Ringing the Changes

Strange Fruit beat out Ringing the Changes, a composition by Graeme Leak at Birrarung Marr during the Festival. I missed this but family did get to see it.

Melbourne International Arts Festival

On 9th October I enjoyed a trip to Melbourne to see the opening of the Melbourne International Arts Festival. The first event was at the State Theatre featuring Medea - Sasha Waltz and Guests, Choreographic Opera.
www.melbournefestival.com.au
What a great combination of Drama, Contemporary Dance and Opera. We continued the nights experience by walking across the road to the Alexander Gardens to see a spectacular sight. Transe Express, Mischievous Bells.
We continued on into the night attending the After Party at the Forum. The food was and company was great. Say a someone from Kyneton and other friends.
I'm sorry I didn't make time to see more.

Blackwood Art Show

I recently entered two pieces of art into the Blackwood Art Show. I wasn't aware that it was a competition. The organisers were finding it difficult this year to get enough work to make a worthwhile exhibition. A few of us rallied together and sent off some work. I was informed that I had won second prize in watercolour.

Postcard Competition

http://www.lukepickett.com.au/?p=967
http://www.madgallery.com.au/index.html
I also had an entry in the Macedon Ranges Postcard Competition. It was called Faith Hope and Charity. I will get a photo soon. I lost the photos I took.
The inspiration for the work was the wonderful architecture of the churches in the area. One in particular is St Paul's in Kyneton. I attended an Icon course there a few years age. The Bishop teaching the course (who was visiting from Bethlehem), gave us a tour of the church and described the meanings of the stained glass windows. The most interesting ones were the three behind the Pultet. Faith, Hope and Charity. These images are irregular to the rules of the church and are unique t his church only. The beauty in the art work and the uniqueness of the design adds to the interest of this church.
My image hopefully will stimulate discussion on why it this about Kyneton?

I was also involved with the judging of the children's section.
The opening event at Mad Gallery was enjoyable even though I had just got back from attending a Year 8 camp at Phillip Island.

Kyneton Daffodil and Arts Festival

In September every year Kyneton celebrates it's local community Daffodil and Arts Festival. I traditionally curate at least two exhibitions for the event. This year I curated the Daffodil Festival Art Competition and the Rotary Youth Art Awards. I have been curating the Youth Art Awards for over 13 years. The Cancer Council Daffodil Arts Awards toured from Melbourne again this year for a joint art experience as they have done for about five years.
As I was doing my rounds at the same time my year 10 group visited and assisted in curating some of the Youth Art Awards. They had a great time and didn't want to go back to school.
During the festival I exhibited one of my own photographs at Gallery 40. The exhibition was linked as a fringe event for the Ballarat International Foto Biennale.
www.ballaratfoto.org

Gisborne Secondary College

I visited the Gisborne Secondary College as a guest teacher on the 22nd August and the 28th August. I presented a lesson on Interviews and Folio Presentation and mounting artwork. As the lesson was at the end of the day I was asked if I wanted to visit for the whole day. I visited the neighbourhoods for year 7 and 8. Sat in Art classes and a science class. It was a fun day on the 28th and students held an old fashioned fair. Sack races, egg and spoon, pie throwing and more.

Salvador Dali

Salvador Dalí: Liquid Desire is the first comprehensive retrospective of the work of Salvador Dalí ever to be staged in Australia and is exclusive to the National Gallery of Victoria as the sixth exhibition in the Melbourne Winter Masterpieces series.

This exhibition was fantastic. I went with the year 10 students at my placement school. The students spent about 45 minutes in the exhibition and wanted to go down the street to shop. It wasn't something I expected. They enjoyed the exhibition but the the city captivate them more. If I take student from the country again I would do it differently. One important part would be a sheet of question for the students to answer or explore.

Kyneton Theatre Company

On Saturday 1st August I went to the play Black Rock, presented by the Kyneton Theatre Company. The cast mainly featured your secondary school students who are members of the group outside school hours. The play was convincing entertaining although 'dark'. There wasn't many in the audience however the play was presented in a very professional way.
I have followed the Kyneton Theatre Company for about 20 years enjoying many plays and show stopper musical evenings. My daughter also was a member. During those performances my job was to make costumes, put on make up and video the event. The theatre is an old blue stone church. The ballet schools use the theatre sometimes to hold their annual concerts.

www.kyneton.org.au/art.htm

Woodend Winter Arts Festival

Macedon Ranges' Potters
Art in Clay Exhibition
Saturday 6th June to Monday 8th June
10 am to 4.30 pm each day
Cobaw Community Centre, Forest Street, Woodend
FREE ENTRY
The Macedon Ranges' Potters have been exhibiting together for over 20 years, providing a diverse range of high quality sculptural and functional work.
www.woodendwinterartsfestival.org.au
I am a member of this group. I haven't exhibited with them yet but I help supervise the exhibition this year at the Woodend Winter Arts Festival.

