:42,y:900,w:277,h:12},
{t:"allows art teachers/co-ordinators to learn about what is ",p:2,x:42,y:916,w:280,h:12},
{t:"happening in art education and what other art teachers are ",p:2,x:42,y:933,w:297,h:12},
{t:"doing. You will find information on new art techniques and ",p:2,x:42,y:950,w:297,h:12},
{t:"processes, the latest materials and resources on the market. ",p:2,x:42,y:966,w:301,h:12},
{t:"Please note, all prices quoted are valid for the duration of ",p:2,x:42,y:983,w:286,h:12},
{t:"the current term only and are subject to change without ",p:2,x:42,y:1000,w:282,h:12},
{t:"notice. The insert of the newsletter provides details of our ",p:2,x:42,y:1016,w:290,h:12},
{t:"term's workshops, so teachers can then contact us and ",p:2,x:42,y:1033,w:276,h:12},
{t:"book into the workshop.",p:2,x:42,y:1050,w:122,h:12},
{t:"Due to various circumstances some information may be ",p:2,x:42,y:1078,w:282,h:12},
{t:"subject to change. Zart Art, Zart Extra logo and masthead ",p:2,x:42,y:1095,w:289,h:12},
{t:"are registered trademarks of Zart Art Pty Ltd. All content is ",p:2,x:42,y:1111,w:292,h:12},
{t:"subject to copyright and may not be republished without ",p:2,x:42,y:1128,w:287,h:12},
{t:"prior consent from Zart Art. All submissions become ",p:2,x:42,y:1145,w:264,h:12},
{t:"property of Zart Art. Submissions may be published in the ",p:2,x:42,y:1161,w:292,h:12},
{t:"Zart Extra or posted on www.zartart.com.au the offi cial art ",p:2,x:42,y:1178,w:299,h:12},
{t:"education resource. Zart Art reserves the right to edit ",p:2,x:42,y:1195,w:267,h:12},
{t:"submitted articles/activities for content, length and clarity.",p:2,x:42,y:1211,w:294,h:12},
{t:"Zart Art",p:2,x:42,y:1234,w:43,h:12},
{t:"Supporting teachers in creative education ",p:2,x:42,y:1249,w:216,h:16},
{t:"Zart offers an extensive range of fine art materials, ",p:2,x:42,y:1279,w:283,h:12},
{t:"resources, craft and technology supplies. You will ",p:2,x:42,y:1296,w:278,h:12},
{t:"find competitive prices and efficient and quick ",p:2,x:42,y:1312,w:266,h:12},
{t:"service.",p:2,x:42,y:1329,w:41,h:12},
{t:"4/41 Lexton Road, Box Hill North,",p:2,x:42,y:1352,w:189,h:11},
{t:"Melbourne Vic  3129 Australia",p:2,x:42,y:1368,w:167,h:11},
{t:"Ph: (03) 9890 1867 Fax: (03) 9898 6527",p:2,x:42,y:1385,w:210,h:11},
{t:"www.zartart.com.au ",p:2,x:42,y:1402,w:121,h:11},
{t:"E: zartart@zartart.com.au",p:2,x:42,y:1418,w:150,h:11},
{t:"Administration Hours:",p:2,x:42,y:1441,w:126,h:12},
{t:"Monday – Friday: 8.30 am – 5.00 pm",p:2,x:42,y:1458,w:205,h:12},
{t:"Customer Service Centre: ",p:2,x:42,y:1474,w:138,h:12},
{t:"Monda y – Wednesda y & Frida y: 8.30 am – 5.00 pm",p:2,x:42,y:1491,w:271,h:12},
{t:"Thursday : 8.30 am – 7.00 pm",p:2,x:42,y:1508,w:165,h:12},
{t:"Saturday: 8.30 am – 2.00 pm ",p:2,x:42,y:1524,w:165,h:12},
{t:"www.zartart.com.au",p:2,x:82,y:1598,w:199,h:20},
{t:"2",p:2,x:62,y:1598,w:11,h:20},
{t:"NGV",p:2,x:873,y:642,w:36,h:17},
{t:"January 2010: Ron Mueck",p:2,x:873,y:665,w:163,h:13},
{t:"February 2010: Love, Loss and Intimacy",p:2,x:873,y:685,w:252,h:13},
{t:"April 2010: Tea and Zen ",p:2,x:873,y:705,w:153,h:13},
{t:"May 2010: Timelines: Photography and Time",p:2,x:873,y:725,w:284,h:13},
{t:"Ian Potter Centre NGV",p:2,x:873,y:753,w:178,h:17},
{t:"Together Alone Australian and New Zealand ",p:2,x:873,y:776,w:282,h:13},
{t:"Fashion: now showing until April 18",p:2,x:873,y:796,w:230,h:13},
{t:"March 2010: Stick it! Collage in Australian ",p:2,x:873,y:816,w:267,h:13},
{t:"Art, Rupert Bunny, Top Arts: VCE 2009",p:2,x:873,y:836,w:240,h:13},
{t:"May 2010: Australian Made: 100 Y ears of ",p:2,x:873,y:856,w:257,h:13},
{t:"Fashion",p:2,x:873,y:876,w:50,h:13},
{t:"Immigration Museum",p:2,x:873,y:904,w:178,h:17},
{t:"26 Nov 2009 — 28 May 2010 Talking Faiths, ",p:2,x:873,y:927,w:273,h:13},
{t:"My story, your story, our story",p:2,x:873,y:947,w:192,h:13},
{t:"An exhibition o f interfaith dialogue.",p:2,x:873,y:973,w:225,h:13},
{t:"This exhibition documents a pr oject ",p:2,x:873,y:993,w:228,h:13},
{t:"involving young people exploring int erfaith ",p:2,x:873,y:1013,w:273,h:13},
{t:"issues through a multicultur al perspective. ",p:2,x:873,y:1033,w:270,h:13},
{t:"Encompassing students fr om a range of ",p:2,x:873,y:1053,w:252,h:13},
{t:"faith-based and secular Gov ernment schools, ",p:2,x:873,y:1073,w:286,h:13},
{t:"Talking Faiths features multimedia ",p:2,x:873,y:1093,w:219,h:13},
{t:"representations and pho tographs of the ",p:2,x:873,y:1113,w:252,h:13},
{t:"student project and artworks developed by ",p:2,x:873,y:1133,w:271,h:13},
{t:"the students as par t of their conversations. ",p:2,x:873,y:1153,w:272,h:13},
{t:"This exhibition is a par t of the Parliament of ",p:2,x:873,y:1173,w:276,h:13},
{t:"the World’s Religions 2009 cultur al program.",p:2,x:873,y:1193,w:278,h:13},
{t:"Pan Gallery ",p:2,x:873,y:1221,w:95,h:17},
{t:"5 Feb to 4 March 2010 The 48 Hour Clay ",p:2,x:873,y:1243,w:253,h:13},
{t:"Project",p:2,x:873,y:1263,w:44,h:13},
{t:"Four ceramic artists from Victoria’s Central ",p:2,x:873,y:1283,w:269,h:13},
{t:"Highlands collaborate to present work ",p:2,x:873,y:1303,w:241,h:13},
{t:"designed to encourage contemplation of the ",p:2,x:873,y:1323,w:281,h:13},
{t:"handmade, with consideration of the layers ",p:2,x:873,y:1343,w:275,h:13},
{t:"of meaning that the handmade has in the",p:2,x:873,y:1363,w:267,h:13},
{t:"context of our modern world.",p:2,x:873,y:1383,w:183,h:13},
{t:"142 Weston Street, Brunswick East 3057",p:2,x:873,y:1403,w:254,h:13},
{t:"www.northcotepottery.com.au",p:2,x:873,y:1423,w:199,h:13},
{t:"Galleries ar ound Victoria",p:2,x:873,y:604,w:273,h:24},
{t:"Working with plaster The Times 13/10/2009:",p:2,x:401,y:923,w:321,h:15},
{t:"This article is worth reading if you are considering using ",p:2,x:401,y:946,w:406,h:15},
{t:"Plaster with your students. The safety aspect of working with ",p:2,x:401,y:968,w:443,h:15},
{t:"art materials should be uppermost in your planning and ",p:2,x:401,y:991,w:407,h:15},
{t:"execution of any lesson. Visit this link to see just what can ",p:2,x:401,y:1013,w:424,h:15},
{t:"happen if due caution is not taken.",p:2,x:401,y:1036,w:251,h:15},
{t:"http://business.timesonline.co.uk/tol/business/law/",p:2,x:401,y:1058,w:379,h:15},
{t:"article6871396.ece",p:2,x:401,y:1083,w:128,h:15},
{t:"Galleries ar ound Austr alia",p:2,x:403,y:1156,w:286,h:24},
{t:"National Gallery of Australia",p:2,x:403,y:1196,w:234,h:17},
{t:"4 Dec 2009 — 5 April 2010 Masterpieces from Paris: Van Gogh, ",p:2,x:403,y:1219,w:407,h:13},
{t:"Gauguin, Cezanne and beyond.",p:2,x:403,y:1239,w:204,h:13},
{t:"The National Gallery of Australia is proud to present one of the ",p:2,x:403,y:1259,w:408,h:13},
{t:"most extraordinary exhibitions ever held in Australia. Soon, you ",p:2,x:403,y:1279,w:409,h:13},
{t:"won’t have to travel to the Musée d’Orsay in Paris to see ",p:2,x:403,y:1299,w:362,h:13},
{t:"masterpieces by Vincent van Gogh, Paul Gauguin, Paul Cézanne, ",p:2,x:403,y:1319,w:411,h:13},
{t:"Georges Seurat, Pierre Bonnard, Emile Bernard, Claude Monet, ",p:2,x:403,y:1339,w:397,h:13},
{t:"Maurice Denis and Edouard Vuillard; you can visit them in ",p:2,x:403,y:1359,w:372,h:13},
{t:"Canberra. ",p:2,x:403,y:1379,w:64,h:13},
{t:"Queensland Art Gallery | Gallery of Modern Art",p:2,x:403,y:1396,w:386,h:17},
{t:"5 Dec 2009 — 5 April 2010 ",p:2,x:403,y:1419,w:168,h:13},
{t:"The 6th Asia Pacific Triennial of Contemporary Art",p:2,x:403,y:1439,w:325,h:13},
{t:"The Asia Pacific Triennial of Contemporary Art (APT) is the ",p:2,x:403,y:1459,w:368,h:13},
{t:"Queensland Art Gallery’s flagship international contemporary ",p:2,x:403,y:1479,w:397,h:13},
{t:"art event. It is the only major series of exhibitions in the world to ",p:2,x:403,y:1499,w:418,h:13},
{t:"focus exclusively on the contemporary art of Asia and the Pacifi c, ",p:2,x:403,y:1519,w:420,h:13},
{t:"including Australia.",p:2,x:403,y:1539,w:124,h:13},
{t:"In the news",p:2,x:401,y:888,w:135,h:24},
{t:"Zart Art updates",p:2,x:401,y:605,w:184,h:24},
{t:"Welcome to Term 1 2010",p:2,x:401,y:636,w:215,h:19},
{t:"Thank you to all those who gave us feedback on our ",p:2,x:401,y:661,w:380,h:15},
{t:"Zart Extra last year. We have made some changes in ",p:2,x:401,y:684,w:378,h:15},
{t:"response to this feedback and welcome continued ",p:2,x:401,y:706,w:368,h:15},
{t:"responses throughout the coming year.",p:2,x:401,y:729,w:285,h:15},
{t:"Easter dates - ",p:2,x:401,y:751,w:128,h:19},
{t:"Good Friday Friday 2nd April CLOSED",p:2,x:401,y:779,w:265,h:15},
{t:"Easter Saturday Saturday 3rd April CLOSED",p:2,x:401,y:804,w:309,h:15},
{t:"Easter Monday Monday 5th April CLOSED",p:2,x:401,y:829,w:298,h:15},
{t:"Events Ne ws U pdates",p:2,x:396,y:459,w:766,h:87},
{t:"Zart Extra_Term 1 2010 3",p:3,x:927,y:1598,w:248,h:20},
{t:"The art faculty at Penola Catholic College, ",p:3,x:82,y:686,w:330,h:19},
{t:"Broadmeadows were asked to submit a brief ",p:3,x:82,y:711,w:345,h:19},
{t:"account of their Studio Art programme, ",p:3,x:82,y:736,w:309,h:19},
{t:"highlighting one student’s journey through ",p:3,x:82,y:761,w:338,h:19},
{t:"the year.",p:3,x:82,y:786,w:67,h:19},
{t:"Studio Art 2009 ",p:3,x:82,y:840,w:141,h:10},
{t:"Unit 3 and 4 Studio Art provides students ",p:3,x:100,y:862,w:315,h:17},
{t:"with a framework to work within and ",p:3,x:82,y:887,w:289,h:17},
{t:"experience the trials, tribulations, stresses and",p:3,x:82,y:912,w:347,h:17},
{t:"joys of creating a complete folio of art works.",p:3,x:82,y:937,w:343,h:17},
{t:"This process starts with an idea(s), through a ",p:3,x:82,y:962,w:337,h:17},
{t:"folio of creative meanderings and ",p:3,x:82,y:987,w:258,h:17},
{t:"experimentation, culminating with the ",p:3,x:82,y:1012,w:299,h:17},
{t:"creation of two final works of art. Studio Art ",p:3,x:82,y:1037,w:339,h:17},
{t:"provides students with an experience albeit a ",p:3,x:82,y:1062,w:344,h:17},
{t:"snapshot of what it’s like to be a practicing ",p:3,x:82,y:1087,w:324,h:17},
{t:"artist.",p:3,x:82,y:1112,w:43,h:17},
{t:" At Penola units 3 and 4 are the students’ ",p:3,x:100,y:1137,w:309,h:17},
{t:"first experience with working on a theme of ",p:3,x:82,y:1162,w:336,h:17},
