Instruments of the Orchestra - Year 8
Students commence by researching an instrument from the orchestra. They also discuss the work of the Cubists, Braque and Picasso, and observe the manner in which they created abstract three-dimensional constructions. Students then produce the shape of their instrument and cut it out using a variety of tones of flat brown card and corrugated card. Tuning pegs and guitar strings can be added using more cardboard and brown string.

Fantasy Shoes - all year levels
Students are asked to transform an existing shoe into a shoe sculpture using mixed media. Materials used include Modroc, feathers, paint and papier-mache, that are combined by each student to create their own fantasy shoe. Each shoe will carry something of the personal history and characteristics of each student. There are many variations on this theme. For example, students may be encouraged to research and choose a specific artist, as the basis for designing perhaps a Van Gogh shoe or a Gauguin shoe.

Icons and Idols - Year 10
Using the style of the traditional icon and, to a large extent, the same methods, students are asked to make a contemporary icon featuring a celebrity/hero/idol of their own choice. Each icon is made up of tiny-hinged wooden panels that form freestanding tablets. Each panel is then highly decorated and adorned with an eclectic mix of materials - beads, old jewelry, chains, wire, mirrors and glass, paint, paper and assorted found objects. Images of idols include music stars as well as TV and film personalities. As part of the research for this work, students study Russian and Byzantine icons.

Designing for the Stars - Year 11
As one of our enjoyable Year Eleven projects, students are asked to develop an architectural design for a celebrity such as Sir Richard Branson, the owner of the Virgin group of companies. We imagine that Sir Richard has asked us to design part of his new Melbourne mansion, that he proposes to be located in Eltham overlooking the Yarra River. Sir Richard asks that students design one or two feature rooms for his mansion and that they present him with a model of the design of its interior.

Sir Richard Branson also asks that students respect his vibrant personality and his taste for the following features:

• He loves the architectural designs of the Twentieth century Modern period.
  
• He loves comfort and dramatic affects.
  
• He loves to cook and eat gourmet foods and wines.
  
• He loves entertaining and impressing his friends.
• He loves contemporary art.
  
• He loves looking at nature.
  
• His favorite music is classical.
  
• He thinks of himself as ultra-modern and very chic.
  

As part of this project, students are asked to present a report paper on Modernism in architecture and interior design, that features the work of Walter Gropius and the Bauhaus designs, Gerrit Rietveld, the Schroeder House and his chair designs, Frank Lloyd-Wright's American designs, and Martin Boyd's Australian designs.

• Over the course of the project students:
  develop drawings for a plan for the feature rooms and furniture
  
• refine drawings of the final interiors
  
• draw a plan view of the feature rooms and furniture in a scale of 1:50
  
• draw a sectional view of the final feature rooms and furniture
  
• create a model using foam-board and mount-boards as well as balsa wood, paint and coloured paper.
  

1. Their model should include a clear reference to furniture colour schemes and other items of décor.
2. They should be made to a scale of approximately 1:50 (that is one metre will be 20 mm or 2 cm).
3. The model can be in all white with a décor booklet or in full colour including materials to be used.
4. Students can include exterior elements such as the fall of the land, greenery, landscaping, cars, etc.

Making art and design in three dimensions is very popular with students as it stimulates imaginations while enhancing a student's sense of command over the built environment. Very young children are naturally drawn to three-dimensional forms such as toys and sandpits. Three-dimensional forms in secondary school allow the continuum of childhood play to develop into more sophisticated modes of construction while, at the same time, providing challenges that extend thinking skills and offer valuable problem-solving situations.

Adrian Montana
Arts Coordinator

Copyright 2004 Zart Art & Zart Education Service