Christophe Stibio - Artist

Christophe Stibio exhibited in his studio in North Melbourne, May 16 2009. His works were mixed media on canvas. Although the studio was small the works had space to communicate individually and intimately.
Mungo Arumpo, #3-Sunset with Belinda#5 103 X 106cm.
The works generated great energy and skill. Take a look at the description of his work and his background. A very dedicated and passionate artist.

http://www.flg.com.au/theartists/FLG_theartists_stibio_CV.html

Lunch Time Workshop

During the past three terms students have visited the art room to work on their mosaic pieces. Bit by bit the work got done and they had a great time working together.

Applied Curriculum Project

Boards in situ testing the space.

The Kyneton Secondary College has renovated the School Canteen. The space is an open public area where students congregate as a meeting place and purchase morning tea and lunch. The space is a practical area where staff can have events for students. The area is spacious and has little character and is not an inviting place to relax. The walls have been recently painted and it is now at the stage where a piece of permanent wall art could contribute to making the area a place where students would love to be and respect. Also part of the wall area could be developed as an ongoing exhibition space. The KSC Management requested that the Art department may like to create something of value so that the whole school would enjoy and the students involved would feel rewarded by creating something that will stay in the school for a long time.

Students collaborated to design their pieces and drew up roughs before they started.

Here are some of the sections being worked on.

Two happy faces - Friendship
Sharing Hands - Friendship

Ipod - communication Friendship

Chatting together - Friendship

Artanica Sculpture Exhibition

Saturday 18th April to Sunday 19th April, 2009

http://www.mtmacedonhort.org.au/events/

This is a piece of sculpture by Chris Flenley an emerging artists living in Macedon. Chris had his first solo exhibition in August 2008 at my studio, Trio Art Studio and Gallery with an almost sellout exhibition. Chris works in metal in all sizes. This piece was first exhibited in the Artanica Exhibition in Mount Macedon this year and is now situated for a period of time along the sculpture walk in Kyneton along the Campaspe River walk.

Chris has been part of the Art School since he was at high school off and on. His work is skillfully made due to his experience working as a welder.

Chris went to Kyneton Secondary College.

We will see alot more of Chris.

Fantastic Live Musical

March 20 09

This event was fantastic. Many people may think this was a musical however I felt it was a powerful depiction of a working class family and the frustrations a family has to go through when situations outside the norm occur. I didn't feel the performers were dancing and singing. I could have been a movie. The drama, comedy and visual effects were outstanding. This is a show that students from about grade 5 should see. Great for all ages. No one will go to sleep in this performance.

Along with the production the management of younger performers is something to learn about.

I shared my excitement and description of the show to one of may classes which stimulated discussion whilst making are on another topic.

Behaviourism

Behaviourism: Maxine Chriss and Steph

Behavioural explanations of learning often referred to as ‘Behaviourism’. Behaviourism suggests that reinforced or rewarded action is more likely to be repeated. Praising a student can enhance the chance of those positive actions being repeated. From that, permanent behavioural changes from that experience can occur. Behavioural explanations of learning deal with the effects of external events ie: reinforcement or punishment on behavioural changes. (Approaches to teaching and learning 109)

Behaviourists view learning as an outcome of connections or associations that link a stimulus (something that affects the senses) and a response – a reaction to a stimulus.
It is the theory of learning focusing on observable behaviours and discounting any mental activity. Learning is defined simply as the acquisition of new behaviour.

Conditioning

Classical Conditioning
reinforcement of a natural reflex – a response to a stimulus. Pavlov states that there are 4 stages in the process of Classical Conditioning:
Acquisition
Is the initial learning of the conditioned response? Eg: Student response to the bell at the end of the class. They activate packing up work and getting ready to leave.
Extinction
Once learnt, a conditioned response will not remain indefinitely. If the bell was taken away for a period of time and some other response to leaving the class room would take its place.
Generalization
After a conditioned response to one stimulus has been learnt, it may also respond to similar stimuli without further training. If students respond to the bell as a warning they will respond to all bell noises that will alert them eg: emergence warnings.

Discrimination
Is the opposite of generalization. An individual learns to produce a conditioned response to one stimulus but not to another similar stimulus. eg: the students may not respond to all bells as they are not for evacuation but for warning. eg: car alarm shop alarms.

Operant Conditioning
It is more flexible than classical conditioning and therefore seen as potentially more powerful.
It involves reinforcing by rewarding it.
Reinforcement
Is anything that has an effect of strengthening a particular behaviour and makes it happen again.

