THE ART - Canberra 100

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THE AUSTRALIAN CURRICULUM: MATHEMATICS •• The Rationale says: Learning mathematics creates opportunities for and enriches the lives of all Australians… It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialities and professional applications of mathematics are built… Mathematics aims to instil in students an appreciation of the elegance and power of mathematical reasoning. Mathematical ideas have evolved across all cultures over thousands of years, and are constantly developing. Digital technologies are facilitating this expansion of ideas and providing access to new tools for continuing mathematical exploration and invention. There are mathematical concepts involved in music and writing lyrics (Prime Time); any discussion with Eleanor Gates-Stuart and how she is creating StellrScope will include mathematical concepts; when casting a bronze sculpture, especially when scaling it up from a much smaller sculpture, mathematical concepts are involved (Icarus); when transferring a painting to a larger tapestry, mathematics is involved (the Untitled Tapestry, Parliament House). THE AUSTRALIAN CURRICULUM: SCIENCE •• The Rationale says: Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world… Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems… In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. Scientific knowledge and skills have been used in the development of Icarus, the Untitled Tapestry and StellrScope. FURTHER LINKS WITH THE AUSTRALIAN CURRICULUM •• The general capability, ethical behaviour, whereby students develop ethical understanding as they learn to recognise and understand matters of ethical concern, make reasoned judgments and, in so doing, develop a personal ethical framework. This includes understanding the role of ethical principles, and values in human life; acting with integrity and regard for the rights of others; and having a desire to work for the common good. (The Australian Curriculum Shape Paper v.3) The acquiring of public art work, as well as the content within some of them (e.g Prime Time) and the context of others (funding of Big hART in the Pilbara), offer opportunities for discussion and debate. •• The General Capability, Critical and creative thinking, whereby students develop critical and creative thinking skills and suppositions as they learn to generate and evaluate knowledge, ideas and possibilities, and use them in combination when seeking new pathways or solutions. This includes learning to think deeply and broadly in activities that require reason, logic, resourcefulness, imagination and innovation in all learning areas. (The Australian Curriculum Shape Paper v.3) Each of the artists represented in this resource is a model for this capability. •• The Cross-curriculum priority of Aboriginal and Torres Strait Islander histories and culture whereby all young Australians will be given the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world. (The Australian Curriculum Shape Paper v.3) In the pages at the beginning of each subject in Phase 1, further information is supplied. This priority involves students actively engaging with the world’s oldest continuous living cultures and the principles and virtues that are deeply embedded within these communities. These principles include caring for Country, caring for each other and respecting the systems embedded in the concepts of Country and Place, People, Culture and Identity, including the links and lessons from the past. The priority provides opportunities for learners to understand the histories of Aboriginal and Torres Strait Islander peoples before colonisation and investigate the shared histories and resulting relationships since colonisation. AE MacDonald’s Early Canberra could be a starting point for looking at Canberra’s development and how local aboriginal history links with that. More significantly, Hipbone Sticking Out (Yijala Yala Project) relates deeply to this priority. ACKNOWLEDGEMENTS This education resource was written and developed by Chris Melican. Thank you to the following people who generously gave of their time for interviews or to help with information: Jan Brown, Eleanor Gates-Stuart, John Shortis, Debra Myer, Kylie Scroope, Sophie Chessell, Amanda Poland and Ann McMahon. Thank you to Dr Susanne Ilschner for her development assistance. REFERENCES/BIBLIOGRAPHY The Australian Curriculum Phase 1 (English, Mathematics, Science and History) www.acara.edu.au The Shape of the Australian Curriculum v.3 www.acara.edu.au The Shape of the Australian Curriculum: the Arts www.acara.edu.au Fact Sheets provided by Parliament House Deborah Clark (Curator, 2008), Jan Brown, Sculptures, Prints and Drawings, Canberra Museum and Gallery ACT Government (2006 - 08) Arts Canberra: Action Statement for Public Art ACT Government (2012), Draft ACT Arts Policy Framework Professor Sir Ernest Gombrich OM (1960), Art and Illusion: A Study in the Psychology of Pictorial Representation The Canberra Times 20 THE ART OF BRINGING THE ARTS TO CANBERRA
FOUR BEAUTIFUL SEASONS, TWELVE FANTASTIC MONTHS, ONE VERY BIG YEAR Canberra’s 100 th birthday is an event to be celebrated, not only by Canberrans, but by all Australians. The ACT Government has established the Centenary of Canberra Unit to coordinate the celebrations. The vision and goals of the Centenary of Canberra are stated below. VISION All Australians proudly celebrate and share in the centenary of Canberra, our nation’s capital—the city that tells the story of our country’s freedom, spirit, achievements and aspirations. GOALS •• increase the pride and ownership of Australians in their capital •• fully engage the community of Canberra, the Capital region, and the broader Australian community in the celebrations •• establish enduring international recognition of Canberra, and its role as the capital •• build the positive image and reputation of Canberra as a city and community •• build lasting legacies of community value through memorable celebrations and high quality projects •• create impetus for future development of the national capital. Please refer to the www.canberra100.com.au for further information.
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Page 3 and 4: CONTENTS SECTION 1 Introduction: th
Page 5 and 6: THE EDUCATIONAL LANDSCAPE THE CENTE
Page 7 and 8: GOING FURTHER ART CHALLENGES OUR PE
Page 9 and 10: GOING FURTHER MacDonald’s paintin
Page 11 and 12: Great Hall Tapestry (1984 - 88) Art
Page 13 and 14: Image courtesy of Ben Wrigley GOING
Page 15 and 16: GOING FURTHER •• Research the l
Page 17 and 18: It’s time. MOST SECRET PRIME T IM
Page 19 and 20: of petroglyphs (art etched onto the
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THE ART - Canberra 100

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