Term 4 - Zart Art

Term 43 2006 2005 

Registered by Australia Post Publication No. 327687/00003 

VELS 

Sun Dyes 

Teaching Design 

Environmental Art

Art is a wonderful 

contents 

cover + 

page 3 

Secondary Article: 

Teaching design Yr 7-12 

Fairhills High School 

ENVIRONMENTAL 

page 5 

ART 

metal scraps and his works to reinforce their message. 

platform for students are displayed at the tip. The sculptures were 

to express their Students worked in displayed in the school foyer 

feelings and groups to discuss their for the community to view, 

views about approach and design for and the students were 

the world in a their piece. The sculptures required to present their 

meaningful way. needed to be solid and well work at assembly to their 

Primary Article 

Resources: 

INTERNET > search 

'Environmental artists' 

MATERIALS > Various junk from 

the recycle depot, tape, Viponds 

Paint, papier maché, various 

pens eg. Prockeys, feathers and 

decorating materials. 

Montrose Primary School 

Primary Article: 

Environmental art 

Montrose Primary 

School 

page 6 

VELS 

Implementing VELS in 

the classroom. 

page 7 

Zart's Student Gallery 

What's on in term 4 

page 8 

Profile Article: 

Mosaically Motivated 

Auburn South Pre 

School 

page 9 

New Products 

Explore the wonderful 

possibilities of Wooden 

Doll starting points! 

ainting & Printing 

Dyes are a quick and easy way to hand paint si 

page 10 

Sun Dyes - are a quick and easy way 

hand paint silk, cotton, wool and 

fi ed by 

Silk Painting using Su 

Push Pins 

Stretch frame 

Gutta 

Manutex 

Silk 

Cold Batik Wax 

Activities: 

Painting & Printing 

with Sun Dyes 

wi l not act as a line, but 

page 12 

new resourc 

New Re 

New Resources 

New Catalogue Release - 2007 

The 2007 Zart Art Catalogue 

will be mailed out the week 

immediately after Melbourne Cup 

day, Monday 13th November. 

Budgets - 2007 

If your school requires your 

department to finish outstanding 

budget money by a certain time, 

and as yet you have not worked 

out your program requirements- 

Zart Art can help. 

If you would like to take 

advantage of the Back to 

School Prices, we are happy to 

supply your order at the end of 

term 4 2006 or January 2007, 

but not invoice your account 

until February 2007. 

We can invoice the remainder 

of your budget for general 

art materials now, and then 

provide a product credit, so 

that you may select your items 

as you need them without 

feeling pressured. Just speak 

to one of our Customer service 

people who can assist you with 

this procedure 

What’s Happening at Zart Art term Four 

Thanks for coming down to the zart 

art Annual expo. Once again huge 

bargains were on offer, free 

demonstrations and informative 

workshops! It was an enjoyable day and 

a great day for us to say hello to our 

customers. 

Christmas time is quickly approaching! 

this year zes is celebrating the Nutcracker 

christmas- with workshops throughout 

victoria and a full colour christmas 

publication (see page 12). We hope you 

enjoy our christmas program in 2006. 

you should now have your Zart Art 

Christmas catalogue. We hope you 

enjoy our range of products from the 

new to the tried and true and easy 

festive activities! For up to date 

workshop details please refer to you 

insert or go to our website: 

www.zartart.com.au 

ZART EXTRA 

A Visual Arts 

publication 

produced each 

term for 

Pre-school, 

Primary & 

Secondary 

Teachers by 

Zart Art and 

Zart Education 

Service. 

ISSN 1448—8450 

There is no doubt that creativity is the 

most important human resource of 

all. Without creativity, there would be 

no progress, and we would be forever 

repeating the same patterns. 

Edward de Bono 

Zart Christmas Order Form 

Fax Number Error 

Dear Customers, 

We have discovered a printing error 

in our 2006 Christmas Catalogue 

order Form. Please note our correct 

fax number is 

03 9898 6527 

Zart Extra 

This publication is sent out to all 

schools in the first week of each 

term. This newsletter allows art 

teachers/co-ordinators to learn 

about what is happening in 

art education and what other 

art teachers are doing. You will 

find information on new art 

techniques and processes, the 

latest materials and resources 

on the market. Please note, 

all prices quoted are valid for 

the duration of the current term 

only and are subject to change 

without notice. The insert of the 

newsletter provides details of our 

2 www.zartart.com.au 

term's workshops, so teachers 

can then contact us and book 

into the workshop. 

