Teachers’ Pack Signs and Symbols · In the studio: students will use signs and symbols to express their own ideas through art making, in response to artworks in the Gallery. They

Teachers’ PackSigns and SymbolsFoundation Programme Curriculum Level 1 – 4

CopyrightCopyright of this document is held by Auckland Art Gallery Toi o Tāmaki, a part of Regional Facilities Auckland. No content from this document may be reproduced, transmitted or copied without our permission except for the purposes of private study and research, criticism and review, or education consistent with the provisions of Sections 40 to 44 of the New Zealand Copyright Act 1994. Failure to comply may be an infringement of the Act and could contravene obligations which the Gallery has to donors, lenders, artists and descendants with respect to the copying of works of art.

Māori ImagesAuckland Art Gallery Toi o Tāmaki is grateful to all the descendants who have given permission for images of their ancestors to be included in our database, some of which are reproduced in this document. These images have a special significance for Māori and we ask you to treat these images with respect. Please view and store these images in study areas only. The presence of food and drink or their display in inappropriate ways will denigrate their spiritual significance.

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Teachers’ Pack Signs and Symbols 2

This guide provides all the information you need to prepare for your visit to the Gallery. Please read it thoroughly.

Contents

Before your visit � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4Vision and Purpose � � � � � � � � � � � � � � � � � � � � � � � � � � � 5Pre-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6Activity 3: What is a symbol? � � � � � � � � � � � � � � � � � � � � 7Post-visit Activities � � � � � � � � � � � � � � � � � � � � � � � � � � � 10Curriculum Links � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11Glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13Risk and Management Safety [RAMS] Checklist � � � � 14Location Map � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 15Checklist for a Successful Visit � � � � � � � � � � � � � � � � � 16


Before your visit

Before you come to the Gallery, please complete the following:

Pre-visit Documents

• Pleasereadthroughthepre-visitmaterialemailedtoyou.Thisincludes:thisTeachers’Pack (with the RAMS form map and visit checklist); booking confirmations; and class rotation timetables.Thesedocumentsoutlinewhatyouneedtodobefore,duringandafteryourvisit.Some of these documents need to be distributed to other relevant staff (see email for details)�We will also send a Signs and Symbols unit plan to all teachers involved in the visit�

Pre and Post-visit Activities

• Thispackincludespre-andpost-visitactivities.Itwillgreatlyenrichthequalityofthestudents’experience at the Gallery if they complete these activities�


Foundation Programme Signs and Symbols

Thisuniqueprogrammewillallowstudentstodevelopunderstandingsaroundsomeofthediversewaysartistsusesymbolsintheirartworks.Studentswillusecriticalandcreativethinking,discussion,observationandpracticalartmakingintheseexplorations.

In the gallery: students will explore the use of symbolic objects within portraits of Māori and PākehābyCharlesGoldieandGottfriedLindauer.Separately,studentswillexploremakingpersonal,symbolicconnectionswhenlookingatcontemporaryartwork.

Artworksinthisprogrammeexpressideas,opinionsandemotionsaroundmanythemesandsubjectsincludingidentity,historicandmoderncultures,imaginationandemotion.

In the studio:studentswillusesignsandsymbolstoexpresstheirownideasthroughartmaking,inresponsetoartworksintheGallery.Theywillidentifysymbolsusedinvisualartsuchascolour,placement,scale,patternandshape,andincorporatetheseintotheirartwork,usingavarietyoftechniquesandconventions.

Supporting Your Teaching

Inadditiontothegalleryandstudioprogramme,andpre-visitandpost-visitactivitiesoutlinedwithinthispack,wenowofferfree,innovativeunitplanstosupportyourteaching.Eachunitincludescurriculum-focusedlessonplans,worksheets,imageresourcesandmore.Lessonsarecrosscurricularandperfectforteacherswithorwithoutanartbackground.EachlessonintheunitprovidesuniqueandengagingactivitiesforstudentstoexplorethethemeofSignsandSymbols.Units are available for Levels 1 – 2 and 3 – 4�

Introduction


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To help young people develop thinking processes, attitudes and

values necessary to ‘think like artists’.

A community of people who ‘think

like artists’ – pursuing understandings of who

we are and who we could be through meaningful

engagement with art

P U R P O S E

V I S I O N

Vision and Purpose This learning programme will assist you in achieving your goals of delivering educational programmes to a standard of excellence. It has been developed with the following inputs:


Pre-visit ActivitiesActivity 1:

What is a gallery?

