Transcript of Step 4: The reflection stage video

Transcript of Step 4: The reflection stage video


SOPHIA ALEXIADIS: In the reflection stage I get children to think back over the process of their art making. I often get them to write an artist statement and in that I ask them to explain how their artwork relates to the theme or the purpose of the artwork.

Often I’ll get them to share if they’ve come across any problems during their art making or they had to change their plan in some way and how they overcame those problems and found solutions to those situations. I like them to share that because it helps with problem solving skills and resilience and goal setting.

Your artworks are looking amazing. Now, some of you are getting to the stage where you’re ready to pack up. You know how to do that safely and considerately and if you are finished then it’s time to move onto your artistic statement.

You’re going to write a statement explaining your artwork and explaining the decisions behind your artwork and make sure you tell us how it relates to Reconciliation and the theme ‘Always Was Always Will Be’.

Okay, so if you’re ready to pack up, off you go. If you’re still working, continue.

If you’re ready to start your artist statement move straight onto that.


SOPHIA ALEXIADIS: Great work everyone I can see you put a lot of effort into those artworks and a lot of thought. Now, everyone’s finished their artwork and their artistic statements.

We’ve got some artworks here on display, we’re going to share a few of those statements.

So Tarli, come on you’re up first. Show us your artwork.

TARLI (STUDENT): Here is my artwork. My artwork shows the sunset going down and the Aboriginal person hunting for the snake and the emu and the kangaroo. The scene represents the importance of the land to Aboriginal and Torres Strait Islanders and the connection they have always had. Uluru represents the fight for land rights and the three flags represent all the people in Australia living together in harmony.

SOPHIA ALEXIADIS: Great work, Tarli, fantastic. Okay, Armoure we’d love to hear your one.

ARMOURE (STUDENT): This is my artwork. My artwork is about Reconciliation. The arrow represents the past, present and future. The ballot represents the right for all Australians to vote and have their say. The historic Harbour Bridge Sorry Walk has been included as a symbol of apology. The image of Uluru refers to Aboriginal and Torres Strait Island people’s fight for land rights. The clock and the hour glass represent history and that is time to fix our mistakes.

SOPHIA ALEXIADIS: Well done, Armoure.

JULIA BRENNAN: What was fantastic about the art lesson we have seen today is that the students are not only working towards their visual arts outcomes for Stage 3 but they’re also looking at HSIE outcomes. So, we saw them engaged in learning about the community and remembrance but also Australia as a nation.

We had students engaged in language. They were exploring vocabulary and they were discussing and communicating about difficult and challenging topics.

We saw the students looking at cultural viewpoints. And we saw them thinking imaginatively and creatively and critically across the curriculum. Through looking at the artists, artworks, the audience and the world the students are flexibly achieving their visual arts outcomes. They’re investigating the world around them and they’re appreciating artworks as well as making their own and using their own perspective and viewpoint to achieve that.

LOUISE CHALLIS (PRINCIPAL): The really high quality arts education provides students with those opportunities for what we call twenty first century skills: creativity, communication, opportunities to collaborate with others, you know problem solving. When we give children the opportunity to engage with authentic themes to develop their own ideas, you’re giving students a real voice in the school and also helping them make connections to themes and issues that are in the broader community.

SOPHIA ALEXIADIS: I was really impressed with the theme and the purpose of it. It gave a focus to the art lesson that was cross curricular. It gave the students a real purpose for their artwork. It helps them to start to understand the meanings of visual images. And in a respectful way it develops their skills in being able to voice an opinion respectfully and form those opinions when they make an artwork, others will interpret their message.

Everywhere you go today you will be confronted with images and children need to know how to interpret that. So, that’s all a really important part of art education, it’s not just about creating artworks.



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