Zart Art School & 

Wholesale Supplier 

Zart Art offers an extensive range 

of art materials, resources, craft 

and technology supplies. You 

will find competitive prices and 

efficient and quick service. 

5/41 Lexton Road, Box Hill North 

Melbourne Victoria 3129 

Ph: (03) 9890 1867 

Fax: (03) 9898 6527 


zartart@zartart.com.au 

Hours: 

Mon - Fri: 8.30 am - 5.00 pm 

Sat: 8.30 am - 12.00 noon 

Zart’s Student Gallery 

The gallery features art works 

made by students of Prep to 

Year 12 from all around Victoria. 

Schools can arrange for students 

to visit the gallery, analyse the 

works of their contemporaries 

and then make a relevant piece 

of their own art work in our 

workshops with an art consultant. 

The gallery is also open to the 

public for viewing during opening 

hours (please see Zart hours) free 

of charge. 

For Term Gallery listings refer to 

our Zart Extra and our website. 

Zart Education Service 

Zart Education Service provides 

hands on professional development 

workshops for primary and 

secondary teachers, as well as 

LOTE teachers, Pre-schools, and 

librarians. Visual Arts workshops 

are regularly held at Zart and 

in metropolitan and country 

locations and upon request at your 

school, district or KLA’s group. 

Please refer to the ‘Workshop 

Insert’, a supplement to every 

Zart Extra or refer to our website 

for dates and times. 

Zartworks (Retail Shop) 

Zartworks have all your art and 

craft needs catering for both 

beginner and professional artists. 

You can select from a wide range 

of visual arts, craft and graphic 

supplies. Browse at your leisure 

or seek assistance from our 

experienced staff. 

3/41 Lexton Road, Box Hill North 

Melbourne, Victoria 3129 

Ph: (03) 9890 5110 

Fax: (03) 9898 6527 

 

E: zartworks@zartart.com.au 

Hours: 

Mon - Fri: 9.00 am - 5.00 pm 

Sat: 9.00 am - 12.00 noon

e 

urc 

Secondary Article 

es 

See our workshop 

insert for ZES's 

Nutcracker 

christmas PD 

Program 

It is never too early to teach design 

to students. Manipulating colours, 

shapes, tones, lines and textures are 

foundational to the creation of all art - 

both 2-dimensional and 3-dimensional. 

During the years of 7-12, students are 

taught the design elements and 

principles in both art and visual 

communication (referred to in senior 

years as the formal elements in an 

artwork) 

However, the purpose and outcome 

of both disciplines are quite different 

and need to be understood in order to 

assist students to be able to fully enter 

into the different modes of thinking 

used when creating either an artwork 

or a design for visual communication. 

When a student starts a painting or 

drawing, they tend to place their 

subject matter on the paper with little 

awareness of the frame in which they 

are working. They are then left with the 

problem of ‘filling in’ the background. 

When students are given a series of 

abstract design exercises, they can be 

helped to develop an appreciation of 

the abstract qualities of their artwork, 

and the sense of positive and negative 

spaces, and the overall composition 

that is being created by each and every 

placement of shape, line, texture, etc. 

This same awareness is needed in 

visual communication, so that the 

information being communicated is 

not only effective in reaching the 

target audience and answering the 

design brief, but has aesthetic appeal 

as well. 

Creating designs that ‘play’ with 

the elements and principles provide a 

non-threatening way of entering into 

the design process without having to 

face the ‘I can’t draw’ or ‘I haven’t got 

an idea’ issue. 

This process becomes really simple 

when the students are provided with 

a range of pre-coloured designs i.e. 

Pattern Paper, Glassine (sold by Zart 

Art), newspapers, magazines, coloured 

paper and glue and scissors. 

By keeping the designs small 

- only 11x15 cm, several designs can 

be resolved in the space of a double 

lesson. An added bonus in this process 

is that students will inevitably 

‘express’ themselves in their designs. 