Discussstudents’expectationsofwhatagalleryisandthereasonsforhavinganartgallery in Auckland�

Complete a mind map/bus stop activity that focuses on visiting the Gallery. You could use the following questions:

• WhatdoyouexpecttoseeattheGallery?• WhatdoyouexpecttolearnattheGallery?• Whatdoyouthinktheruleswillbeandwhyhavetheserulesbeenchosen?• WhydoweneedtotakesuchcareoftheartworksintheGallery?

Pre-visit Requirement

Activity 2: VisualArts,English

What are symbols?

Initial ideas�

Discuss the following ideas:

• Whatisa‘symbol’?• Whataresomeexamplesofsymbolsyouknow?• Whatsortofthingsaresymbolsinartworks?Usethesuppliedworksheettoinvestigate these ideas�

Discussanddebatethesequestionstouncoverstudentunderstandings(seetheGlossaryinthe Appendixforadefinitionofwhatsymbolsare).Documentwhatisdiscussed,perhapsthrough creatingabrainstorm.Thisdiscussionwilluncoversomeofthestudentsunderlyingbeliefsabout whatartis–whatitshouldlooklike,includeinit,andcommunicate.Theseunderstandingswillbe further investigated in the gallery programme�


Activity 3: What is a Symbol?

There are symbols in each of the four artworks (on pages 5 – 7) includedas part of this activity.

1� Find some objects here you think might be symbols�2� Look at each object one at a time� – What might this symbol tell us about? – What makes you think this?3� Discuss with your class some of the symbols you found and how you tried to work out what

they might mean�4� Objects are not the only things in artworks that are symbols� What other things in these artworks might also work as symbols?

Artwork 1: Portrait of Betty Curnow

Rita Angus Portrait of Betty Curnow 1942 oil on canvas AucklandArtGalleryToioTāmaki purchased 1970


Artwork 2: Secret

Annette Messager Secret 2006 net and wire AucklandArtGalleryToioTāmaki purchased 2007

Lonnie Hutchinson Kia Ita, Honoa Ki Te Hono Tawhiti 2011 American oak AucklandArtGalleryToioTāmaki commissioned 2011


Artwork 3: Clear Glass Stack

Tony Cragg Clear Glass Stack 1999 glass MackelvieTrustCollection AucklandArtGalleryToioTāmaki purchased 2005


Post-visit ActivitiesActivity 1: VisualArts,English

Follow up from initial ideas. What have we learnt?

Reflect on the Gallery visit and the students’ initial ideas collected in the pre-visit activities.

Discuss:• Whatisa‘symbol’?• Whataresomeexamplesofsymbolsyouknow?• Whatsortsofthingsaresymbolsinartwork?Usethesuppliedworksheettoinvestigate these ideas – What new understandings are there now? – What examples do the students have to support these ideas? – What has changed about the way they see artworks now?

SetuptwoY-Chartstoexpressthesepost-visitideas,insmallgroupsorindividually.Share with the rest of the class and discuss�

Activity 2: English

Report.

Writeareportonsomeofthethingsthatcanoperateassymbolsinartworks,andwhattheymightrepresent.Asabasisforthis,studentscouldusetheirownartworkaswellasexamplesfromtheexhibitionstheyhaveseen,and/orotherartworks.

SeeAucklandArtGallery’sonlinecollectiondatabaseforimagesandinformationonallartworksinourcollection:www.aucklandartgallery.com.TheGoogleArtProjectalsohasagoodselectionoftheGallery’sworksavailableforviewing.

Activity 3: VisualArts,English

Art making.

Toreinforcetheuseofsymbolsinartworks,investigatefamilycrests.Lookcloselyatthecomposition and the colours used and discuss the symbols behind the designs� Continue the investigationbytalkingtofamilyaboutpersonalhistories/culturesanddiscussingtheimportantsymbolsthatareuniquetoeachchild.Childrencansharethesefindingswiththeclass.

Createanartworkbasedonthestudents’ownpersonalidentitiesintheformofashieldorcrest,using appropriate symbols�


Curriculum Links Composite of Levels 1– 4

Visual Arts

Developing Ideas in the Visual Arts

• Exploresomeofthedifferentwaysartistsusesymbolstoconveyideassuchasidentityorculture�

Communicating and Interpreting in the Visual Arts

• Investigatetheuseofobjectsandmaterialsassymbolsinartworks,andexplorewhatthese symbols might tell us�

Understanding the Visual Arts in Context

• Discusshowtheuseofsymbolsinartworkhaschangedovertimeandwhythisisso.

Practical Knowledge

• Usesymbolsinanartworktoexpressideas.• Usevisualartselements(colour,line,shape,texture,pattern,composition)toaddmeaningto thesymbolsusedinanartwork,usingvarietyoftechniquesandconventions.