{t:"choice for a prolonged period of time. For ",p:3,x:82,y:1187,w:320,h:17},
{t:"most this is the first hurdle of many that they",p:3,x:82,y:1212,w:339,h:17},
{t:"must overcome. This year’s classes worked ",p:3,x:82,y:1237,w:323,h:17},
{t:"with a variety of themes. Although the ",p:3,x:82,y:1262,w:294,h:17},
{t:"students were all interested in their themes, it",p:3,x:82,y:1287,w:346,h:17},
{t:"was those that were truly committed and ",p:3,x:82,y:1312,w:314,h:17},
{t:"passionate about their theme that excelled ",p:3,x:82,y:1337,w:323,h:17},
{t:"and created a cohesive body of work. They all ",p:3,x:82,y:1362,w:346,h:17},
{t:"described Studio Art as the place where they ",p:3,x:82,y:1387,w:337,h:17},
{t:"could be “self expressive” and escape the rigors",p:3,x:82,y:1412,w:351,h:17},
{t:"of their other classes in an environment ",p:3,x:82,y:1437,w:306,h:17},
{t:"unlike any other within the college. ",p:3,x:82,y:1462,w:272,h:17},
{t:"Mary Faith Cristoria was one of our top ",p:3,x:100,y:1487,w:303,h:17},
{t:"students this year at Penola. She was a ",p:3,x:82,y:1512,w:291,h:17},
{t:"student who, we as staff felt took full ",p:3,x:82,y:1537,w:285,h:17},
{t:"advantage of all that the studio art study ",p:3,x:450,y:687,w:308,h:17},
{t:"design offers. Mary reinvented her art ",p:3,x:450,y:712,w:288,h:17},
{t:"making through a process of self ",p:3,x:450,y:737,w:250,h:17},
{t:"development, trialling and experimenting ",p:3,x:450,y:762,w:318,h:17},
{t:"and ultimately completing two very strong ",p:3,x:450,y:787,w:324,h:17},
{t:"folios and final artworks. For me it was her ",p:3,x:450,y:812,w:327,h:17},
{t:"passion, dedication and work ethic that ",p:3,x:450,y:837,w:302,h:17},
{t:"enabled her to have such a successful year.",p:3,x:450,y:862,w:320,h:17},
{t:"Starting point/ choosing a theme",p:3,x:450,y:915,w:292,h:10},
{t:"Although as staff we encour",p:3,x:468,y:937,w:211,h:17},
{t:"age our ",p:3,x:670,y:937,w:57,h:17},
{t:"students to choose a theme that they are ",p:3,x:450,y:962,w:305,h:17},
{t:"passionate about, they often choose themes ",p:3,x:450,y:987,w:334,h:17},
{t:"that are too complex, broad or just too ",p:3,x:450,y:1012,w:294,h:17},
{t:"simple for them to sustain.  ",p:3,x:450,y:1037,w:211,h:17},
{t:"Choosing a theme that you are “passionate”",p:3,x:468,y:1062,w:327,h:17},
{t:"about is essential. Understanding and getting ",p:3,x:450,y:1087,w:344,h:17},
{t:"the most from that theme is the hard part. ",p:3,x:450,y:1112,w:322,h:17},
{t:"Mary said, “The biggest diffi culty I ",p:3,x:450,y:1137,w:261,h:17},
{t:"encountered in terms of developing a folio ",p:3,x:450,y:1162,w:327,h:17},
{t:"was probably the topic I picked. ",p:3,x:450,y:1187,w:244,h:17},
{t:"(Individuality) is a very broad topic, and it ",p:3,x:450,y:1212,w:318,h:17},
{t:"was hard for me to narrow it down so that ",p:3,x:450,y:1237,w:324,h:17},
{t:"the viewer could clearly understand my ",p:3,x:450,y:1262,w:301,h:17},
{t:"message, as well as for me not to get totally ",p:3,x:450,y:1287,w:328,h:17},
{t:"lost in such a broad topic. Because of this, I ",p:3,x:450,y:1312,w:329,h:17},
{t:"had to redo and rethink many of the starting ",p:3,x:450,y:1337,w:340,h:17},
{t:"points I had created, just so I could make ",p:3,x:450,y:1362,w:312,h:17},
{t:"sense of my theme.”         ",p:3,x:450,y:1387,w:189,h:17},
{t:"Student /Teacher dialogue ",p:3,x:450,y:1440,w:238,h:10},
{t:"Often Mary would discuss her theme and ",p:3,x:468,y:1462,w:315,h:17},
{t:"through a series of brainstorms we were able ",p:3,x:450,y:1487,w:340,h:17},
{t:"to establish what it was about “individuality” ",p:3,x:450,y:1512,w:342,h:17},
{t:"that Mary wanted to focus on. We discussed ",p:3,x:450,y:1537,w:333,h:17},
{t:"her artistic inspiration and aspirations, ",p:3,x:818,y:687,w:295,h:17},
{t:"possible materials and some techniques that ",p:3,x:818,y:712,w:337,h:17},
{t:"she could start trialling. Mary was able to ",p:3,x:818,y:737,w:310,h:17},
{t:"successfully use her mind maps, inspiration ",p:3,x:818,y:762,w:331,h:17},
{t:"and annotation to form what would be the",p:3,x:818,y:787,w:324,h:17},
{t:"base for her work brief. A clear and attainable ",p:3,x:818,y:812,w:346,h:17},
{t:"work brief is essential to creating successful ",p:3,x:818,y:837,w:335,h:17},
{t:"folios. Mary completed many drafts of her ",p:3,x:818,y:862,w:320,h:17},
{t:"brief before being satisfi",p:3,x:818,y:887,w:184,h:17},
{t:"ed that she had clearly",p:3,x:995,y:887,w:167,h:17},
{t:"identified the focus aspect of her theme, the ",p:3,x:818,y:912,w:337,h:17},
{t:"materials and aesthetic qualities she wanted ",p:3,x:818,y:937,w:336,h:17},
{t:"to develop. The work brief becomes the ",p:3,x:818,y:962,w:302,h:17},
{t:"framework and timeline for all further ",p:3,x:818,y:987,w:295,h:17},
{t:"development. Mar",p:3,x:818,y:1012,w:137,h:17},
{t:"y said, “Creating a clear work",p:3,x:948,y:1012,w:218,h:17},
{t:"brief has definitely been a challenge. I haven’t",p:3,x:818,y:1037,w:342,h:17},
{t:"been doing art for a long time and I only really",p:3,x:818,y:1062,w:350,h:17},
{t:"discovered that I was interested in painting ",p:3,x:818,y:1087,w:330,h:17},
{t:"last year. This year was all about discovering ",p:3,x:818,y:1112,w:337,h:17},
{t:"what art really is. I wanted to try new things, ",p:3,x:818,y:1137,w:339,h:17},
{t:"take on other mediums and try to gain a ",p:3,x:818,y:1162,w:304,h:17},
{t:"better understanding of art theor y.”",p:3,x:818,y:1187,w:267,h:17},
{t:" Look widely",p:3,x:818,y:1240,w:109,h:10},
{t:" Students don’t often have a wide ",p:3,x:836,y:1262,w:256,h:17},
{t:"understanding of, or repertoire of artistic ",p:3,x:818,y:1287,w:316,h:17},
{t:"styles or influences, and in Mary’s case, a ",p:3,x:818,y:1312,w:309,h:17},
{t:"broad knowledge of historical or ",p:3,x:818,y:1337,w:249,h:17},
{t:"contemporary artists to help guide her own ",p:3,x:818,y:1362,w:331,h:17},
{t:"artistic development. Using Mary’s initial ",p:3,x:818,y:1387,w:312,h:17},
{t:"concept development dr awings and paintings,",p:3,x:818,y:1412,w:341,h:17},
{t:"together we were able to quickly establish ",p:3,x:818,y:1437,w:319,h:17},
{t:"similarities or links to other contemporary ",p:3,x:818,y:1462,w:322,h:17},
{t:"artists and or particular artworks that she ",p:3,x:818,y:1487,w:316,h:17},
{t:"should research. Keeping a box of books in ",p:3,x:818,y:1512,w:326,h:17},
{t:"the class room that were chosen specifi",p:3,x:818,y:1537,w:295,h:17},
{t:" cally ",p:3,x:1105,y:1537,w:45,h:17},
{t:"Studio arts article",p:3,x:732,y:51,w:423,h:22},
{t:"A STUDENT’S JOURNEY",p:3,x:349,y:583,w:560,h:53},
{t:"extension & Links",p:4,x:801,y:1370,w:179,h:13},
{t:"Zart Extra Articles:",p:4,x:801,y:1395,w:152,h:17},
{t:"• Term 1 2004 : VCE student at St ",p:4,x:801,y:1420,w:265,h:17},
{t:"Catherine’s School Trilogy of Life",p:4,x:801,y:1445,w:254,h:17},
{t:"• Term 2 2004 : VCE student at Thomas ",p:4,x:801,y:1470,w:315,h:17},
{t:"Carr College - Hoppers Crossing Religious ",p:4,x:801,y:1495,w:329,h:17},
{t:"Inspiration",p:4,x:801,y:1520,w:84,h:17},
{t:"www.zartart.com.au",p:4,x:801,y:1545,w:163,h:17},
{t:"www.zartart.com.au",p:4,x:82,y:1598,w:199,h:20},
{t:"4",p:4,x:59,y:1598,w:14,h:20},
{t:"for like content or techniques were ",p:4,x:82,y:137,w:270,h:17},
{t:"invaluable. Importantly though students were",p:4,x:82,y:162,w:346,h:17},
{t:"encouraged to continually use their own ",p:4,x:82,y:187,w:309,h:17},
{t:"images to complement printed resources. ",p:4,x:82,y:212,w:316,h:17},
{t:"This enabled the students to create images ",p:4,x:82,y:237,w:323,h:17},
{t:"that were original and more personal, rather ",p:4,x:82,y:262,w:334,h:17},
{t:"than appropriating found imagery.",p:4,x:82,y:287,w:261,h:17},
{t:"Distinctive style",p:4,x:82,y:340,w:144,h:10},
{t:" “When I started off, I was drawing on ",p:4,x:100,y:362,w:287,h:17},
{t:"previous experiences and inspiration created ",p:4,x:82,y:387,w:340,h:17},
{t:"around an impressionist style.” Mary was ",p:4,x:82,y:412,w:311,h:17},
{t:"developing images that were being painted ",p:4,x:82,y:437,w:327,h:17},
{t:"using a small brush and a dabbing technique ",p:4,x:82,y:462,w:340,h:17},
{t:"to layer colours and build surface. This ",p:4,x:82,y:487,w:296,h:17},
{t:"technique was time consuming and ",p:4,x:82,y:512,w:273,h:17},
{t:"providing a minimal surface texture as the ",p:4,x:82,y:537,w:324,h:17},
{t:"acrylic paints would shrink as they dried. She ",p:4,x:82,y:562,w:344,h:17},
{t:"was trying to develop high relief surfaces ",p:4,x:82,y:587,w:313,h:17},
{t:"with a material and technique that was ",p:4,x:82,y:612,w:298,h:17},
{t:"satisfactory but not providing the outcome ",p:4,x:82,y:637,w:329,h:17},
{t:"she was hoping for. It was at this point that ",p:4,x:82,y:662,w:331,h:17},
{t:"Mary’s artistic development and ",p:4,x:82,y:687,w:246,h:17},
{t:"understanding of what studio art was about, ",p:4,x:82,y:712,w:339,h:17},
{t:"clicked. She was shown some Ben Quilty ",p:4,x:82,y:737,w:310,h:17},
{t:"images. We discussed his materials and ",p:4,x:82,y:762,w:296,h:17},
{t:"technique and devised a plan to tr",p:4,x:82,y:787,w:256,h:17},
{t:"y and create ",p:4,x:327,y:787,w:91,h:17},
{t:"a similar surface aesthetic. “After seeing ",p:4,x:82,y:812,w:304,h:17},
{t:"some Quilty images I became more ",p:4,x:82,y:837,w:269,h:17},
{t:"interested in impasto painting. So in terms ",p:4,x:82,y:862,w:327,h:17},
{t:"of technical development, I went from short ",p:4,x:82,y:887,w:339,h:17},
{t:"brush strokes to longer more expressive ",p:4,x:82,y:912,w:303,h:17},
{t:"strokes with thickened paint, to using ",p:4,x:82,y:937,w:290,h:17},
{t:"modelling paste mixed with my paint and a ",p:4,x:82,y:962,w:331,h:17},
{t:"palette knife.” Mary did not use another ",p:4,x:82,y:987,w:304,h:17},
{t:"brush after this point to create her fi",p:4,x:82,y:1012,w:275,h:17},
{t:" nal ",p:4,x:349,y:1012,w:34,h:17},
{t:"works of John, a series of four paintings. ",p:4,x:82,y:1037,w:310,h:17},
{t:"Folio of works",p:4,x:82,y:1090,w:132,h:10},
{t:"Mary’s theme of individuality developed ",p:4,x:100,y:1112,w:308,h:17},