Positive
Praise, house points, freedom to choose, food
Negative
Punishment

Rewards
eg: ticks and written comments in books, stars, stickers, more formal points and commendations, privileges and sweets.

the rewards need to have value to the student
Come unexpectedly, intrinsic motivation will remain high
Extrinsic rewards are used – everyone receives one for their best efforts.
Can be used to invigorate or add fun to an activity

Problems in using extrinsic rewards.
Can belittle or demean a learning experience
Can engender feelings of unfairness or competition
Can detract from the real issue involved in completing tasks.
Does not always lead to higher quality work
May isolate students who feel they have little chance of getting a reward.
Punishments, such as loss of privileges, or the withholding of rewards can be effective as well, (although it is widely recognized that a positive approach is preferable to an approach to behaviour management predicated solely on punishments).
Behaviourisits believe all voluntary or intentional behaviour is controlled by antecedents and consequences. In behaviourism the ongoing chain of activity that is behaviour is represented by Antecedent behaviour consequence (ABC). ABC is a strategy used by teachers to specify exact nature of problem behaviour and any contextual factors that may be contributing to its occurrence. It involves the teacher recording the behaviour of a particular student in terms of the events that immediately precede the behaviour and follow it.
Applied behaviour analysis (ABA) refers to the use of behavioural learning principles to change behaviour in settings such as classrooms.

The procedures associated with implementing behaviourist principles form the basis of ABA. The primary focus is on behaviour (academic communicative social motor vocational self help). The goal is to change behaviour that is socially important.

Main features of ABA: Clearly specifying the target behaviour & goals – describe the behaviour to be changed and identify the behavioural goals. Develop and implement an intervention plan, allowing for consequences. Monitor results of intervention and implement changes in intervention plan where needed.

Antecedent – An event that precedes a behaviour. Consequence – An event that follows a behaviour.

Observing antecedents.
The effect of consequences.
Types of consequences: reinforcement & punishment.
Primary & Secondary reinforcers
Continuous reinforcement
Intermittent reinforcement
Reciprocal determinism
Cognitive behaviour modification and self regulation.

Skinner urged educators to focus on reinforcement and on success rather than on punishing failure.

Some ‘rote’ learning may be useful way of helping some children to cope better with some of the aspects of their work which they find difficult. Where possible, initial rote learning should be followed by attempts to encourage understanding.

Practice makes perfect (Drill and Practice)

Programmed Learning eg: ‘Frame’ work.

Every correct response requires an immediate feedback.


References:
Killen. R Effective Teaching Strategies Lessons from Research and Practice. Third Edition. NSW: Social Science Press 2003:4-20
Groundwater-Smith. S, Ewing. R, Le Cornu. R Teaching Challenges and Dilemmas. Third Edition. Australia: Nelson Pty Ltd. 2006 124-5,258,66,78-9,3211,258-62,247-58
Krause. K, Bochner.S, Duchesna.S educational Psychology for learning and teaching. Australia: Nelson Pty Ltd. 2003 476, 217, 390-5,127,110-114,131-133,312-313,222-223,114-28,128-130,131-132,130
Ways of Learning, Theories and Learning styles in the classroom, Second Edition, Pritchard, Alan. Routledge, Oxon.P2, 6-16

Case Study - Year 8

My case study is about a year 8 group that has difficulty producing the class requirement in art.
This group has 2 key boys who are very opinionated in regards to their perception of what should be taught in Art.
One double session the year 8 students arrived enthusiastically to class. The class was period 3&4, just before lunch. The lesson was making masks.
Everyone sat down in their normal seating plan and began to chat not taking any notice of me at the front of the class.
As I called the class to attention to mark the roll 2 students, Richard and Josh began demanding information from me regarding what was the class going to do today. "Miss, what are we doing today?, said Richard. Before my answer Josh said "Yeh miss, what are we doing today?". As I began to take another breath to start the roll, Richard began to express his frustration with me as I didn't answer him. He said "is this what we are going to do?", as he walked over to the artwork positioned at the back of the room. I called for quiet from the noisy class , unsettled by Richard and Josh's interruptions and requested that everyone should be seated and once the role was done we will discuss today's lesson.
Josh ran over to Richard and commenced playing with the artworks too calling out to me, " is this what we are doing today?. Minutes later more of the boys left out of their seats and went over to the artworks(masks). I again requested that everyone sit down and I commenced marking the roll. Everyone other than Richard and Josh sat down and I was able to mark the roll. I commenced the presentation of the lesson for the day and Josh and Richard demanded that they start and in unison said, "we know what we are doing so why can't we start now? I endeavoured to keep delivering the lesson with the new information required to complete their tasks and manoeuvred Richard and Josh closer to me and directed the res of the class to begin. Any questions could be answered as we went along give the time had diminished and that we weren't going to get any peace from Josh and Richard until they were involved in their own work.
As it turned out Josh and Richard sped ahead and after not listen to the requirement left a few things out. Consequently they complained that,"I didn't tell them to about those things".