The ‘abstract’ nature of the first 

designs works almost like the famous 

‘ink blot’ tests - get your student 

talking about what the emerging 

images mean to them, and you will 

ASSESSMENT OF THE THINKING DOMAIN FOR THE V.E.L.S 

The thinking processes that are required in these tasks conform to: 

Bloom’s Taxonomy: 

Six Thinking Levels 

Knowing 

Understanding 

Applying 

Analysing 

Creating 

Evaluating 

Multiple intelligences can also be catered for. 

Verbal - discussing or explaining the designs 

Mathematical - students can consciously express 

mathematical pattern if they wish 

Visual - the whole process is visual 

Kinaesthetic - hands on 

Musical - students who love music can be directed to 

Kandinsky and can attempt to express music through 

shape and colour, etc. 

Intrapersonal - the process involves personal 

expression 

Interpersonal - students share their visual ‘solutions’ 

and get feed-back from one another as well as from 

the teacher. 

Zart Extra_Term 4 2006 3

Secondary Article cont 

find all sorts of cues in 

which you can encourage 

further creative thought in 

that student. 

The initial exercises can 

be then photocopied and 

discussed in relation to the 

tonal balance. Students will 

now become aware of the 

‘weight’ that colours have. 

These designs can be 

interpreted into pencil 

rendering, pen and ink, 

watercolour pencils, or 

gouache, etc. Designs could 

also be interpreted into an 

all red or all blue version 

- an opportunity to teach 

colour mixing and paint 

application. Designs printed 

on to acetate (overhead 

film) and placed on a 

variety of backgrounds is 

another way to ‘see’ the 

design in a new way. In 

fact, the opportunities in 

which you can encourage 

the students to take their 

designs in many directions 

are endless - an approach 

that is essential in the VCE 

years. Images can be added 

eventually- either cut out or 

drawn by the student who 

is progressively becoming 

more confident that he 

can create an artwork that 

is “finished” - no empty 

spaces!!! 

Jennifer Cameron 

Visual Arts Teacher 


DESIGN ELEMENTS 

Point 

Line 

Shape 

Form 

Tone 

Texture -2d 

Colour 

Letterform 

DESIGN PRINCIPLES 

Figure-ground 

Figure-ground 

Balance 

Contrast 

Cropping 

Hierarchy - Focal Point 

Scale 

Proportion 

Pattern 

Layout 

**the elements and principles used 

in visual communication can be 

found in the VCAA study guide. 

Purposes 

The design elements and principles 

are used for the “communication 

of a particular meaning to a target 

audience - usually with the objective 

of selling an idea, a service or a 

product.” Graphic designers aim to 

produce original designs in accordance 

with a design brief. Graphic art can 

also be used to reinforce or recreate a 

corporate image. 

FORMAL ELEMENTS 

Line 

Shape 

Form, Space, Mass, Volume 

Tone (Value) 

Texture-2d & 3d 

Colour 

Linguistic Philosophy 

FORMAL PRINCIPLES 

Subject Matter - Background/Foreground 

Subject Matter - Positive & Negative 

Balance 

Contrast 

Relationship of Compositional 

Elements to the Frame 

Emphasis – Focal Point 

Scale 

Proportion 

Rhythm And Repetition 

Composition 

Unity & Variety 

**the formal elements used in 

fine arts tend to be slightly more 

complex and vary according to 

different authors. 

Purposes 

The FORMAL ELEMENTS are used to 

Produce an artwork – 2D or 3D that 

is aesthetically pleasing or exciting. 

Artwork usually has PHILISOPHICAL 

or EMOTIONAL significance to the 

artist. Some art is NARRATIVE – telling 

a story. “Art can also be POLITICAL 

or CONTROVERSIAL – challenging 

established conventions, culturally, 

socially or artistically.” 

4 

www.zartart.com.au

Primary Article 

Resources: 

INTERNET > search 

'Environmental artists' 

MATERIALS > Various junk 

from the recycle depot, tape, 

Viponds Paint, papier maché, 

various pens eg. Prockeys, feathers 

and decorating materials. 

ENVIRONMENTAL 

ART 


Art is a wonderful 

platform for 

students to 

express their 

feelings and 

views about 

the world in a 

meaningful way. 


is part of the Sustainable 

Schools Program and have 

been learning about ways to 

save our environment and 

our resources. 

The challenge for these 

artworks was to convey the 

message: “Don’t Rubbish 

our Environment.” 