{t:"into a folio of conceptual development and ",p:4,x:82,y:1137,w:331,h:17},
{t:"materials research that was varied and far ",p:4,x:82,y:1162,w:317,h:17},
{t:"beyond anything she had attempted before. ",p:4,x:82,y:1187,w:333,h:17},
{t:"She had decided ver y early on that she wanted",p:4,x:82,y:1212,w:341,h:17},
{t:"to experiment with more sculptural and 3D ",p:4,x:82,y:1237,w:328,h:17},
{t:"mediums. Mary’s theme focused on two ",p:4,x:82,y:1262,w:304,h:17},
{t:"characters, a friend’s image as a portrait and ",p:4,x:82,y:1287,w:332,h:17},
{t:"Cheetah man as a sculptural piece. ",p:4,x:82,y:1312,w:262,h:17},
{t:"Throughout Mary’s first folio she ",p:4,x:82,y:1337,w:252,h:17},
{t:"experimented with clay as a building ",p:4,x:82,y:1362,w:281,h:17},
{t:"material and acrylic paint. These mediums ",p:4,x:82,y:1387,w:322,h:17},
{t:"would be consistently and extensively ",p:4,x:82,y:1412,w:290,h:17},
{t:"experimented with throughout the year. Such",p:4,x:82,y:1437,w:345,h:17},
{t:"was the clarity and resolve of Mary’s concept. ",p:4,x:82,y:1462,w:342,h:17},
{t:"“In one of my first trials I painted each ",p:4,x:100,y:1487,w:293,h:17},
{t:"colour layer by layer. Once I became more ",p:4,x:82,y:1512,w:321,h:17},
{t:"comfortable and skilled at applying paint ",p:4,x:82,y:1537,w:314,h:17},
{t:"with a knife instead of a brush I was able to ",p:4,x:82,y:1562,w:332,h:17},
{t:"apply my colours without layering them ",p:4,x:789,y:137,w:307,h:17},
{t:"individually. I was able to plan the strokes that I ",p:4,x:789,y:162,w:365,h:17},
{t:"was going to make. This allowed me to apply a ",p:4,x:789,y:187,w:353,h:17},
{t:"complete surface of multiple colours.” While ",p:4,x:789,y:212,w:340,h:17},
{t:"Mary was developing her painting skills she was ",p:4,x:789,y:237,w:365,h:17},
{t:"also experimenting with clay and modelling ",p:4,x:789,y:262,w:334,h:17},
{t:"compound to create several masks of Cheetah ",p:4,x:789,y:287,w:347,h:17},
{t:"man. Like many of this year’s students Mary was ",p:4,x:789,y:312,w:366,h:17},
{t:"willing to experiment and trial a variety of ",p:4,x:789,y:337,w:324,h:17},
{t:"materials and techniques for a range of potential ",p:4,x:789,y:362,w:369,h:17},
{t:"solutions. “I had an idea in my head what I ",p:4,x:789,y:387,w:325,h:17},
{t:"wanted my finals to look like. In order to achieve ",p:4,x:789,y:412,w:372,h:17},
{t:"the best possible solution I had to develop ",p:4,x:789,y:437,w:321,h:17},
{t:"certain skills.” ",p:4,x:789,y:462,w:109,h:17},
{t:"For me as a teacher, this is what studio art is ",p:4,x:807,y:487,w:337,h:17},
{t:"all about, solving visual problems to attain a ",p:4,x:789,y:512,w:336,h:17},
{t:"certain aesthetic quality and image that fulfi",p:4,x:789,y:537,w:334,h:17},
{t:" ls ",p:4,x:1114,y:537,w:22,h:17},
{t:"the work brief and focus statement. ",p:4,x:789,y:562,w:274,h:17},
{t:"Jason Hussey",p:4,x:789,y:585,w:112,h:27},
{t:"Penola Catholic College",p:4,x:789,y:614,w:183,h:16},
{t:"Tips for creating a successful ",p:4,x:812,y:688,w:318,h:12},
{t:"folio of work",p:4,x:812,y:713,w:148,h:12},
{t:"• Be prepared, come on the first day back with ",p:4,x:812,y:735,w:302,h:13},
{t:"some ideas, brain storms and inspiration, be ",p:4,x:812,y:756,w:290,h:13},
{t:"flexible, ideas and concepts change.",p:4,x:812,y:777,w:231,h:13},
{t:"• Pick a theme that you are very interested in - ",p:4,x:812,y:798,w:304,h:13},
{t:"that way you will be more dedicated to your ",p:4,x:812,y:818,w:287,h:13},
{t:"work. Try to be very clear about the topic/theme.",p:4,x:812,y:839,w:317,h:13},
{t:"• Communicate, get use to using correct  ",p:4,x:812,y:860,w:267,h:13},
{t:"terminology",p:4,x:812,y:881,w:80,h:13},
{t:"• Organisation and planning: utilise the t echnical ",p:4,x:812,y:902,w:322,h:13},
{t:"skills of others (staff/students) where needed to ",p:4,x:812,y:923,w:315,h:13},
{t:"get the fi",p:4,x:812,y:943,w:59,h:13},
{t:" nals realised. ",p:4,x:867,y:943,w:94,h:13},
{t:"• Research artists, art forms, techniques, ",p:4,x:812,y:964,w:267,h:13},
{t:"materials – good research will help you with your ",p:4,x:812,y:985,w:320,h:13},
{t:"art making.",p:4,x:812,y:1006,w:76,h:13},
{t:"• Trial and experiment as much as possible – the ",p:4,x:812,y:1027,w:318,h:13},
{t:"more potential solutions you have, the more ",p:4,x:812,y:1048,w:291,h:13},
{t:"choices you have for your fi nals.",p:4,x:812,y:1068,w:207,h:13},
{t:"• Plan and organize a detailed timeline and try to ",p:4,x:812,y:1089,w:319,h:13},
{t:"stick to it. Know when SA T’s are due.",p:4,x:812,y:1110,w:237,h:13},
{t:"•  Avoid getting bogged down/stuck when you ",p:4,x:812,y:1131,w:303,h:13},
{t:"are unsure. Communicate with your teacher and ",p:4,x:812,y:1152,w:316,h:13},
{t:"other students.",p:4,x:812,y:1173,w:101,h:13},
{t:"• Document everything and do it regularly – ",p:4,x:812,y:1193,w:288,h:13},
{t:"saves time and stress.",p:4,x:812,y:1214,w:142,h:13},
{t:"• Consider the final presentation, look at how ",p:4,x:812,y:1235,w:300,h:13},
{t:"works are presented ",p:4,x:812,y:1256,w:133,h:13},
{t:"• Love what you are doing. ",p:4,x:812,y:1281,w:175,h:13},
{t:"Studio arts article continued",p:4,x:82,y:57,w:503,h:17},
{t:"Zart Extra_Term 1 2010 5",p:5,x:927,y:1598,w:248,h:20},
{t:"‘Identify Us’ – self portraits by ICA Casey ",p:5,x:82,y:761,w:316,h:19},
{t:"College Preps, Level 3 and Level 4 students.",p:5,x:82,y:786,w:330,h:19},
{t:"When the word ‘Identity’ presents itself ",p:5,x:100,y:837,w:307,h:16},
{t:"in the Art Studio, the per",p:5,x:82,y:862,w:186,h:16},
{t:"fect task that c omes ",p:5,x:262,y:862,w:153,h:16},
{t:"to mind is to represent/depict oneself.  ",p:5,x:82,y:887,w:301,h:16},
{t:"Having  the underlying theme, ‘Identify Us’ ",p:5,x:82,y:912,w:335,h:16},
{t:"pervading throughout the integrated ",p:5,x:82,y:937,w:288,h:16},
{t:"studies in the students’ classrooms, it ",p:5,x:82,y:962,w:296,h:16},
{t:"seemed only fitting that self portraits ",p:5,x:82,y:987,w:294,h:16},
{t:"became the task in Specialist Art lessons ",p:5,x:82,y:1012,w:316,h:16},
{t:"from Prep to Year Six. ",p:5,x:82,y:1037,w:166,h:16},
{t:"It is widespread knowledge that self ",p:5,x:100,y:1062,w:280,h:16},
{t:"portraits can be as div erse as the techniques ",p:5,x:82,y:1087,w:336,h:16},
{t:"and media will allow – (think of the Annual ",p:5,x:82,y:1112,w:334,h:16},
{t:"Archibald Prize). So just where to begin with ",p:5,x:82,y:1137,w:341,h:16},
{t:"limited fine motor and listening skills of ",p:5,x:82,y:1162,w:312,h:16},
{t:"five year olds?",p:5,x:82,y:1187,w:108,h:16},
{t:"We discussed the word portrait, how ",p:5,x:100,y:1237,w:284,h:16},
{t:"artists paint images of themselves and the ",p:5,x:82,y:1262,w:332,h:16},
{t:"prominent features on a face and their ",p:5,x:82,y:1287,w:299,h:16},
{t:"position. Early in the year, many Prep ",p:5,x:82,y:1312,w:287,h:16},
{t:"students were not adept at cutting light ",p:5,x:82,y:1337,w:312,h:16},
{t:"cardboard, let alone paper, so various facial ",p:5,x:82,y:1362,w:335,h:16},
{t:"features cut from cereal boxes were supplied ",p:5,x:82,y:1387,w:337,h:16},
{t:"to them. It was their task to sort, arrange ",p:5,x:82,y:1412,w:320,h:16},
{t:"and rearrange the features on the oval head ",p:5,x:82,y:1437,w:338,h:16},
{t:"shape in order to create a collograph face.  ",p:5,x:82,y:1462,w:327,h:16},
{t:"We had ears for eyes, some noses for lips – ",p:5,x:82,y:1487,w:330,h:16},
{t:"quite reminiscent of a Mr Potato Head ",p:5,x:82,y:1512,w:296,h:16},
{t:"game!  Yet this only served to create some ",p:5,x:82,y:1537,w:326,h:16},
{t:"Identify Us a whole school unit",p:5,x:82,y:658,w:731,h:57},
{t:"whole school unit",p:5,x:736,y:51,w:419,h:22},
{t:"humour and excitement within their ",p:5,x:450,y:762,w:284,h:16},
{t:"compositions. When glued down, some ",p:5,x:450,y:787,w:307,h:16},
{t:"rubbings were created using Zart Rubbing ",p:5,x:450,y:812,w:326,h:16},
{t:"Blocks. An interesting aspect of this was to ",p:5,x:450,y:837,w:333,h:16},
{t:"keep the paper still. However when it ",p:5,x:450,y:862,w:288,h:16},
{t:"moved, it created a lovely sense of ",p:5,x:450,y:887,w:267,h:16},
{t:"movement with ov erlapping, double f",p:5,x:450,y:912,w:283,h:16},
{t:"eatures.",p:5,x:726,y:912,w:59,h:16},
{t:"The collograph became a template for yet ",p:5,x:468,y:937,w:321,h:16},
{t:"another artwork. It was covered with PVA ",p:5,x:450,y:962,w:318,h:16},
{t:"glue and aluminium foil which was rubbed ",p:5,x:450,y:987,w:331,h:16},
{t:"over by little hands – (this took a whole ",p:5,x:450,y:1012,w:306,h:16},
{t:"lesson) followed by an application of ink ",p:5,x:818,y:762,w:313,h:16},
{t:"which was wiped back slightly to reveal the ",p:5,x:818,y:787,w:336,h:16},
{t:"metallic areas in relief. Recycled cardboard ",p:5,x:818,y:812,w:328,h:16},
{t:"came to the rescue when considering the ",p:5,x:818,y:837,w:319,h:16},
{t:"frame – all corrugations were covered in ",p:5,x:818,y:862,w:310,h:16},
{t:"paint followed by sponging over the upper ",p:5,x:818,y:887,w:329,h:16},
{t:"corrugations in a metallic colour. The ",p:5,x:818,y:912,w:288,h:16},
{t:"smaller shapes were cut by the students, ",p:5,x:818,y:937,w:317,h:16},
{t:"making patterns using simple repetitions of ",p:5,x:818,y:962,w:342,h:16},
{t:"geometric shapes. This resulted in a very ",p:5,x:818,y:987,w:315,h:16},
{t:"thrifty and arresting project indeed.",p:5,x:818,y:1012,w:274,h:16},
{t:"Prep students made collograph faces- focus on shapes, patterns and repetition.",p:5,x:450,y:1540,w:699,h:10},
{t:"extension & Links",p:6,x:832,y:1162,w:179,h:13},
{t:"Zart Extra Articles:",p:6,x:832,y:1187,w:152,h:17},
{t:"• 2001 Term 4 Caulfi eld Grammar ",p:6,x:832,y:1212,w:269,h:17},
{t:"School Dinner Party – whole school ",p:6,x:832,y:1237,w:281,h:17},
{t:"approach on ‘Mad Hatters’ tea party.",p:6,x:832,y:1262,w:292,h:17},
{t:"• 2007 Term 4 Mt. Martha Primary ",p:6,x:832,y:1287,w:276,h:17},
{t:"Whole School Mural based on styles of ",p:6,x:832,y:1312,w:305,h:17},
{t:"Australian artists.",p:6,x:832,y:1337,w:141,h:17},
{t:"• 2006 Term 4  Fairhills High School ",p:6,x:832,y:1362,w:287,h:17},