English

Processes and Strategies: Listening,Reading,Viewing;Speaking,Writing,Presenting

• Discuss,debateandexpressideasthroughanalysisofartworks,usingarangeofvocabulary to communicate meaning�

Purposes and Audiences: Listening,Reading,Viewing

• Recogniseandunderstandhowartworksareshapedfordifferentpurposes,audiences and situations�

Ideas: Listening,Reading,Viewing

• Makeconnections,inferencesandcomparisonsthroughtheexplorationofadiverse range of artworks�

Social Sciences

Identity, Culture, and Organisation:

• Learnaboutsociety,communitiesandindividualsthroughtheexaminationofartworksand their makers�


Curriculum Links Composite of Levels 1– 4Key competencies

Thinking

• Usecreativeandcriticalthinkingtomakesenseoftheinformation,experiencesandideasexplored in the classroom and gallery environments

• Fosterintellectualcuriositybyaskingandansweringquestions• Challengethebasisofassumptionsandperceptions

Relating to Others

• Interactandshareideaswithothersintheclassroom,galleryandstudio• Listentoothersandtheirideas

Participating and contributing

• ParticipateinthecommunitybyvisitingtheGalleryandcontributetothelearningexperienceby sharing responses to artworks

Managing self

• Reflectontheirownidentityandenvironmentthroughvariedresponsestoartworks• Actappropriatelyintheclassroom,galleryandstudioenvironments

Using Language, Symbols and Text

• Drawoutmeaningfromartworksintheclassroomandgalleryandusespoken,visualandwritten language to respond to these visual texts

• Becomefamiliarwithsomeofthespecialisedlanguageoftheartworld.


Composition Anarrangementoftheelements(e.g.,shapes,lines,colours).

Contrast

Thisisalargedifferencebetweentwothings.Forexamples,hotandcold,greenandred,lightandshadow.Whenpairedwithcompare,asin‘compareandcontrast’,‘compare’emphasisessimilaritieswhile‘contrast’emphasisesdifferences�

ElementsBasicqualitiesoftwo-dimensional,three-dimensionalandtime-basedcompositions(e.g.,line,point,texture,colour,formormass,shape,space).

Hei tikiCarvedfigure,image,aneckornamentusuallymadeofgreenstoneandcarvedinan abstract form of a human�

Kahu huruhuruThesecloaksweremadeofmukafibrewithbirdsfeatherswovenintocovertheentirecloak.Someearlyexamplesincludekahukiwi(kiwifeathercloak),whichused the soft brown feathers of the kiwi�

Kanohi Face,countenance.

Korowai Cloak ornamented with black twisted tags or thrums�

Kauae Jaw,chin,jawbone.

Mere Ashort,flatweaponofstone;oftenmadeofgreenstone.

Moko Māori tattooing designs on the face or body�

OverlappingLayeringofimagessuchthattheypartlycovereachother.Thisisameansofshowing depth in a picture�

Portrait painting

Portrait painting is a genre in painting where the intent is to depict the visual appearance of the subject� Portraits are not always people; they can be animals andeveninanimateobjects,andcanbemadefromanymaterial.

PrinciplesConceptssuchasbalance,harmony,rhythm,tension,andcontrastachievedinanartwork by organising and arranging visual-art elements�

Pounamu Greenstone,nephrite,jade.

SymbolArecognisedsign,objectorimagethatrepresentssomethingotherthanitselfwithin a particular cultural context�

Taonga Property,goods,possessions,effects,treasure,somethingprized.

TukutukuOrnamental lattice-work; used particularly between carvings around the walls of meeting houses�

Tokotoko Walkingstick,pole,staff,cane.

Whakairo Carving (noun)�

Whakakai Earring,ornamentfortheearorneck.

Whare House�

Glossary


Risk and Management Safety Checklist for Group Visits

ThechecklistidentifieshazardsandprovidessafetyguidelinesforgroupstakingpartinAucklandArtGalleryLearningProgrammes.Thefollowingisageneralguideonlyandwestronglysuggestafamiliarisation visit� Our Learning Programmes staff are happy to meet with you at this time�

Supervision of children and young people

Pleasecarrylistsofchildrenandyoungpeopleatalltimes.Ensurethatsupervisingadultsarefullybriefedastotheirresponsibilities.Werequirethefollowingratiosofadulttochildrenandyoungpeople:

Years1–4/Ages5–9,1adulttoevery6children

Children and young people must remain in groups with their accompanying adults at all times�

Emergency procedures and first aid

Hazards Fire,earthquake,bombalert.