Students looked at the 

work of environmental 

artists, such as that of John 

Dahlson, who makes 

sculptures from rubbish 

collected on the beach, and 

also William Wareham, the 

official artist-inresidence 

at San 

Francisco’s rubbish tip. 

Wareham creates 

sculptures from 

metal scraps and his works 

are displayed at the tip. 

Students worked in 

groups to discuss their 

approach and design for 

their piece. The sculptures 

needed to be solid and well 

designed so that they could 

be displayed. 

Over the next few weeks, 

students collected personal 

rubbish from home and 

school, eg. tickets, wrappers, 

batteries, tins, boxes. The 

art room also had a good 

array of junk from the 

recycle depot. 

During classes, the 

groups constructed their 

sculptures using tape and 

papier maché to cover and 

stabilize the structures. Over 

the following week they 

painted their work and 

decorated it using more of 

their personal rubbish and 

found objects. 

In conclusion, the 

students were also required 

to compose an original 

slogan for their sculptures 

to reinforce their message. 

The sculptures were 

displayed in the school foyer 

for the community to view, 

and the students were 

required to present their 

work at assembly to their 

peers. 

The results of this project 

have empowered the 

students involved to believe 

that through their art they 

can make a difference and 

communicate their opinions 

in a powerful and positive 

way. 

Mary Cooper 




Education Update 

How is the implementation of VELS going in your art program' 

VELS PD Workshop with Di Olsson 

Most teachers 

in Victoria are 

currently devoting 

a great deal of time 

to the Victorian 

Essential Learning 

Standards – VELS – 

the new curriculum 

being progressively implemented in 

schools from 2006 to 2008. The proponents 

of VELS argue that the world is changing 

so fast students face an uncertain future 

simply because the future is an unknown 

- it will be so different from the past and 

the present. VELS is therefore an attempt 

to help students develop the ability to 

respond to change and adapt through new 

learning. The critics would argue that the 

implementation of VELS is resulting in over 

worked and highly stressed teachers. Those 

who teach The Arts have until 2008 to fully 

implement VELS. 

We thought you would be interested 

in the comments of other art teachers to 

our question: How is the implementation 

of VELS going in your art program 

VELS on the whole has not 

affected the course structure or 

the components of art in which 

I teach. However, I really like 

how art works or artists can 

be the impetus and starting 

point for classroom inquiry and 

integration. I also think that the 

interdisciplinary learning strands 

can really strengthen and deepen 

student learning. 

David Williamson 

Camberwell Grammar School 

VELS provides us with a sequential 

outline for the planning and 

implementing of an Arts program 

from levels 1-4 … It contains 

specific outcomes for each level. 

It provides suggested appropriate 

learning experiences across all 

facets of the Arts from which 

teachers can draw to develop 

relevant teaching and learning 

activities. 

Julie Lach 

Aspendale Gardens Primary 

School 

VELS has not impacted on my 

teaching program however in 

assessment tasks for student 

portfolios ‘outcome’ statements 

are now “standard “statements. 

The recognition VELS gives 

to interdisciplinary learning 

highlights what has been 

happening in art rooms for many 

years. Coming to understand VELS 

is an ongoing process that requires 

professional development eg. at 

network meetings and other PD 

sessions. 

One concern for many art 

teachers is the suggestion that 

the reporting of visual arts will be 

combined with performing arts 

(ie children get one mark for The 

Arts). The Arts covers visual arts, 

music, media, dance and drama in 

the primary school. 

Marion Hiland 

Surrey Hills Primary School 

Initially, the implementation of 

VELS into my program seemed like 

a daunting task. However, upon 

examination and reflection of my 

current arts program using the 

VELS framework, the connections 

between the two became clearer. 

Rethinking the explanation and 

presentation of my program have 

been the major shifts. Content and 

approach have remained much 

the same. 

Heather Lee 

Penleigh and Essendon 

Grammar 

Implementing VELS has been a 

journey that in the beginning I 

would have rather not taken but 

with a great deal of self-reflection 

and goal setting I’m feeling 

confident that I am developing 

a better understanding of my 

student’s learning enabling me to 

assist with their improvement in 

the Visual Arts. 