{t:"Teaching Design Years 7–12 – whole ",p:6,x:832,y:1387,w:274,h:17},
{t:"school approach.",p:6,x:832,y:1412,w:136,h:17},
{t:"• 2005 Term 2 Vermont Secondary ",p:6,x:832,y:1437,w:274,h:17},
{t:"College Three Dimensional Forms in Art ",p:6,x:832,y:1462,w:307,h:17},
{t:"& Design - whole school approach to ",p:6,x:832,y:1487,w:296,h:17},
{t:"3D projects.",p:6,x:832,y:1512,w:94,h:17},
{t:"www.zartart.com.au",p:6,x:832,y:1537,w:169,h:17},
{t:"www.zartart.com.au",p:6,x:82,y:1598,w:199,h:20},
{t:"6",p:6,x:61,y:1598,w:11,h:20},
{t:"Level three (Years Three and Four) covered ",p:6,x:100,y:687,w:322,h:16},
{t:"the same topic in an entirely different way, ",p:6,x:82,y:712,w:332,h:16},
{t:"by making a self portrait using their thumb ",p:6,x:82,y:737,w:337,h:16},
{t:"print and Bridget Riley’s Op Art examples as ",p:6,x:82,y:762,w:340,h:16},
{t:"the stimulus. Whirls, arches and loops were ",p:6,x:82,y:787,w:337,h:16},
{t:"discussed, along with some interesting ",p:6,x:82,y:812,w:304,h:16},
{t:"conversations of how criminals are ",p:6,x:82,y:837,w:271,h:16},
{t:"identified by their very personal ‘stamp’ at ",p:6,x:82,y:862,w:331,h:16},
{t:"the police station. Their prints w ere enlarged ",p:6,x:82,y:887,w:338,h:16},
{t:"on the photocopier which provided the ",p:6,x:82,y:912,w:302,h:16},
{t:"students with an excellent larger visual, and ",p:6,x:82,y:937,w:342,h:16},
{t:"the journey began. Through careful ",p:6,x:82,y:962,w:273,h:16},
{t:"observations, the students replicated their ",p:6,x:82,y:987,w:331,h:16},
{t:"thumbprint then continued to ‘take lines ",p:6,x:82,y:1012,w:320,h:16},
{t:"for a walk’ branching out to the parameters ",p:6,x:82,y:1037,w:337,h:16},
{t:"of the page. One could hear a pin dr op as the ",p:6,x:82,y:1062,w:339,h:16},
{t:"therapeutic drawing took place.",p:6,x:82,y:1087,w:243,h:16},
{t:"At ICA, we have been thinking about ",p:6,x:100,y:1112,w:283,h:16},
{t:"passion in teaching which, in my case, ",p:6,x:82,y:1137,w:298,h:16},
{t:"involves utilising my talents and abilities ",p:6,x:82,y:1162,w:319,h:16},
{t:"and imparting such passion and knowledge ",p:6,x:82,y:1187,w:339,h:16},
{t:"to the students in order to elicit responses ",p:6,x:82,y:1212,w:329,h:16},
{t:"both visual and verbal. This process involves ",p:6,x:82,y:1237,w:342,h:16},
{t:"discovery, consolidation, refi nement, ",p:6,x:82,y:1262,w:290,h:16},
{t:"familiarity, risk-taking and understanding… ",p:6,x:82,y:1287,w:338,h:16},
{t:"over time. Via this process, students ",p:6,x:82,y:1312,w:282,h:16},
{t:"experience the incredible language of the ",p:6,x:82,y:1337,w:320,h:16},
{t:"visual world and the pleasure, questioning ",p:6,x:82,y:1362,w:330,h:16},
{t:"and fulfilment that emanates from it. ",p:6,x:82,y:1387,w:293,h:16},
{t:"As a mosaic artist in the home studio, ",p:6,x:100,y:1437,w:296,h:16},
{t:"the link between my passions and the ",p:6,x:82,y:1462,w:295,h:16},
{t:"‘Identity’ unit became the focus for Years ",p:6,x:82,y:1487,w:319,h:16},
{t:"Five and Six students where a self portrait ",p:6,x:82,y:1512,w:324,h:16},
{t:"was created using a paper mosaic t echnique.  ",p:6,x:82,y:1537,w:340,h:16},
{t:"Having taught mosaic art to Year Elevens ",p:6,x:450,y:687,w:318,h:16},
{t:"with specific tools of tiles, nippers, ",p:6,x:450,y:712,w:272,h:16},
{t:"adhesives etc., the task had to be aligned/",p:6,x:450,y:737,w:323,h:16},
{t:"modified to set the younger students up for ",p:6,x:450,y:762,w:340,h:16},
{t:"success. Considering the time constraints ",p:6,x:450,y:787,w:323,h:16},
{t:"of one lesson (45 minutes) per week, paper ",p:6,x:450,y:812,w:331,h:16},
{t:"seemed the best option for media.",p:6,x:450,y:837,w:264,h:16},
{t:"Various examples were shown via a ",p:6,x:468,y:862,w:273,h:16},
{t:"slideshow to introduce the ancient art form ",p:6,x:450,y:887,w:338,h:16},
{t:"of mosaics: Pompeii and Empress Theodora, ",p:6,x:450,y:912,w:340,h:16},
{t:"followed by contemporary examples in their ",p:6,x:450,y:937,w:341,h:16},
{t:"own immediate environment: Flinders St ",p:6,x:450,y:962,w:317,h:16},
{t:"Station, Docklands wall, Australia Arcade ",p:6,x:450,y:987,w:318,h:16},
{t:"on Collins, Southbank etc. Past student ",p:6,x:450,y:1012,w:305,h:16},
{t:"examples and my own compositions were ",p:6,x:450,y:1037,w:325,h:16},
{t:"shown which ignited a myriad of questions ",p:6,x:818,y:137,w:335,h:16},
{t:"and provided an excellent stimulus.",p:6,x:818,y:162,w:273,h:16},
{t:"The students observed their own portrait ",p:6,x:836,y:187,w:319,h:16},
{t:"(printed in black and white on A4 ",p:6,x:818,y:212,w:258,h:16},
{t:"photocopy paper) and recorded the ",p:6,x:818,y:237,w:272,h:16},
{t:"important facial features and hair line using ",p:6,x:818,y:262,w:342,h:16},
{t:"contour lines in graphite. This gave the ",p:6,x:818,y:287,w:302,h:16},
{t:"students a guide as to where to place the ",p:6,x:818,y:312,w:319,h:16},
{t:"mosaic pieces. Tonal rendering was also ",p:6,x:818,y:337,w:308,h:16},
{t:"practised by observing where shadows and ",p:6,x:818,y:362,w:333,h:16},
{t:"highlights were located on the original ",p:6,x:818,y:387,w:301,h:16},
{t:"photograph and once the first pieces were ",p:6,x:818,y:412,w:326,h:16},
{t:"laid, the students could only then ",p:6,x:818,y:437,w:262,h:16},
{t:"comprehend the process whereby shapes ",p:6,x:818,y:462,w:319,h:16},
{t:"created pattern and how negative spaces ",p:6,x:818,y:487,w:318,h:16},
{t:"were equally as important as the positive.  ",p:6,x:818,y:512,w:329,h:16},
{t:"All elements became interconnected – the ",p:6,x:818,y:537,w:327,h:16},
{t:"students realised how one element was ",p:6,x:818,y:562,w:307,h:16},
{t:"reliant on the other in order to create the ",p:6,x:818,y:587,w:318,h:16},
{t:"whole. A new vocabulary enriched their ",p:6,x:818,y:612,w:305,h:16},
{t:"word power and the students were soon ",p:6,x:818,y:637,w:311,h:16},
{t:"using dialogue amongst themselves such ",p:6,x:818,y:662,w:322,h:16},
{t:"as andementi, rhythm, tonal variations.",p:6,x:818,y:687,w:305,h:16},
{t:"Ultimately, the integrated studies theme ",p:6,x:836,y:712,w:317,h:16},
{t:"can be that common thread that permeates ",p:6,x:818,y:737,w:340,h:16},
{t:"through all levels of learning and practice in ",p:6,x:818,y:762,w:341,h:16},
{t:"the art studio.  As art educators, it is up to ",p:6,x:818,y:787,w:329,h:16},
{t:"us to creatively seek avenues in which links ",p:6,x:818,y:812,w:336,h:16},
{t:"can be made, even if they are only ",p:6,x:818,y:837,w:265,h:16},
{t:"somewhat loosely connected.  This, I feel, is ",p:6,x:818,y:862,w:339,h:16},
{t:"the beauty of art appreciation where the ",p:6,x:818,y:887,w:314,h:16},
{t:"practice can be tailored, modifi ed and ",p:6,x:818,y:912,w:296,h:16},
{t:"personalised to suit or have relevance to the ",p:6,x:818,y:937,w:342,h:16},
{t:"given theme.",p:6,x:818,y:962,w:100,h:16},
{t:"Petra Glasser",p:6,x:818,y:1008,w:118,h:27},
{t:"Visual Art Teacher",p:6,x:818,y:1037,w:141,h:16},
{t:"ICA Casey College",p:6,x:818,y:1062,w:138,h:16},
{t:"Narre Warren",p:6,x:818,y:1087,w:103,h:16},
{t:"Self portrait using the student’s thumb print influenced by Bridget Riley",p:6,x:83,y:640,w:639,h:10},
{t:"Grades 5 & 6 : Mosaic portraits inspired ",p:6,x:445,y:1540,w:350,h:10},
{t:"by Pompeii & Flinders Street Station",p:6,x:445,y:1565,w:308,h:10},
{t:"whole school unit continued",p:6,x:82,y:57,w:500,h:17},
{t:"Patterson Lakes Primary School",p:7,x:866,y:246,w:226,h:18},
{t:"People",p:7,x:866,y:270,w:49,h:18},
{t:"St Thomas the Apostle Primary School, ",p:7,x:866,y:295,w:279,h:18},
{t:"Blackburn",p:7,x:866,y:320,w:73,h:18},
{t:"Bugs",p:7,x:866,y:344,w:35,h:18},
{t:"Altona Primary School",p:7,x:866,y:369,w:159,h:18},
{t:"Ceramic Monsters",p:7,x:866,y:393,w:127,h:18},
{t:"St Bernadettes School, The Basin",p:7,x:866,y:418,w:235,h:18},
{t:"Sculptures",p:7,x:866,y:443,w:76,h:18},
{t:"Carey Grammar, Donvale",p:7,x:866,y:467,w:177,h:18},
{t:"Bird Nests",p:7,x:866,y:492,w:72,h:18},
{t:"Penola Catholic College",p:7,x:866,y:516,w:167,h:18},
{t:"Studio Art",p:7,x:866,y:541,w:73,h:18},
{t:"MLC Kew",p:7,x:866,y:565,w:63,h:18},
{t:"Mondrian Animals",p:7,x:866,y:590,w:131,h:18},
{t:"Mooroolbark East Primary School",p:7,x:866,y:615,w:238,h:18},
{t:"Felted Banners",p:7,x:866,y:639,w:108,h:18},
{t:"Sacre Coeur",p:7,x:866,y:664,w:83,h:18},
{t:"Fineline Pen Body Art",p:7,x:866,y:688,w:154,h:18},
{t:"Brunswick South West Primary School",p:7,x:866,y:713,w:271,h:18},
{t:"Quilts",p:7,x:866,y:738,w:42,h:18},
{t:"Sacre Coeur ",p:7,x:866,y:762,w:87,h:18},
{t:"Studio Arts",p:7,x:866,y:787,w:79,h:18},
{t:"Strathcona Baptist Girls Grammar S chool",p:7,x:866,y:811,w:285,h:18},
{t:"Water Lilies",p:7,x:866,y:836,w:84,h:18},
{t:"Mullauna College",p:7,x:866,y:860,w:125,h:18},
{t:"Paintings",p:7,x:866,y:885,w:68,h:18},
{t:"Killester College",p:7,x:866,y:910,w:116,h:18},
{t:"Lino Prints",p:7,x:866,y:934,w:77,h:18},
{t:"Corowa South Public School",p:7,x:866,y:959,w:197,h:18},
{t:"Collages",p:7,x:866,y:983,w:60,h:18},
{t:"Thomastown West Primary School",p:7,x:866,y:1008,w:244,h:18},
{t:"Shoes",p:7,x:866,y:1033,w:42,h:18},
{t:"Overnewton College Keilor",p:7,x:866,y:1057,w:191,h:18},
{t:"Pencil Drawings",p:7,x:866,y:1082,w:114,h:18},
{t:"ICA Casey College",p:7,x:866,y:1106,w:123,h:18},
{t:"Identity",p:7,x:866,y:1131,w:58,h:18},
{t:"Exhibiting T erm 1 2010",p:7,x:82,y:120,w:735,h:78},
{t:"On show until the 17th March 2010",p:7,x:82,y:198,w:531,h:36},
{t:"Zart’s Student Gallery",p:7,x:882,y:1176,w:245,h:22},
{t:"Situated upstairs in the Zart ",p:7,x:882,y:1204,w:232,h:17},
{t:"Customer Service Centre. ",p:7,x:882,y:1228,w:206,h:17},
{t:"Each term the Student Gallery ",p:7,x:882,y:1252,w:243,h:17},
{t:"exhibits a new display of work ",p:7,x:882,y:1276,w:245,h:17},
{t:"from young artists ranging ",p:7,x:882,y:1300,w:219,h:17},
{t:"from kindergarten to VCE.",p:7,x:882,y:1324,w:206,h:17},
{t:"We are always on the lookout for ",p:7,x:882,y:1348,w:257,h:17},
{t:"artwork to be exhibited that ",p:7,x:882,y:1372,w:221,h:17},
{t:"showcases new ideas and ",p:7,x:882,y:1396,w:201,h:17},
{t:"techniques suitable for all age ",p:7,x:882,y:1420,w:237,h:17},
{t:"levels. Please email images of ",p:7,x:882,y:1444,w:232,h:17},
