MYP: Connecting to The Arts -
Drama & Art
Photo: Year 8 puppetry
Drama
YEAR 7
Statement of Inquiry: Change that is innovative can impact humankind and the environment.
Students have been collaborating in production teams to provide innovative solutions to address the carbon footprint that theatre creates through its use of lighting, costume, set and props. They were challenged to consider the future of the Arts and the ways in which this industry will need to change to become more sustainable for the future.
YEAR 8A
Statement of Inquiry: Performance has many creative techniques of expression.
What is it that turns a pile of trash or a bunch of found objects into a puppet?
What makes an inanimate object animate? Perhaps you said, 'Movement, oh, and voice'; maybe you said 'facial expressions’. 8A agreed that fundamental to bringing life to inanimate objects, necessary before movement and voice, was indeed the use of breath.
This term we have been exploring a whole range of puppets, their puppeteers and puppetry techniques. Interwoven has been opportunities to watch some extraordinary practitioners at work and, in response, to imagine, create and manipulate our own puppets. The students have revealed skills in sourcing, 'upcycling' and bringing to life the junk drawer and beyond, with the throughline of considering sustainability and the unique global appeal of puppets, both culturally and artistically. Who doesn’t love The Muppets? How many of us recognise the art form of Wayang Kulit or a Balinese shadow puppet when we see one?
So, to take a sneak peak at a few of the creatures the students have sourced and created, we have shared some of their process, commentary and product. Mahnamahna! Do-do do-do-do …
YEAR 8B
Statement of Inquiry: Performance has many creative techniques of expression.
Year 8 students have displayed great imagination and open-mindedness. During the term, students inquired into diverse forms of puppetry and puppeteering techniques to produce original and environmentally conscious forms of puppetry. They also debated and discussed how puppetry plays a vital role in the preservation of the traditions and beliefs within different cultures.
YEAR 9 (collaborative project)
Statement of Inquiry: Genre communicates to audiences’ alternative ideas about identities and relationships.
Students have been inquiring into the pre-production stage of filmmaking. They have created original scripts in production teams that are highly original and imaginative. Currently, they are analysing the film Ed Wood, to develop a deeper understanding of how the arts are interrelated, with a focus on how film, music, acting and sets function to create meaning within a piece of film.
YEAR 10
Statement of Inquiry: Through the manipulation of symbolic expression, stories can be shared.
Students have been challenged to consider how to devise a collaborative piece of theatre through remote learning. What has unfolded is an exploration of movement as a form of communication as well as an understanding of how the creative process enables original, provocative and energised theatre to emerge.
Students are currently devising a piece of theatre inspired by the themes, human connection and kindness. They are providing a voice and story for a range of diverse characters who share starkly different stories but are bound together through their search for human connection.
Bec Bettiol & Sam Kosky
teachers of Drama
bec.bettiol@preshil.vic.edu.au
sam.kosky@preshil.vic.edu.au
Art
YEAR 7
Statement of Inquiry: Composition and visual symbols can help us to represent our unique identities.
Symbols and identity
This unit started with an introduction to printmaking and students explored identity relating to personal, cultural or national symbols. They were encouraged to create a hybrid identity by carving their design into a lino plate, from which they created multiple prints. During remote learning, students have continued their identity explorations by testing out ideas through mask making. They have been challenged to think about the concept of ‘hybridity’ in a different context and how cultural appropriation is tackled in the arts.
YEAR 8
Statement of Inquiry: Sculptures are made of space and materials.
Organic form
For this unit students were looking at organic form. We started by going outside and photographing and drawing our natural environment. While at home during remote learning, students investigated various ways to create forms using found materials. These sculptures were inspired by organic form and the natural world.
Y8 creating forms using found materials
Y8 creating forms using found materials
YEAR 9 (collaborative project)
Statement of Inquiry: Genre communicates to audiences’ alternative ideas about identities and relationships.
It came from... outer space!
This Semester, Year 9 students are working in groups across the four Arts disciplines to plan, develop and create a film that is inspired by the genre of ‘B Grade’ science fiction films. The Visual Arts component of this unit focuses on set, costume and character design. Students have been looking at ways to generate their ideas visually in order to communicate themes and genres.
Here are some examples of students' planning:
YEAR 10
Statement of Inquiry: We can represent identity through interpretation, expression and creativity.
Identity brainstorming
Identity brainstorming
Identity
This term Year 10 students have been investigating ideas linked to the theme of
Identity. They have been exploring this through brainstorms, discussion and research into the artwork of others. Students have been challenged to develop their ideas independently, experimenting with concepts, techniques and different materials.
Fleur Fogarty, Lewis Kingston &
Natalie Kunst
teachers of Art
fleur.fogarty@preshil.vic.edu.au