How was I going to address this problem in the next class.
I recognised that both boys were very capable at making and were fairly creative. Their approach was to get the job done quickly so that they can demand to go on the computers for spare time due to finishing before everyone else. Something that comes from another class.
My plan then is to introduce more examples of finished artworks and actual references from real life situations for comparisons as they may create a greater challenge for the boys. eg: Marks made by other students and New Guinea mask both real and digitally projected. The boys would have related to the technology, as would the rest of the class and having actual examples other then the teachers would have provided a level of quality for them to aim for.

Using the Thinking Hats I could plan the lesson for all types of learning more exactly. I would also describe the classroom requirements such as there is no free time using computers.
To avoid the dominant out bursts by Richard and Josh, as quick chat after class reminding them of the responsibilities to their own learning and of other and consideration for the teachers preparation and presentation.

Reflection

My thoughts after my first day at school was "How things had changed". I was teaching in a classroom nine years prior at all levels. Students have definitely changed. I had taught students from Kyneton before.
What had changed? First observations of the year 9 class were:

• short concentration spans,
• irritation when information wasn't getting through to the student quick enough,
• impatience regarding getting on with the making/creating - they already new how to do something before you presented them to how to do it
• lack of understanding of anything to do with art and making
• the girls were more attentive and able to follow the topic and have a quicker outcome
• the boys questioned the idea and the content of the topic and criticized its worth
• the art room was a pit stop only not a place to respect and care for, including the work around the room
• the disrespect for the teacher and anyone else who was in the room.
• the student didn't car if they were going to fail as it wasn't important
• many students in particular boys could sit still in the room for more that 5 minutes
• deliberate sabotage of the lesson

I couldn't comment on whether this behaviour was in all classes on the day. The year 8 class was different however David had a firm hand over the boys before they entered the room and a very strong consequences procedure that they all understood. I felt they respected him for it.

Many of the students use the ipods and at year 9 level they are constantly being asked to remove them. I felt the students in year 9 were distracted by so many things that a teacher talking to them made them irritated and cranky

Year 9 Studio Art

As the day went on I familiarised myself with the school environment. I new the school well but the staff had changed a lot so it was a time for meeting them. My next class was with the year 9 Studio art class. I was fascinated with this group as they had no continuity. About half entered the classroom without any change of their behaviour ie; chatting, running, listening to music on the ipod. They did not acknowledge the teacher (Bev) or myself as if we weren't even there. This continued as Bev tied to gain their attention to the course work. They attempted the work but it was robotic and not considered.
One half of the group were quiet and hardly responded to the Bev's attempts to interact however they did what was required in terms of the lesson.
There seems to be a sense that the students "have to be there", but would rather be somewhere else. This was an elective too so I assume they felt this was the easiest class to do - to bludge in.
I also felt that the teaching and learning was done between their conversations.
This was a single period where the lesson was designed to cover theory or discussion or exercises in preparation for the double class during the week.

Ist Day Placement at Kyneton Secondary College

10th March 2009
On reflection. Year 8 Art class
I was greeted by David Bruffell just before morning briefing. I haven't seen David for many years and our meting took time to time away from talking about working together. A quick discussion (5mins) regarding his plans for this semester and glancing over the printed plan I realized he expected me to take the class this that morning. I was unprepared however due to my experience and the subject (The Human Form) I was able to provide a suitable class for year 8 which has worked many times before. One of my favourites.
The class commenced by David announcing that I was and old colleague and an Artist and I would be working with him for the next 2 terms.
I was then handed the class. I thanked David and the class for having me and after a brief into I requested that the student's move the tables into place and to get their journals and pencils out. This took 5 minutes and I was able to see who was the loudest students and the quietest as well. I set up a chair in the centre and asked the noisiest boy 'Tom' to be a model. He loved the idea and behaved as well. I had 3 models and David modelled too.
I kept their interest going right up to the end of their drawings which gave me opportunities to observe who understood the lesson and who didn't. I worked out there were 3-4 students who needed more time on this idea or something different next time. Possibly more time in discussing what drawing was all about before we started the contour drawing process.
I could also see there were a few good drawers and one very good drawer.
I referred to Leonardo di Vinci, Raphael and other Masters and how they would have had to draw exactly the same as they were doing. class into Cubism and abstraction in the next session. I planned to use the human form in the my next session using caricatures and cartoons so that David could continue the topic also to the next session.
The students had never done anything like Contour Drawing before.
They were perplexed buy fascinated by the exercises. Only one student rebelled and he was the very first model and the loudest student. David managed to monitor Tom's behaviour and implemented a warning system with consequences.;
Taking the drawing into 3D using wire is the next step for the students.
I hoped this was suited to the boys and they seemed to require a lot more challenges that they could relate to.