{t:"work you would like to exhibit ",p:7,x:882,y:1468,w:236,h:17},
{t:"one term in advance to Jan Roker ",p:7,x:882,y:1492,w:258,h:17},
{t:"on jan@zartart.com.au",p:7,x:882,y:1516,w:184,h:17},
{t:"Also visit www.zartart.com.au",p:7,x:882,y:1539,w:235,h:17},
{t:"Zart Extra_Term 1 2010 7",p:7,x:927,y:1598,w:249,h:20},
{t:"Zart Student Gallery ",p:7,x:685,y:56,w:484,h:27},
{t:"Brunswick SW Primar",p:7,x:349,y:514,w:121,h:11},
{t:"y School",p:7,x:471,y:500,w:47,h:11},
{t:"Overnewton College Keilor",p:7,x:358,y:801,w:152,h:26},
{t:"Patterson Lakes Primary School",p:7,x:95,y:1179,w:179,h:27},
{t:"Corowa South Public School",p:7,x:355,y:1178,w:158,h:16},
{t:"St Bernadettes School",p:7,x:122,y:826,w:125,h:20},
{t:"ICA Casey C",p:7,x:648,y:894,w:65,h:14},
{t:"ollege",p:7,x:713,y:907,w:33,h:17},
{t:"Killester C",p:7,x:652,y:1184,w:57,h:18},
{t:"ollege",p:7,x:709,y:1195,w:33,h:17},
{t:"Sacre Coeur ",p:7,x:146,y:1542,w:70,h:11},
{t:"Altona ",p:7,x:759,y:521,w:40,h:11},
{t:"Primary ",p:7,x:755,y:534,w:47,h:11},
{t:"School",p:7,x:758,y:546,w:38,h:11},
{t:"Carey ",p:7,x:779,y:1516,w:34,h:11},
{t:"Grammar ",p:7,x:768,y:1529,w:57,h:11},
{t:"Donvale",p:7,x:772,y:1541,w:46,h:11},
{t:"Wanganui Park Secondary College Artist in ",p:8,x:81,y:537,w:338,h:16},
{t:"Residence Project (2009) with Max Darby",p:8,x:81,y:562,w:320,h:16},
{t:"The aims for this project, which began in ",p:8,x:81,y:611,w:322,h:19},
{t:"mid year, 2009, were four-fold ",p:8,x:81,y:636,w:245,h:19},
{t:"1. To provide an enriching experience for ",p:8,x:81,y:687,w:314,h:16},
{t:"students to work with an artist and to ",p:8,x:81,y:712,w:300,h:16},
{t:"learn about the processes of design and ",p:8,x:81,y:737,w:312,h:16},
{t:"professional art making.",p:8,x:81,y:762,w:190,h:16},
{t:"2. To make 3 very large painted ",p:8,x:81,y:812,w:242,h:16},
{t:"interpretations (approximately 4 X 2 metres) ",p:8,x:81,y:837,w:341,h:16},
{t:"of the whole Shepparton area.",p:8,x:81,y:862,w:234,h:16},
{t:"3. To get students to make their own ",p:8,x:81,y:912,w:288,h:16},
{t:"smaller (9“X 5”) painted interpretations of ",p:8,x:81,y:937,w:332,h:16},
{t:"the area of Shepparton in which they live.",p:8,x:81,y:962,w:323,h:16},
{t:"4. To enhance the atmosphere in the school ",p:8,x:81,y:1012,w:342,h:16},
{t:"auditorium (The Visy Centre) by providing ",p:8,x:81,y:1037,w:327,h:16},
{t:"quality student artworks for the walls and ",p:8,x:81,y:1062,w:331,h:16},
{t:"to make that an on-going project in ",p:8,x:81,y:1087,w:281,h:16},
{t:"subsequent years.",p:8,x:81,y:1112,w:140,h:16},
{t:"A joint decision was made between the ",p:8,x:98,y:1162,w:304,h:16},
{t:"art staff and myself to work with the Year 9 ",p:8,x:81,y:1187,w:336,h:16},
{t:"students who are divided into 2 classes of ",p:8,x:81,y:1212,w:324,h:16},
{t:"about 24 students. The major reason for ",p:8,x:81,y:1237,w:312,h:16},
{t:"choosing Year 9 was because younger ",p:8,x:81,y:1262,w:291,h:16},
{t:"students are often well looked after and ",p:8,x:81,y:1287,w:310,h:16},
{t:"senior students are always well supported ",p:8,x:81,y:1312,w:326,h:16},
{t:"because they are preparing for, or ",p:8,x:81,y:1337,w:260,h:16},
{t:"undertaking, VCE.  It was also felt that Year ",p:8,x:81,y:1362,w:333,h:16},
{t:"9 students, who, perhaps, sometimes miss ",p:8,x:81,y:1387,w:332,h:16},
{t:"out on such opportunities, would fi nd the ",p:8,x:81,y:1412,w:328,h:16},
{t:"project highly motivating and interesting. ",p:8,x:81,y:1437,w:326,h:16},
{t:"This is proving to be the case.",p:8,x:81,y:1462,w:226,h:16},
{t:"Each of the three canvases is 4 X 2 metres ",p:8,x:98,y:1512,w:323,h:16},
{t:"in size and is being painted in acrylics. ",p:8,x:81,y:1537,w:298,h:16},
{t:"Details may be added later using oil paints, ",p:8,x:450,y:537,w:335,h:16},
{t:"if required. The background has been ",p:8,x:450,y:562,w:287,h:16},
{t:"completed using broad brushes and hand ",p:8,x:450,y:587,w:322,h:16},
{t:"brooms and much of the dotted detail is ",p:8,x:450,y:612,w:314,h:16},
{t:"being made using cotton buds and ",p:8,x:450,y:637,w:271,h:16},
{t:"cigarette fi lters.",p:8,x:450,y:662,w:121,h:16},
{t:"The large scale provides enormous space ",p:8,x:468,y:712,w:315,h:16},
{t:"on which to work. It also presents some ",p:8,x:450,y:737,w:309,h:16},
{t:"enormous artistic challenges to be met by ",p:8,x:450,y:762,w:327,h:16},
{t:"the students. These include designing and ",p:8,x:450,y:787,w:328,h:16},
{t:"working on a large scale, using canvas (and ",p:8,x:450,y:812,w:334,h:16},
{t:"all of its peculiarities) for the first time and ",p:8,x:450,y:837,w:334,h:16},
{t:"using a range of thinking and imaginative ",p:8,x:450,y:862,w:325,h:16},
{t:"skills. Most importantly, from an ",p:8,x:450,y:887,w:256,h:16},
{t:"educational perspective, working with ",p:8,x:450,y:912,w:298,h:16},
{t:"other students has provided invaluable ",p:8,x:450,y:937,w:303,h:16},
{t:"experiences in cooperation, fl exibility, ",p:8,x:450,y:962,w:296,h:16},
{t:"negotiation and tolerance. This has been ",p:8,x:450,y:987,w:315,h:16},
{t:"one of the most successful components of ",p:8,x:450,y:1012,w:330,h:16},
{t:"the whole project to date. ",p:8,x:450,y:1037,w:202,h:16},
{t:"Each of the 2 classes is cr eating a separate ",p:8,x:468,y:1087,w:319,h:16},
{t:"canvas of its own. One class is making an ",p:8,x:450,y:1112,w:322,h:16},
{t:"aerial view of the Sheppar",p:8,x:450,y:1137,w:198,h:16},
{t:"ton area as it might",p:8,x:639,y:1137,w:148,h:16},
{t:"appear in Wint er (that is, in gr",p:8,x:450,y:1162,w:223,h:16},
{t:"eens, tur quoises ",p:8,x:667,y:1162,w:124,h:16},
{t:"and blues) while the other class is making ",p:8,x:450,y:1187,w:325,h:16},
{t:"its own aerial view of the area as it might ",p:8,x:450,y:1212,w:321,h:16},
{t:"appear in the Summer (that is in yellows, ",p:8,x:450,y:1237,w:318,h:16},
{t:"ochres, browns, oranges and reds). The third ",p:8,x:450,y:1262,w:342,h:16},
{t:"canvas is being painted by myself and will ",p:8,x:450,y:1287,w:326,h:16},
{t:"continue the aerial view of Shepparton ",p:8,x:450,y:1312,w:301,h:16},
{t:"theme but will be interpreted at night. A ",p:8,x:450,y:1337,w:314,h:16},
{t:"black/blue background with hundreds of ",p:8,x:450,y:1362,w:317,h:16},
{t:"small dots in yellows, oranges and reds will ",p:8,x:450,y:1387,w:335,h:16},
{t:"represent the lights of buildings, houses ",p:8,x:450,y:1412,w:314,h:16},
{t:"and cars. An evening flight over the city in a ",p:8,x:450,y:1437,w:340,h:16},
{t:"light plane will provide the opportunity to ",p:8,x:450,y:1462,w:326,h:16},
{t:"take suitable photographs on which this ",p:8,x:450,y:1487,w:314,h:16},
{t:"work will be based. The three canvases will ",p:8,x:450,y:1512,w:331,h:16},
{t:"be hung side by side.",p:8,x:450,y:1537,w:161,h:16},
{t:"Students have taken the responsibility to ",p:8,x:836,y:537,w:320,h:16},
{t:"visit Google Earth and Google Maps to ",p:8,x:818,y:562,w:298,h:16},
{t:"locate views of the area and to fi nd the ",p:8,x:818,y:587,w:305,h:16},
{t:"location of their own homes. The Municipal ",p:8,x:818,y:612,w:338,h:16},
{t:"Council was also very helpful (as has ",p:8,x:818,y:637,w:283,h:16},
{t:"everyone else in the community) once the ",p:8,x:818,y:662,w:325,h:16},
{t:"nature and scope of the project was ",p:8,x:818,y:687,w:278,h:16},
{t:"explained and official survey maps were ",p:8,x:818,y:712,w:310,h:16},
{t:"provided.",p:8,x:818,y:737,w:71,h:16},
{t:"Small groups of students in each class ",p:8,x:836,y:787,w:297,h:16},
{t:"have been organized to focus on specifi c ",p:8,x:818,y:812,w:316,h:16},
{t:"areas so that views of the countryside from ",p:8,x:818,y:837,w:337,h:16},
{t:"each side of the city, views above and below ",p:8,x:818,y:862,w:342,h:16},
{t:"the city, and views of the city area itself ",p:8,x:818,y:887,w:308,h:16},
{t:"were investigated. Each of these smaller ",p:8,x:818,y:912,w:311,h:16},
{t:"groups has been responsible for the initial ",p:8,x:818,y:937,w:327,h:16},
{t:"sketching of their own area on to the ",p:8,x:818,y:962,w:288,h:16},
{t:"canvas and has also been responsible for ",p:8,x:818,y:987,w:315,h:16},
{t:"the initial painting of those areas. ",p:8,x:818,y:1012,w:264,h:16},
{t:"Currently, all students are working all over ",p:8,x:818,y:1037,w:328,h:16},
{t:"the works wherever a need is isolated.",p:8,x:818,y:1062,w:291,h:16},
{t:"Students are also making their own ",p:8,x:836,y:1112,w:277,h:16},
{t:"smaller 9”x 5” interpretations of their home ",p:8,x:818,y:1137,w:339,h:16},
{t:"and these have been deliberately linked to ",p:8,x:818,y:1162,w:327,h:16},
{t:"the Heidelberg School works made in a ",p:8,x:818,y:1187,w:302,h:16},
{t:"similar size and format. The history of those ",p:8,x:818,y:1212,w:342,h:16},
{t:"works was shared with students making ",p:8,x:818,y:1237,w:313,h:16},
{t:"the project a well-integrated project.",p:8,x:818,y:1262,w:281,h:16},
{t:"Max Darby",p:8,x:818,y:1303,w:106,h:27},
{t:"To see the completed works, please go to our ",p:8,x:818,y:1338,w:333,h:15},
{t:"website under the Artist in Residence link.",p:8,x:818,y:1363,w:313,h:15},
{t:"extension & Links",p:8,x:832,y:1415,w:179,h:13},
{t:"Zart Extra Articles:",p:8,x:832,y:1439,w:152,h:17},
{t:"Term 4 2005: Penleigh and Essendon ",p:8,x:832,y:1464,w:297,h:17},
{t:"Grammar Places and Spaces, marks and ",p:8,x:832,y:1489,w:313,h:17},
{t:"Maps. Aerial views and mapping.",p:8,x:832,y:1514,w:262,h:17},
{t:"www.zartart.com.au",p:8,x:832,y:1539,w:169,h:17},
{t:"www.zartart.com.au",p:8,x:82,y:1598,w:199,h:20},
{t:"8",p:8,x:62,y:1598,w:11,h:20},
{t:"artist in residence",p:8,x:82,y:51,w:416,h:22},
{t:" An opportunity to extend understanding in ",p:9,x:82,y:686,w:344,h:19},
{t:"our culturally diverse World.",p:9,x:82,y:711,w:221,h:19},
{t:"During 2009 the Immigration Museum ",p:9,x:100,y:762,w:297,h:17},
{t:"developed a project which documents two ",p:9,x:82,y:787,w:324,h:17},
{t:"intercultural, interfaith learning projects ",p:9,x:82,y:812,w:311,h:17},
{t:"taking place in Melbourne. The fi",p:9,x:82,y:837,w:250,h:17},
{t:" nal ",p:9,x:324,y:837,w:34,h:17},
{t:"outcome of the project is an exhibition of ",p:9,x:82,y:862,w:320,h:17},
