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Section 4

Chapter navigation:

  • If you were a super hero, what attributes would you have?
  • Why have you chosen these attributes?
  • What would you do to change NZ? The world?

Resources required:

Refer to Section 2 resources .

  • Exploring Visual Arts Y1-6 Sculpture - page 21 Reflecting and displaying.
  • Touching the Sky - the Art of Robyn Kahukiwa - Celebrate Art NZ Volume 5 (2004, Interactive Education Ltd)
  • Mauri Ora! (Giles Peterson, Mauri Tu Ltd, 2001).
  • Supa Heroes - te Wero (Mauri Tu Ltd, 2000) - Maori & English versions.
  • Wahine toa, women of maori myth (Robyn Kahukiwa and Patricia Grace, Penguin Books, 2000).
  • Clarice Bean -That's me (Lauren Child , Orchard Books)
  • Clubs, a Lolly Leopold story (Kate de Goldi and Jacqui Colley, Trapeze 2004)
  • School Journal illustrations, E.g.:
    • Junior Journal 29, 2004, page 2: Rockin' Rooster
    • Part 3 Number 1 2006, page15: Giving it a shot
    • Part 1 Number 4 2005, page12: Kissing frogs
    • Part 1 Number 1 2003, page 30: Wake up, Kiri
  • Painting my teacher Blue (MacKinnon, Hoeberigs, Johnson, Warden, Hanna-Latham; Gilt Edge Publishing , 2001): Chapter 10 Collage

Connecting the Arts learning - you find the through lines that suit your students bestVisual Arts: Create your own super hero - finding the hero within

How could the key questions be explored though visual arts learning?
  • In Section 1 students explored a range of images of superheroes. Students could now build on these learning experiences and those in Section 2 , to create their own superhero in 2D or 3D media.
  • If students developed a visual diary for Section 1 and 2 then they could now refer back to these ideas and notes recorded about their own and others' art works
Learning intentions could include:

Students will:

  • Develop ideas for creating a super-hero using imagination and observation from illustrations and artists' works (DI,UC)
Key steps for students could include:
  • Generating ideas for their hero through further discussion, drawing, and gathering of images (DI)
  • Developing specific ideas about their hero's attributes and how these might be expressed through the appearance of the hero (DI, PK)
  • Selecting focus elements and principles (eg shape and pattern), and exploring and developing techniques in a media process to communicate ideas about the hero and their exploits (PK, DI)
  • Describing the ideas they want to communicate to the viewer in their work (CI, DI)

When displaying and presenting their work to an audience consider incorporating this with the Section 2 Sound arts learning - creating a soundscape (CI).

Possible art-making experiences could be:
Mixed media/collage:

Suggestions for art making processes adapted from a range of resources

Suggested Sequence of Learning

Teaching Points

Viewing illustrations:

Students could view and investigate picture book illustrations such as those in Clarice Bean -That's me, Clubs - a Lolly Leopold story and the School Journals which use mixed media or collage processes, and interesting use of fonts and placement of text. Overlapping shapes, layering of textures and variety in scale are some of the compositional devices also used.

The inductive method used in Exploring the Visual Arts Years 1-6 (MoE) is useful. There are four kinds of questions that start with close viewing, visual detective work and lead through to interpretation and evaluative thinking.

Key teacher strategies for viewing art:

  • Give time to view and talk
  • Several viewings can give the opportunity for asking more questions and for building on ideas
  • Accept all answers when interpreting images but probe for visual evidence
  • Do less talking as teacher; encourage students to build on each others' ideas

Design process:

  • Teachers could support their students through a design process like the one described in Section 2 to create their own image of a hero, or an image of themselves thinking about their hero. Cartoon conventions like speech and thought bubbles could be useful to consider for the latter.
General: Include opportunities to share, reflect and talk about the work in progress, and set next steps in each learning session.
  • Drawing can be effectively mixed with digital images or magazine cut-outs as the picture book illustrations show. Students could for example create a setting for their hero using their own digital photo enlarged on a photocopier or scanned as a background. They may wish to locate their hero in a local/neighbourhood setting or an imagined setting for a particular purpose.
  • Refer to Painting my Teacher Blue p. 59 - 65 notes on Collage for a variety of approaches and practical organization tips.

For the mixed-media collage or the 3D model:

Reflecting on and displaying work:

Useful suggestions can be adapted from the Reflecting and displaying sections in Exploring Visual Arts Y1-6 Sculpture - page and 21 and Exploring Visual Arts Y1-6 Painting - page 24

  • Textured papers can be created by the students using frottage and/or paint effects and then shared for making the collage, using cut or torn shapes.
Creating a 3D model

Suggestions for art making processes adapted from a range of resources

  Suggested Sequence of Learning Teaching Points
  The resource Touching the Sky - the art of Robyn Kahukiwa (2004, Celebrate Art NZ series) includes a relevant unit which focuses on Robyn Kahukiwa's Supa Heroes. The visual arts learning in this resource could be linked to themes students have experienced in Maui, one man against the Gods.  
  Teachers and students can learn about the artist's creation of heroes based initially on traditional Maori heroes like Maui "but in a modern day style".  
  Kahukiwa has also included a mirror in an installation alongside the hero images to reflect the viewer, encouraging them to see the hero inside themselves.  
  The lesson plan describes a process for creating a wire and plaster model of a superhero "based on someone in their culture, designing clothes from fabric."  
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