Controls Emergencyevacuation–thisissignalledbyanunmistakablewarningsound.Galleryguideswillprovidedirectionsand assistance during evacuations� Identify those who need special assistance and inform a gallery guide� Keep your studentscalm–walk,don’trun.Gallerystaffwilldirectyouandyourgrouptoassemblyareas.Ifrelevant,checkyourroll and report anyone unaccounted for to the Gallery fire wardens�

Hazards Accidentsandillness.

Controls Please ask a gallery staff member for trained first aid assistance� Any risks in studio-based sessions are minimised bytheprogramme’sdesignandsupervision.

External environment

Hazards Pedestriansamidvehicletrafficflowinabusyareaofthecity.

Controls Thepre-visitinformationwesupplyyouwithincludesamapoftheGalleryanditsenvirons.Busstopsand assembly points are marked on this map� All crossings listed on the map are controlled by traffic lights�

Hazards GroupsgatheroutsidetheGallery.Wetweathercouldresultinaslipperysurfaceonthepavedareas.

Controls Thepre-visitinformationwesupplyyouwithincludesinstructionsforgroupassemblythatminimiserisk. Pleaseensuresupervisorsarefamiliarwithwheretogather.Withchildrenandyoungpeople,pleaseensuresupervisors are constantly in charge of their students while in this space�

Internal Art Gallery environment

Hazards Securityofpersonalbelongings.

Controls Whereverpossible,donotbringvaluables.Schools:Werequestbringingasfewbelongingsaspossible. TheChecklistforaSuccessfulVisitgivesthespecificsofwhatyouareallowedtobring. Other groups: Please check your bags into the cloakroom at the front desk�

Hazards Stairsandlifts.

Controls Accompanyingadultsmustcarefullysupervisechildrenandyoungpeople.AllGallerybuildingfloorsandtoilets are accessible by lifts and ramps� Lifts are only to be used by those with limited mobility�

Hazards Accesstobuildingforpeoplewithlimitedmobility.

Controls All galleries and facilities are wheelchair accessible� Assistance dogs are welcome� Please feel free to ask our gallery guides for help�


Teachers’ Pack 11

Location Map

Alfred StB2

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Auckland Art Gallery Toi o Tāmaki

FerryBuilding

BritomartTransportCentre

Sky Tower

Civic Theatre

AoteaCentre/AoteaSquare

AucklandTownHall

Q Theatre

Central City Library

Albert Park

UniversityofAuckland

AUTUniversity

Voyager New Zealand Maritime Museum

Parking

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AucklandExplorerbusstop

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Central City Library

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Traffic controlled crossing

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Year 1 – 8 Checklist for a Successful Visit

Thisquickchecklistwillhelpmakeyourvisitanenjoyableexperienceforbothteachersandstudents.Please tick each circle when complete�

Prior to arrival – several weeks before your visit

You should have received and read through the following documents:

Booking confirmation� Checkinformationiscorrect.Thisincludesourcancellationpolicy.

Teachers’Pack.Adescriptionoftheprogrammeincludingcurriculumlinks,pre-andpost-visitideas,aRAMsform, and a map of the Gallery and surrounds�

Rotationtimetable/s.Where and when for your groups�

Theprogrammesupportresources.Relevantonlytosomeprogrammes,seeyourconfirmationemailtoidentifyifyourprogramme has support resources�

All teachers with students in the programme must receive copies of all the above documents.

You will need to organise:

‘YourChoice’time,ifitispartofyourprogramme.

Parents and other helpers for the visit� Adult supervision of students is essential at all times� Thefollowingadult:studentratioapplies: Yrs� 1– 4: One adult to every six children

Discuss the following guidelines with your group:

Worksofartandtheirframescannotbetouched(a‘keeponemetreaway’ruleworkswell).

AlwaysmovecarefullywhenintheGallery.Walkonly,andbeawareofwhatisaroundyouatalltimes.

TheGalleryisasharedpublicspacesopleasebehaveconsideratelytopeoplearoundyou.

If you would like to take photographs during your visit please check with your host upon arrival (in some cases works cannotbephotographed).AlwaysturnyourflashoffintheGallery.

On the day:

Students must wear legible name tags�

Eachchildmustbringfoodanddrinkinanamedplasticbag.Thesewillbecollectedandputinlargebagsbythegallery.

Have students divided into their designated groups and ready to meet gallery staff on the forecourt of the Gallery�

Payment.Weprefertoinvoiceyourschoolafteryourvisit.Ifyouneedtopaybycheque,youcandosoontheday. SpeaktothecashierwhileyouareattheGallerytoclarifyyourchoice,andtogiveexactstudentnumbersforyourvisit.

WELCOME TO AUCKLAND ART GALLERY TOI O TA-

MAKI, WE HOPE YOU ENJOY YOUR VISIT.