{t:"student conversations and art work at the ",p:9,x:82,y:887,w:319,h:17},
{t:"Immigration Museum and a web site which ",p:9,x:82,y:912,w:332,h:17},
{t:"will provide a resource for school and ",p:9,x:82,y:937,w:288,h:17},
{t:"community groups.",p:9,x:82,y:962,w:148,h:17},
{t:"The exhibition opens on 27th November ",p:9,x:100,y:987,w:308,h:17},
{t:"and will run until 28th May. The web page ",p:9,x:82,y:1012,w:321,h:17},
{t:"will be launched on the same day. Students ",p:9,x:82,y:1037,w:329,h:17},
{t:"have contributed to an on-line discussion ",p:9,x:82,y:1062,w:318,h:17},
{t:"page during the year.",p:9,x:82,y:1087,w:158,h:17},
{t:"You can access their conversations by ",p:9,x:468,y:687,w:287,h:17},
{t:"logging on to museumvictoria.com.au/",p:9,x:450,y:712,w:294,h:17},
{t:"talking–faiths",p:9,x:450,y:737,w:103,h:17},
{t:"Education in Victorian schools addresses ",p:9,x:468,y:762,w:309,h:17},
{t:"our cultural diversity with programs ",p:9,x:450,y:787,w:275,h:17},
{t:"celebrating Cultural Diversity and the ",p:9,x:450,y:812,w:287,h:17},
{t:"Cultural Diversity Week Quest Awards ",p:9,x:450,y:837,w:293,h:17},
{t:"exhibition showcases the wonderful ways in ",p:9,x:450,y:862,w:339,h:17},
{t:"which teachers and students use the Arts to ",p:9,x:450,y:887,w:331,h:17},
{t:"give voice to the celebration of difference. ",p:9,x:450,y:912,w:321,h:17},
{t:"The Talking Faiths project aims to develop ",p:9,x:468,y:937,w:322,h:17},
{t:"intercultural understanding by introducing ",p:9,x:450,y:962,w:330,h:17},
{t:"the interfaith dimension to learning. ",p:9,x:450,y:987,w:281,h:17},
{t:"Religious diversity is inherent in ",p:9,x:450,y:1012,w:249,h:17},
{t:"multicultural societies and if we are to build ",p:9,x:450,y:1037,w:337,h:17},
{t:"respectful societies it is important for ",p:9,x:450,y:1062,w:289,h:17},
{t:"communities to develop the means by which ",p:9,x:450,y:1087,w:343,h:17},
{t:"we can come to an appreciation and ",p:9,x:450,y:1112,w:277,h:17},
{t:"understanding of the many belief systems ",p:9,x:450,y:1137,w:320,h:17},
{t:"that are part of our multi cultural world. ",p:9,x:450,y:1162,w:306,h:17},
{t:"Democratic values; the respect for human ",p:9,x:450,y:1187,w:319,h:17},
{t:"rights, pluralism and the rule of law need to ",p:9,x:450,y:1212,w:332,h:17},
{t:"acknowledge that religion is an important ",p:9,x:450,y:1237,w:321,h:17},
{t:"element of culture, beliefs about the world ",p:9,x:450,y:1262,w:326,h:17},
{t:"and values are acquired gradually and that ",p:9,x:450,y:1287,w:319,h:17},
{t:"civic values cannot be developed in isolation ",p:9,x:450,y:1312,w:341,h:17},
{t:"from spiritual, religious and moral values. ",p:9,x:450,y:1337,w:316,h:17},
{t:"The Immigration Museum project aims to ",p:9,x:468,y:1362,w:320,h:17},
{t:"offer two models of facilitated intercultur al ",p:9,x:450,y:1387,w:330,h:17},
{t:"and interfaith dialogue whereby students in ",p:9,x:450,y:1412,w:336,h:17},
{t:"the senior years of schooling have the ",p:9,x:450,y:1437,w:288,h:17},
{t:"opportunity to build understanding, respect ",p:9,x:450,y:1462,w:337,h:17},
{t:"and appreciation of difference through ",p:9,x:450,y:1487,w:300,h:17},
{t:"intercultural converstions and creative ",p:9,x:450,y:1512,w:295,h:17},
{t:"collaboration.",p:9,x:450,y:1537,w:104,h:17},
{t:"I’ve learned that we should get to ",p:9,x:842,y:690,w:311,h:19},
{t:"know people before we judge ",p:9,x:842,y:715,w:271,h:19},
{t:"them. year 10 student",p:9,x:842,y:740,w:184,h:19},
{t:"Both programs featured in the project, ",p:9,x:836,y:787,w:293,h:17},
{t:"used the Arts as the means of representing ",p:9,x:818,y:812,w:323,h:17},
{t:"the outcomes for students. Music, painting  ",p:9,x:818,y:837,w:333,h:17},
{t:"and performance become powerful means of ",p:9,x:818,y:862,w:345,h:17},
{t:"communicating respect and understanding.",p:9,x:818,y:887,w:330,h:17},
{t:"The exhibition promises to provide all ",p:9,x:836,y:912,w:292,h:17},
{t:"visitors with much to think about. Parents, ",p:9,x:818,y:937,w:324,h:17},
{t:"teachers and classmates should all fi",p:9,x:818,y:962,w:270,h:17},
{t:" nd ",p:9,x:1080,y:962,w:30,h:17},
{t:"something to consider as they interact with ",p:9,x:818,y:987,w:329,h:17},
{t:"the conversations of the students and view ",p:9,x:818,y:1012,w:328,h:17},
{t:"their art work.",p:9,x:818,y:1037,w:109,h:17},
{t:"Singing Bowl Media photographer John ",p:9,x:836,y:1062,w:300,h:17},
{t:"Sones has captured the spirit of the ",p:9,x:818,y:1087,w:270,h:17},
{t:"participants in a series of captivating portr",p:9,x:818,y:1112,w:322,h:17},
{t:"aits ",p:9,x:1125,y:1112,w:29,h:17},
{t:"and Tamsin Sharp’s intimate films of their ",p:9,x:818,y:1137,w:319,h:17},
{t:"conversations offer a rare opportunity to ",p:9,x:818,y:1162,w:312,h:17},
{t:"share the thoughts of young Australians.",p:9,x:818,y:1187,w:302,h:17},
{t:"The Talking Faiths Project is a part of the ",p:9,x:836,y:1212,w:312,h:17},
{t:"2009 Parliament of World’s Religions Offsite ",p:9,x:818,y:1237,w:339,h:17},
{t:"Cultural Program.",p:9,x:818,y:1262,w:133,h:17},
{t:"To access further details of education ",p:9,x:818,y:1298,w:294,h:16},
{t:"programs and teacher previews please log ",p:9,x:818,y:1321,w:328,h:16},
{t:"on to museumvictoria.com.au/",p:9,x:818,y:1345,w:242,h:16},
{t:"immigrationmuseum",p:9,x:818,y:1369,w:166,h:16},
{t:"Join MV teachers to stay in touch with education ",p:9,x:818,y:1403,w:322,h:13},
{t:"programs at Museum Victoria ",p:9,x:818,y:1423,w:198,h:13},
{t:"museumvictoria.com.au/education/mvteachers ",p:9,x:818,y:1443,w:316,h:13},
{t:"Jan Molloy",p:9,x:818,y:1483,w:96,h:27},
{t:"Programs Co-ordinator",p:9,x:818,y:1512,w:179,h:16},
{t:"Immigration Museum",p:9,x:818,y:1537,w:172,h:16},
{t:"Zart Extra_Term 1 2010 9",p:9,x:927,y:1598,w:249,h:20},
{t:"Immigration Museum, Melbourne",p:9,x:84,y:640,w:291,h:10},
{t:"Cultural Diversity",p:9,x:735,y:51,w:420,h:22},
{t:"King of the Wild Things (Prep)",p:10,x:82,y:553,w:286,h:20},
{t:"Discussion",p:10,x:82,y:580,w:78,h:15},
{t:"A. Look at a colour wheel, start at yellow and go ",p:10,x:82,y:602,w:310,h:15},
{t:"around the wheel, noting the colours as you go ",p:10,x:100,y:624,w:305,h:13},
{t:"around.",p:10,x:100,y:644,w:49,h:13},
{t:"B. List the 3 primary and 3 secondary colours on a ",p:10,x:82,y:665,w:320,h:15},
{t:"sheet of paper and next to each colour, list a ",p:10,x:100,y:686,w:286,h:13},
{t:"number of items that we associate with that ",p:10,x:100,y:706,w:288,h:13},
{t:"colour. E.g. red – apple, shoes, lips etc.",p:10,x:100,y:726,w:243,h:13},
{t:"1. ",p:10,x:82,y:770,w:13,h:15},
{t:"Use scrap paper to teach the skill of fringing and ",p:10,x:100,y:771,w:313,h:13},
{t:"cutting a zig-zag along a strip of paper.",p:10,x:100,y:794,w:250,h:13},
{t:"2. Cut strips of Cover Paper in the three primary ",p:10,x:82,y:815,w:309,h:15},
{t:"colours and fringe or zig-zag the strips. ",p:10,x:100,y:836,w:254,h:13},
{t:"3. Cut a large Cover Paper oval for the body and ",p:10,x:82,y:857,w:307,h:15},
{t:"begin layering the strips of fringed paper across ",p:10,x:100,y:879,w:308,h:13},
{t:"the body shape. Start at the bottom and work ",p:10,x:100,y:899,w:296,h:13},
{t:"upwards. Overlap the strips as they are glued into ",p:10,x:100,y:919,w:320,h:13},
{t:"place. ",p:10,x:100,y:939,w:40,h:13},
{t:"4. Turn the shape over and trim off the excess paper ",p:10,x:82,y:960,w:336,h:15},
{t:"around the edge of the oval.",p:10,x:100,y:981,w:180,h:13},
{t:"5. Add a tail, feet, hands and shapes for hair in the ",p:10,x:82,y:1002,w:326,h:15},
{t:"same three primary colours. Cut out and glue on ",p:10,x:100,y:1024,w:313,h:13},
{t:"a nose and mouth shape. Glue on two Joggle Eyes ",p:10,x:100,y:1044,w:321,h:13},
{t:"and a crown cut from metallic Paper.",p:10,x:100,y:1064,w:234,h:13},
{t:"Wild Thing (Grades One & Two) ",p:10,x:449,y:553,w:303,h:20},
{t:"Discussion",p:10,x:449,y:580,w:78,h:15},
{t:"A. Focus on the way colours can affect us; they can ",p:10,x:449,y:602,w:329,h:15},
{t:"sway our thinking, change our actions, and cause ",p:10,x:467,y:624,w:319,h:13},
{t:"certain reactions. Colours can irritate or soothe ",p:10,x:467,y:644,w:304,h:13},
{t:"our eyes, raise our blood pressure, or suppress ",p:10,x:467,y:664,w:298,h:13},
{t:"appetites. What does the class know about ",p:10,x:467,y:684,w:278,h:13},
{t:"colours? Look at colours used in advertising. What ",p:10,x:467,y:704,w:324,h:13},
{t:"are cool and warm colours?",p:10,x:467,y:724,w:174,h:13},
{t:"1. ",p:10,x:449,y:767,w:13,h:15},
{t:"Choose a warm or cool colour range and create a ",p:10,x:467,y:769,w:313,h:13},
{t:"wild character using only those colours. ",p:10,x:467,y:789,w:257,h:13},
{t:"2. Teach the skill of cutting a symmetrical shape on ",p:10,x:449,y:810,w:334,h:15},
{t:"the fold of a piece of paper. Use this skill to cut ",p:10,x:467,y:831,w:303,h:13},
{t:"from a variety of papers an interesting head and ",p:10,x:467,y:851,w:311,h:13},
{t:"body shape.",p:10,x:467,y:871,w:77,h:13},
{t:"3. Teach the skill of fan folding and concertina ",p:10,x:449,y:892,w:300,h:15},
{t:"folding to add arms and legs to the character.",p:10,x:467,y:914,w:290,h:13},
{t:"4. Glue on Joggle Eyes, a nose that comes off the ",p:10,x:449,y:935,w:317,h:15},
{t:"page and feathers for hair.",p:10,x:467,y:956,w:167,h:13},
{t:"Portable Art Activities",p:10,x:509,y:128,w:627,h:64},
{t:"Whether your school is involved with the BER, school buildings",p:10,x:507,y:204,w:643,h:22},
{t:"program or you are being displaced from your art room and fi nd ",p:10,x:500,y:238,w:656,h:22},
{t:"yourself taking art lessons in another room or travelling from ",p:10,x:515,y:271,w:625,h:22},
{t:"room to room, these two pages aim to support you.",p:10,x:562,y:304,w:525,h:22},
{t:"Zart Art presents a series o f activities that ar e achievable from a ",p:10,x:501,y:338,w:652,h:22},
{t:"trolley of art materials. This selection of collage techniques ",p:10,x:526,y:371,w:602,h:22},
{t:"suitable for Prep to Grade 6 focuses on the element o f Colour. ",p:10,x:514,y:404,w:626,h:22},
