Middle and Senior School Gallery
Year 7
Lino Printing
In this unit of work, students studied the artform of Printmaking. They investigated the techniques and processes of carving in both wood and Lino, and had the opportunity to use the printing press to produce their final artworks. They developed their inspiration for their images from children’s book illustrations and traditional stories.
Mapping and Symbols
In this unit of work, students studied Indigenous Artists working collaboratively from Martumili Arts in the Western Australian Desert.
The students were required to work in groups of 3 or 4 to produce a ‘collaborative’ painting that represented the earth from a bird's eye view.
Students chose an image from google earth of a place of personal significance and meaning to them and then used this as the basis for their collaborative painting.
They developed their own colours and symbols for their maps and communicated throughout the design process to be sure that their panels went together cohesively.
Fauvist Portrait
For this task, the students studied the Fauvist art movement. They found inspiration from their unique way of representing the world and explored the psychological and emotional impact colour has on us all. Using oil pastel, they then created their own self-portrait or a portrait of a classmate. The focus was on using contrasting colours to express emotion in their work.
Steampunk Machine
In this unit of work, students studied the Steampunk genre which is a genre of science fiction that has a historical setting and typically features steam-powered machinery rather than advanced technology. Steampunk works are often set in an alternative history of the 19th century's British Victorian era or American "Wild West", in a post-apocalyptic future during which steam power has maintained mainstream usage, or in a fantasy world that similarly employs steam power.
Essentially, the Steampunk genre asks one interesting question.
What would the past look like if the future had happened sooner?
The students needed to take this question and answer it by creating their own Steampunk machine. The students started by drawing a series of shapes using their mathomats and then needed to choose one of these shapes to refine and turn into a Steampunk Machine.
