Ctrl + Alt + Shift, new perspectives in art and technology
This resource provides Stage 5 students with opportunities to investigate and interpret contemporary intersections between art, technology, storytelling, social change and collaboration by focusing on the practice of five Australian artists including:
- Tamara Dean
- r e a
- Joan Ross
- Alexia Sinclair
- Lynette Wallworth.
These artists create artworks that reconsider history and the role of the audience, address social concerns and shift perspectives. These learning resources support students to develop the knowledge, understandings and skills to make photographic, digital, film/4D and/or virtual reality artworks that are informed by contemporary artistic practice, the conceptual framework and the frames. Students draw on these understandings to critically and historically interpret contemporary artworks by the five focus artists.
CTL ALT SHIFT contains a learning sequence for each artist of between 4-9 lessons and a video interview to support investigations. The learning sequences can be taught individually, or they might be combined to create an extended program of work. There is no correct structure or order for completing the five learning sequences. The learning activities can be differentiated and/or extended according to the needs of students.
Teachers should note and complete the Audio Visual Materials in schools advice (DOCX 78.85KB) and the Controversial resource information and permission note (DOCX 73.05KB) before commencing the study of a controversial resource.
Students engage in critical and historical investigations to strengthen their understanding of Tamara Dean’s artmaking practice and produce a critical response to two of her works. Students engage in artmaking activities creating two photographic and digital media artworks that apply aspects of her practice and processes and reveal the relationships between humans and the physical environment.
r e a
Finding the form
Students engage in critical and historical investigations to strengthen their understanding of r e a’s artmaking practice and produce extended responses to the identified focus works.
Students engage in artmaking activities that use appropriation and communicate personal and cultural meaning. They will also produce a 2D digital artwork and a silent film.
Pushing the limits
Students interpret aspects of Ross’s artmaking practice to understand how she works across a range of new technologies to explore ideas and issues relevant to the world. They produce an extended response using the conceptual framework.
Students engage in artmaking activities to create a photomontage landscape that applies aspects of Joan Ross’s practice and processes and reveals the relationships between history, truth, and narrative.
Students engage in critical and historical investigations comparing the conventions of the Pre-Raphaelites and the work of Alexia Sinclair, They interpret signs and symbols used to convey meaning and investigate appropriation.
Students engage in artmaking activities creating a series of symbolic digital portraits that convey a narrative inspired Alexia Sinclair’s practice.
A different future
The Story of Collisions
Using the frames, students investigate excerpts of critical writing and build their understanding of visual arts specific language. They develop critical and historical interpretations of the focus artworks and use this knowledge to inform their own collaborative artmaking project that investigates storytelling, relationships and the local environment.