{t:"Hints on storage, products and activities will also be o f value to ",p:10,x:503,y:438,w:647,h:22},
{t:"classroom teachers.",p:10,x:724,y:471,w:203,h:22},
{t:"air in the ",p:10,x:348,y:1004,w:60,h:13},
{t:"nd glue on",p:10,x:342,y:1024,w:68,h:13},
{t:"Joggle Eyes ",p:10,x:347,y:1044,w:75,h:13},
{t:"A Wild Thing (Grades Three & Four)",p:10,x:818,y:550,w:334,h:20},
{t:"Discussion",p:10,x:818,y:577,w:78,h:15},
{t:"A. Look at a colour wheel, start at yellow and go ",p:10,x:818,y:599,w:310,h:15},
{t:"around the wheel, noting the colours as you go ",p:10,x:836,y:621,w:305,h:13},
{t:"around. What are the secondary colours, how are ",p:10,x:836,y:641,w:315,h:13},
{t:"they different to primary colours? What colours ",p:10,x:836,y:661,w:305,h:13},
{t:"are mixed to create the secondary colours?",p:10,x:836,y:681,w:272,h:13},
{t:"1. ",p:10,x:818,y:724,w:13,h:15},
{t:"Choose the three primary colours in Oil Pastels ",p:10,x:836,y:726,w:302,h:13},
{t:"and remove the paper.",p:10,x:836,y:746,w:142,h:13},
{t:"2. Use the side of the Oil Pastel to create a rubbing ",p:10,x:818,y:767,w:329,h:15},
{t:"over a Rubbing Plate or any textured surface. ",p:10,x:836,y:788,w:288,h:13},
{t:"Remember to place the paper over the Rubbing ",p:10,x:836,y:808,w:304,h:13},
{t:"Plate and push the Oil Pastel away from your body ",p:10,x:836,y:828,w:324,h:13},
{t:"to achieve the best effect. ",p:10,x:836,y:848,w:169,h:13},
{t:"3. Change from one colour to the next to create new ",p:10,x:818,y:869,w:338,h:15},
{t:"colours with your rubbings.",p:10,x:836,y:891,w:175,h:13},
{t:"4. Cut out shapes from the various rubbings to ",p:10,x:818,y:912,w:305,h:15},
{t:"create a Wild Thing. ",p:10,x:836,y:933,w:128,h:13},
{t:"5. Use folding and cutting techniques to make the ",p:10,x:818,y:954,w:327,h:15},
{t:"character interesting.",p:10,x:836,y:976,w:136,h:13},
{t:"“HELP!",p:10,x:133,y:154,w:274,h:142},
{t:" I have NO ",p:10,x:85,y:240,w:366,h:124},
{t:"artroom”",p:10,x:79,y:317,w:334,h:128},
{t:"www.zartart.com.au",p:10,x:82,y:1598,w:199,h:20},
{t:"10",p:10,x:52,y:1598,w:21,h:20},
{t:"Activity",p:10,x:82,y:51,w:184,h:22},
{t:"A Wild Thing (Grades Five & Six ) ",p:11,x:82,y:123,w:314,h:20},
{t:"Discussion",p:11,x:82,y:150,w:78,h:15},
{t:"A. Look at a colour wheel, start at yellow and go ",p:11,x:82,y:172,w:310,h:15},
{t:"around the wheel, noting the colours as you go ",p:11,x:100,y:194,w:305,h:13},
{t:"around. The complementary colour of a primary ",p:11,x:100,y:214,w:309,h:13},
{t:"colour is the colour you get by mixing the other ",p:11,x:100,y:234,w:307,h:13},
{t:"two primary colours. So the complementary ",p:11,x:100,y:254,w:284,h:13},
{t:"colour of red is green, of blue is orange, and of ",p:11,x:100,y:274,w:299,h:13},
{t:"yellow is purple. The complementary colour of a ",p:11,x:100,y:294,w:310,h:13},
{t:"secondary colour is the primary colour that ",p:11,x:100,y:314,w:279,h:13},
{t:"wasn’t used to make it. So the complementary ",p:11,x:100,y:334,w:302,h:13},
{t:"colour of green is red, of orange is blue, and of ",p:11,x:100,y:354,w:299,h:13},
{t:"purple is yellow.",p:11,x:100,y:374,w:102,h:13},
{t:"B. When placed next to each other, complementary ",p:11,x:82,y:395,w:331,h:15},
{t:"colours make each other appear brighter, more ",p:11,x:100,y:416,w:302,h:13},
{t:"intense. Experiment with different coloured ",p:11,x:100,y:436,w:281,h:13},
{t:"papers and test this theory out, do ",p:11,x:100,y:456,w:225,h:13},
{t:"complementary colours look brighter when ",p:11,x:100,y:476,w:280,h:13},
{t:"placed together? What would happen when you ",p:11,x:100,y:496,w:308,h:13},
{t:"mix two complementary colours together?",p:11,x:100,y:516,w:271,h:13},
{t:"1.  Collage a rainforest background using two ",p:11,x:82,y:537,w:291,h:15},
{t:"complementary colours, one as the background ",p:11,x:100,y:559,w:308,h:13},
{t:"colour and one as the foreground.",p:11,x:100,y:579,w:216,h:13},
{t:"2. Choose another two complementary colours and ",p:11,x:82,y:600,w:332,h:15},
{t:"collage a creature or wild thing using only those ",p:11,x:100,y:621,w:311,h:13},
{t:"two colours. Use Cover Paper as the base and ",p:11,x:100,y:641,w:291,h:13},
{t:"Creative Adhesive Paper Squares to decorate.",p:11,x:100,y:661,w:285,h:13},
{t:"3.  Add Joggle Eyes and a Pom Pom nose. ",p:11,x:82,y:682,w:266,h:15},
{t:"4.  Attach the creature to the background with a ",p:11,x:82,y:705,w:309,h:15},
{t:"concertina fold flap that holds the creature above ",p:11,x:100,y:726,w:320,h:13},
{t:"the background.",p:11,x:100,y:746,w:104,h:13},
{t:"HINT. Keep a container to store left over ",p:11,x:82,y:773,w:289,h:15},
{t:"coloured paper scraps for your next class ",p:11,x:100,y:796,w:296,h:15},
{t:"activity.",p:11,x:100,y:818,w:56,h:15},
{t:"Materials List",p:11,x:493,y:141,w:130,h:20},
{t:"Cover Paper A4 Asst.",p:11,x:493,y:166,w:129,h:13},
{t:"Creative Self Adhesive Squares",p:11,x:493,y:186,w:194,h:13},
{t:"Stackable Joggle Eyes Coloured",p:11,x:493,y:206,w:197,h:13},
{t:"Stackable Joggle Eyes ",p:11,x:493,y:226,w:140,h:13},
{t:"Pom Poms Glitter Mix",p:11,x:493,y:246,w:138,h:13},
{t:"Cover Paper A3 Black",p:11,x:493,y:266,w:131,h:13},
{t:"Sequins in a Jar Bulk",p:11,x:493,y:286,w:129,h:13},
{t:"Supertac",p:11,x:493,y:306,w:56,h:13},
{t:"Paper Plates 15 cm",p:11,x:493,y:326,w:115,h:13},
{t:"Plastic Spreaders",p:11,x:493,y:346,w:107,h:13},
{t:"Zart Scissors class set 25",p:11,x:493,y:366,w:157,h:13},
{t:"Oil Pastels L12s class set 25",p:11,x:493,y:386,w:170,h:13},
{t:"Zart Glue Sticks 35 g class set 20",p:11,x:493,y:406,w:207,h:13},
{t:"Rubbing Plates Nature",p:11,x:786,y:140,w:142,h:13},
{t:"Kinder Squares Flint Glossy 254 x 254 mm",p:11,x:786,y:160,w:265,h:13},
{t:"Kinder Squares Flint Glossy 127 x 127 mm",p:11,x:786,y:180,w:257,h:13},
{t:"Hand Plier Staplers",p:11,x:786,y:200,w:120,h:13},
{t:"Feathers 60 g",p:11,x:786,y:220,w:85,h:13},
{t:"Metallic Ripple Paper",p:11,x:786,y:240,w:133,h:13},
{t:"Defraction Paper ",p:11,x:786,y:260,w:110,h:13},
{t:"Joggle Eyes 25 mm",p:11,x:786,y:280,w:118,h:13},
{t:"Edding 2000 Black Markers",p:11,x:786,y:300,w:173,h:13},
{t:"All Purpose Carrier ( a great way to ",p:11,x:786,y:320,w:221,h:13},
{t:"transport scissors, staplers, Glue sticks)",p:11,x:786,y:342,w:252,h:13},
{t:"If you would like more ",p:11,x:514,y:1188,w:273,h:25},
{t:"Portable Art Ideas, send us ",p:11,x:514,y:1221,w:328,h:26},
{t:"an email and each month",p:11,x:514,y:1255,w:311,h:25},
{t:"with our e-news we will ",p:11,x:514,y:1288,w:292,h:26},
{t:"send you another series of ",p:11,x:514,y:1321,w:321,h:25},
{t:"lessons. Our focus will ",p:11,x:514,y:1355,w:274,h:25},
{t:"change each month to cover ",p:11,x:514,y:1388,w:345,h:25},
{t:"each of the art disciplines ",p:11,x:514,y:1421,w:314,h:25},
{t:"and its focus on an art ",p:11,x:514,y:1455,w:274,h:25},
{t:"element.",p:11,x:514,y:1488,w:109,h:25},
{t:"Portable & Classroom Art",p:11,x:504,y:877,w:606,h:51},
{t:"Monthly ideas & suppor t!",p:11,x:504,y:934,w:612,h:51},
{t:"“Help! I ",p:11,x:594,y:1024,w:130,h:47},
{t:"need monthly ",p:11,x:545,y:1059,w:232,h:51},
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{t:"www.zartart.com.au",p:11,x:942,y:1516,w:185,h:19},
{t:"March: Drawing ",p:11,x:906,y:996,w:176,h:22},
{t:"Levels 1–4 with a focus ",p:11,x:906,y:1023,w:203,h:19},
{t:"on Line and Pattern",p:11,x:906,y:1048,w:170,h:19},
{t:"April: Modelling",p:11,x:906,y:1073,w:144,h:19},
{t:"Levels 1–4 with a focus ",p:11,x:906,y:1098,w:203,h:19},
{t:"on Form and Texture",p:11,x:906,y:1123,w:179,h:19},
{t:"May: Textiles",p:11,x:906,y:1148,w:119,h:19},
{t:"Levels 1–4 with a focus ",p:11,x:906,y:1173,w:203,h:19},
{t:"on Shape and Texture",p:11,x:906,y:1198,w:187,h:19},
{t:"June: Construction",p:11,x:906,y:1223,w:172,h:19},
{t:"Levels 1–4 with a focus ",p:11,x:906,y:1248,w:203,h:19},
{t:"on Form and Shape",p:11,x:906,y:1273,w:169,h:19},
{t:"July: Printing",p:11,x:906,y:1298,w:120,h:19},
{t:"Levels 1–4 with a focus ",p:11,x:906,y:1323,w:203,h:19},
{t:"on Pattern and Colour",p:11,x:906,y:1348,w:192,h:19},
{t:"Trolleys (empty) are available for ",p:11,x:477,y:470,w:222,h:14},
{t:"purchase from Zart Art. They are ",p:11,x:477,y:491,w:224,h:14},
{t:"made from stainless steel and ",p:11,x:477,y:512,w:207,h:14},
{t:"come with lockable wheels that",p:11,x:477,y:534,w:220,h:14},
{t:"are easy to steer. The two trays are ",p:11,x:477,y:555,w:236,h:14},
{t:"suitable for all your classroom ",p:11,x:477,y:576,w:208,h:14},
{t:"supplies providing easy access and ",p:11,x:477,y:597,w:238,h:14},
{t:"convenient storage. Ideal for ",p:11,x:477,y:619,w:196,h:14},
{t:"portable art lessons, sandpits, or",p:11,x:477,y:640,w:226,h:14},
{t:"equipment storage. The art trolley ",p:11,x:477,y:661,w:235,h:14},
{t:"could be stocked with the above ",p:11,x:477,y:682,w:224,h:14},
{t:"products to complete this whole ",p:11,x:477,y:704,w:229,h:14},
{t:"school unit of work on collage!",p:11,x:477,y:725,w:213,h:14},
{t:"Please contact us for current ",p:11,x:477,y:758,w:202,h:14},
{t:"pricing PH 03 9890 1867.",p:11,x:477,y:779,w:164,h:14},
{t:"Zart Extra_Term 1 2010 11",p:11,x:927,y:1598,w:254,h:20},
{t:"Activity",p:11,x:971,y:51,w:184,h:22},
{t:"SPECIALS!!",p:12,x:924,y:1239,w:217,h:62},
{t:"All our back t",p:12,x:944,y:1303,w:176,h:27},
{t:"o ",p:12,x:1106,y:1303,w:23,h:27},
{t:"school and t erm ",p:12,x:933,y:1341,w:207,h:27},
{t:"specials ar e now ",p:12,x:932,y:1378,w:208,h:27},
{t:"available on our",p:12,x:935,y:1416,w:208,h:27},
{t:"website",p:12,x:984,y:1453,w:97,h:27},
{t:"www.zartart.com.au",p:12,x:922,y:1501,w:222,h:22},
{t:"Contemporary Indigenous ",p:12,x:635,y:503,w:220,h:17},
{t:"Australian Art Pack",p:12,x:635,y:524,w:159,h:17},
{t:"Kate Hart",p:12,x:635,y:545,w:75,h:17},
{t:"Contemporary Indigenous art has as ",p:12,x:635,y:566,w:235,h:13},
{t:"many styles as there are artists. This ",p:12,x:635,y:585,w:235,h:13},
{t:"pack aims to show a small selection ",p:12,x:635,y:603,w:234,h:13},
{t:"of the ways contemporary Indigenous ",p:12,x:635,y:622,w:245,h:13},
{t:"artists work, using their own ",p:12,x:635,y:641,w:187,h:13},
{t:"innovative styles and materials.The ",p:12,x:635,y:659,w:227,h:13},
{t:"twelve art prints featured in this pack ",p:12,x:635,y:678,w:243,h:13},
{t:"are produced by the following artists: ",p:12,x:635,y:696,w:242,h:13},
{t:"Bardayal ‘Lofty’ Nadjamerrek, ",p:12,x:635,y:715,w:196,h:13},
{t:"Maringka Baker, Anmanari Brown, ",p:12,x:635,y:733,w:225,h:13},
{t:"Kantjupayi Benson, Craig Koomeeta, ",p:12,x:635,y:752,w:242,h:13},
{t:"Billy Missi, Jungala Kriss, Peter ",p:12,x:635,y:770,w:203,h:13},
{t:"Mackay, Treahna Hamm, Christopher ",p:12,x:635,y:789,w:244,h:13},
{t:"Pease, Shane Pickett and Richard Bell. ",p:12,x:635,y:807,w:249,h:13},
{t:"13 full colour A3 cards/posters in a ",p:12,x:635,y:826,w:219,h:13},
{t:"durable acid free satchel.",p:12,x:635,y:844,w:159,h:13},
{t:"12 A 3 ar t p rints & te",p:12,x:635,y:867,w:131,h:16},
{t:"ache r n otes ",p:12,x:761,y:867,w:81,h:16},
{t:" PR810",p:12,x:635,y:890,w:239,h:18},
{t:"Pack ..............$75.00 ",p:12,x:635,y:913,w:169,h:17},
{t:"$82.50",p:12,x:822,y:913,w:52,h:17},
{t:"Art-iculate – Art for VCE ",p:12,x:82,y:503,w:243,h:20},
{t:"Units 1–4  ",p:12,x:82,y:528,w:103,h:20},
{t:"The book starts out with an ",p:12,x:82,y:559,w:202,h:15},
{t:"overview of tools needed for",p:12,x:82,y:579,w:203,h:15},
{t:"•  researching artists",p:12,x:100,y:600,w:152,h:15},
{t:"•  understanding art language ",p:12,x:100,y:621,w:224,h:15},
{t:"and commentaries",p:12,x:100,y:642,w:137,h:15},
{t:"•  applying Analytical ",p:12,x:100,y:663,w:160,h:15},
{t:"Frameworks",p:12,x:100,y:684,w:89,h:15},
{t:"•  creating a folio of work.",p:12,x:100,y:704,w:190,h:15},
{t:"The Analytical Frameworks section ",p:12,x:82,y:731,w:246,h:15},
{t:"clearly defines the four identifi",p:12,x:82,y:752,w:217,h:15},
{t:" ed ",p:12,x:293,y:752,w:27,h:15},
{t:"in the Study Design: F ormal, ",p:12,x:82,y:773,w:202,h:15},
{t:"Personal, Cultural and ",p:12,x:82,y:794,w:158,h:15},
{t:"Contemporary. The Design ",p:12,x:82,y:814,w:189,h:15},
{t:"Elements and Principles table in",p:12,x:82,y:835,w:229,h:15},
{t:"Chapter 1 is very practical with its ",p:12,x:82,y:856,w:236,h:15},
{t:"definitions and prompting ",p:12,x:82,y:877,w:190,h:15},
{t:"questions. Outcomes / Areas of ",p:12,x:82,y:898,w:225,h:15},
{t:"Study for Art Units 1, 2 are covered ",p:12,x:82,y:919,w:242,h:15},
{t:"in the next section. There are ",p:12,x:82,y:939,w:206,h:15},
{t:"suggested approaches for trialling ",p:12,x:82,y:960,w:243,h:15},
{t:"materials and techniques, ",p:12,x:82,y:981,w:186,h:15},
{t:"application of elements / ",p:12,x:82,y:1002,w:181,h:15},
{t:"principles and examples o f themes ",p:12,x:82,y:1023,w:248,h:15},
{t:"and topics (i.e. War, Self ",p:12,x:82,y:1044,w:169,h:15},
{t:"Portraiture). The examples c over ",p:12,x:82,y:1064,w:228,h:15},
{t:"pre and post 1970 Australian and ",p:12,x:82,y:1085,w:232,h:15},
{t:"International artists. There are ",p:12,x:82,y:1106,w:215,h:15},
{t:"sections on assessment wher e ",p:12,x:82,y:1127,w:218,h:15},
{t:"sample assessment crit eria sheets ",p:12,x:82,y:1148,w:244,h:15},
{t:"are included in a har d and ",p:12,x:82,y:1169,w:185,h:15},
{t:"electronic version on the Student ",p:12,x:82,y:1189,w:237,h:15},
{t:"CD-ROM. These assessment sheets",p:12,x:82,y:1210,w:251,h:15},
{t:"are samples only and can be",p:12,x:82,y:1231,w:202,h:15},
{t:"manipulated to suit the school ",p:12,x:82,y:1252,w:220,h:15},
{t:"context. They cover the outcomes ",p:12,x:82,y:1273,w:239,h:15},
{t:"prescribed in the Study Design.",p:12,x:82,y:1294,w:223,h:15},
{t:"Also included throughout the ",p:12,x:82,y:1314,w:211,h:15},
{t:"books are student samples o f work ",p:12,x:82,y:1335,w:244,h:15},
{t:"with t eacher anno tations. ",p:12,x:82,y:1356,w:179,h:15},
{t:"BK683",p:12,x:273,y:1378,w:49,h:18},
{t:"259pp............$59.05 ",p:12,x:82,y:1401,w:167,h:17},
{t:"$64.95",p:12,x:268,y:1401,w:53,h:17},
{t:"Art-isan",p:12,x:358,y:502,w:81,h:20},
{t:"Studio Arts for VCE ",p:12,x:358,y:527,w:194,h:20},
{t:"Units 1–4 ",p:12,x:358,y:552,w:97,h:20},
{t:"As with Art-iculate the focus in ",p:12,x:358,y:582,w:226,h:15},
{t:"the fi rst part of the resource is ",p:12,x:358,y:603,w:218,h:15},
{t:"Studio Arts Units 1, 2. In the early",p:12,x:358,y:624,w:235,h:15},
{t:"chapters students are introduced ",p:12,x:358,y:645,w:236,h:15},
{t:"to strategies and tools to select, ",p:12,x:358,y:666,w:228,h:15},
{t:"organize and develop ideas and ",p:12,x:358,y:687,w:225,h:15},
{t:"the safe use of materials and ",p:12,x:358,y:707,w:206,h:15},
{t:"processes. The ways in which ",p:12,x:358,y:728,w:207,h:15},
{t:"artists use materials, are inspired ",p:12,x:358,y:749,w:236,h:15},
{t:"and interpret ideas is included ",p:12,x:358,y:770,w:216,h:15},
{t:"along with a variety of Australian ",p:12,x:358,y:791,w:236,h:15},
{t:"and international artists.  ",p:12,x:358,y:812,w:182,h:15},
{t:"Included is information on ",p:12,x:358,y:832,w:191,h:15},
{t:"assessment which includes useful",p:12,x:358,y:853,w:245,h:15},
{t:"information on creating a visual ",p:12,x:358,y:874,w:229,h:15},
{t:"diary and samples o f complet ed ",p:12,x:358,y:895,w:224,h:15},
{t:"assessment tasks by students.",p:12,x:358,y:916,w:220,h:15},
{t:"Assessment criteria are included.  ",p:12,x:358,y:937,w:239,h:15},
{t:"Students are presented with ways ",p:12,x:358,y:957,w:240,h:15},
{t:"to research, choose a theme, g et ",p:12,x:358,y:978,w:231,h:15},
{t:"organized and document when ",p:12,x:358,y:999,w:223,h:15},
{t:"undertaking Unit 2 in Studio Ar ts. ",p:12,x:358,y:1020,w:240,h:15},
{t:"There is included a discussion o f ",p:12,x:358,y:1041,w:230,h:15},
{t:"art elements, styles, symbolog y. A ",p:12,x:358,y:1062,w:243,h:15},
{t:"structure for analyzing ar tworks will ",p:12,x:358,y:1082,w:250,h:15},
{t:"provide students with a useful",p:12,x:358,y:1103,w:218,h:15},
{t:"reference.  ",p:12,x:358,y:1124,w:74,h:15},
{t:"A thorough look at an explor ation ",p:12,x:358,y:1145,w:241,h:15},
{t:"proposal is included and will be",p:12,x:358,y:1166,w:226,h:15},
{t:"useful in Unit 3. An anno tated ",p:12,x:358,y:1187,w:214,h:15},
{t:"example indicating wher e ",p:12,x:358,y:1207,w:185,h:15},
{t:"elements and principles ar e ",p:12,x:358,y:1228,w:197,h:15},
{t:"important is seen in a w ork by eX ",p:12,x:358,y:1249,w:237,h:15},
{t:"de Medici - an ef fective way for ",p:12,x:358,y:1270,w:222,h:15},
{t:"students to identify elements.  ",p:12,x:358,y:1291,w:220,h:15},
{t:"BK684",p:12,x:549,y:1313,w:48,h:18},
{t:"293pp ............$59.05 ",p:12,x:358,y:1335,w:167,h:17},
{t:"$64.95",p:12,x:544,y:1335,w:53,h:17},
{t:"Fantastic Recycled Plastic",p:12,x:634,y:1203,w:211,h:17},
{t:"David Edgar Robin A. Edgar  ",p:12,x:634,y:1224,w:223,h:17},
{t:"Turn empty plastic bottles into ",p:12,x:634,y:1245,w:200,h:13},
{t:"fantastic recycled plastic creepy-",p:12,x:634,y:1263,w:208,h:13},
{t:"crawly bugs, colourful earrings, and ",p:12,x:634,y:1282,w:231,h:13},
{t:"retro star cruisers. There are thirty ",p:12,x:634,y:1301,w:220,h:13},
{t:"projects in this ingenious collection, ",p:12,x:634,y:1319,w:236,h:13},
{t:"from festive holiday decorations to ",p:12,x:634,y:1338,w:227,h:13},
{t:"fabulous dimensional fi gures, from ",p:12,x:634,y:1356,w:230,h:13},
{t:"jewellery to decorative art. In little ",p:12,x:634,y:1375,w:222,h:13},
{t:"time, you’ll find that your recycling ",p:12,x:634,y:1393,w:228,h:13},
{t:"bin stays empty while you expand ",p:12,x:634,y:1412,w:220,h:13},
{t:"your crafting skills. Discover the ",p:12,x:634,y:1430,w:208,h:13},
{t:"creative potential of recyclable ",p:12,x:634,y:1449,w:199,h:13},
{t:"plastics like yoghurt containers, ",p:12,x:634,y:1467,w:207,h:13},
{t:"margarine tubs and milk bottles with ",p:12,x:634,y:1486,w:242,h:13},
{t:"this unique book as a guide.",p:12,x:634,y:1504,w:180,h:13},
{t:"BK741",p:12,x:826,y:1525,w:47,h:18},
{t:"143pp ...........$27.26 ",p:12,x:634,y:1545,w:166,h:20},
{t:"$29.99",p:12,x:821,y:1548,w:52,h:17},
{t:"100 Ways – A Guide to Visual ",p:12,x:909,y:503,w:240,h:17},
{t:"Communication & Design  ",p:12,x:909,y:524,w:222,h:17},
{t:"Andrew Nicholls, Talia Caplan, ",p:12,x:909,y:545,w:243,h:17},
{t:"Jacinta Patterson & Joanne ",p:12,x:909,y:566,w:217,h:17},
{t:"Saville",p:12,x:909,y:586,w:51,h:17},
{t:"VCE Visual Communication & Design ",p:12,x:909,y:608,w:239,h:13},
{t:"is a dynamic course, driven by your ",p:12,x:909,y:626,w:227,h:13},
{t:"imagination and the requirements of ",p:12,x:909,y:645,w:241,h:13},
{t:"a design brief, where every decision ",p:12,x:909,y:663,w:230,h:13},
{t:"made during the design process could ",p:12,x:909,y:682,w:247,h:13},
{t:"take you in unlimited directions, ",p:12,x:909,y:700,w:211,h:13},
{t:"where every design problem could be ",p:12,x:909,y:719,w:241,h:13},
{t:"solved in more than 100 ways...",p:12,x:909,y:738,w:199,h:13},
{t:"This book is your essential companion ",p:12,x:909,y:756,w:248,h:13},
{t:"for mastering the knowledge and skills ",p:12,x:909,y:775,w:251,h:13},
{t:"needed to successfully complete the ",p:12,x:909,y:793,w:236,h:13},
{t:"VCE course. Special features include: ",p:12,x:909,y:812,w:235,h:13},
{t:"• Detailed and accurate coverage of ",p:12,x:927,y:830,w:233,h:13},
{t:"all aspects of technical drawing",p:12,x:927,y:849,w:206,h:13},
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{t:"meeting the requirements of the ",p:12,x:927,y:886,w:218,h:13},
{t:"Visual Communication course",p:12,x:927,y:904,w:195,h:13},
{t:"• An assessment grid addressing ",p:12,x:927,y:923,w:215,h:13},
{t:"the VCE study design for Visual ",p:12,x:927,y:941,w:206,h:13},
{t:"Communication & Design",p:12,x:927,y:960,w:169,h:13},
{t:"BK688",p:12,x:1099,y:981,w:49,h:18},
{t:"301 pp ...........$59.05  ",p:12,x:909,y:1003,w:200,h:17},
{t:"$64.95",p:12,x:1095,y:1003,w:53,h:17},
{t:"Books reviewed by Cathy Price – a Zart Art Consultant. ",p:12,x:103,y:1459,w:486,h:18},
{t:"Please look under Product Information on our website for ",p:12,x:87,y:1486,w:519,h:19},
{t:"the complete in depth book review on these two books. ",p:12,x:97,y:1514,w:498,h:18},
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{t:"Book Reviews by Cathy Price",p:12,x:116,y:135,w:460,h:34},
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