My first challenge was the task 

of understanding the VELS 

framework in particular the 3 core 

strands and how they interrelate 

with The Arts. I also needed to 

get a grasp of the language. e.g. 

domains and dimensions. 

With a growing understanding 

of VELS and a belief that its 

implementation would improve 

Dani Chak 


my student’s learning I began 

planning the Visual Arts 

program under the headings 

of Interpersonal and Personal 

Learning. Visual Arts (Creating 

and Making, Exploring and 

Responding), Communication and 

Thinking. All of these domains 

are now an integral part of my 

program planning. 

Assessment and the 

documentation of student’s 

learning has become the focus 

of my professional learning. 

VELS has made me question 

the effectiveness of my 

assessment practices. I have been 

experimenting with a variety 

assessment tools that will best 

provide me with the data that will 

help me know my students so that 

I can better plan for their learning. 

I’m also concerned about the 

management of documentation. 

We are currently exploring the 

management of portfolios. We 

want them to be an effective 

documentation of ongoing 

assessment and a resource of 

learning for the student to reflect 

on and use to link future learning. 

The implementation of VELS in 

my art room has been a challenge 

and I know I’m on a never ending 

journey of learning. It seems 

that we had just mastered 

the implementation of one 

Department initiative when that 

one was replaced with the next. 

I guess that is indicative of our 

trade, teaching and learning, we 

can always improve. 

Di Olsson 

Trafalgar Primary School 

Attention Secondary Teachers 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6 

www.zartart.com.au

Zart’s Student Gallery 

situated at zart 

education service 

is Zart’s Student Gallery. 

In the Gallery you will find 

some outstanding visual 

art work created by 

students from Levels 1—7. 

Each term the exhibition 

is changed so a new 

display may be viewed over 

the holidays, supplying 

unlimited ideas for the 

following terms. 

Photos may be taken to 

build up your own folio 

of resources. The 

gallery also gives 

the students 

exhibiting work 

the opportunity 

to bring 

their families along to 

appreciate their visual art. 

We are always on the 

lookout for art work 

to be displayed in 

our gallery from both 

primary and secondary 

levels. If you have any 

pieces of art work that 

would be of some 

interest, please email 

photos of works to Jan, 

one term in advance. 

Please contact 


for further information 

regarding the gallery 

on (03) 9890 1867 or 

by email on: jan@ 

zartart.com.au 

term 

FOUR 

2006 

Oatlands Primary School 

Planning 

Discuss different shoe types and 

how they could construct them 

using cardboard and cylinders. 

Brainstorm ideas of what makes 

Melbourne unique; eg landmarks, 

famous people, activities. (I had 

photographic resources to inspire 

them) 

They then had to draw up their shoe 

and layout their chosen images (I 

suggested no more than 5 images) 

Construction 

Students traced around their own 

foot to get the basic shape, they then 

used cylinders and cardboard to 

build up the shoe shape. 

Students completed two layers 

of newspaper papier Mache over 

their shoe followed by one white 

layer of papier Mache. They were 

left to dry before painting. 

Decorating 

Students first transferred their 

images onto the shoes using pencil. 

They then painted each surface of 

their shoe. 

Di Cappadona 



donvale christian College 

Coolaroo South Primary School 

Still Life 

Donvale Christian College 

Visual Art Work 

Rosanna Golf Links Primary School 

Tapestries 

Aitkin College 

Banners 

St Josephs Primary Hawthorn 

Luna Park 

Hawthorn West Primary School 

Yarra River Mural 

St Paul’s Primary School Monbulk 

Printing 

Strathcona Girls' Grammar 

Picasso ceramics 

Strathmore Primary School 

Wood works 

Koonung Secondary College 

Art Works 

View our gallery on the website! 


St Leonards College Brighton 

Masks 


Shoes 

Catholic Ladies College Eltham 

Dry Felting 

Chatham Primary School 

Still life 


Design 


Environmental Art 

Our Lady’s School Craigieburn 

Birds 

Beverley Hills Primary School 

Painted Jeans 


profile article 

MOSAICALLY 

MOTIVATED 

For many years now, our pre-school 

emblem of a scarecrow has been etched 

into the memories of the many four-yearolds 

that have passed through our preschool 

doors. 

Up until one day in 2004, we had a 

very simple but characteristic scarecrow, 

which stood watch over the grounds. On 

arrival at kindergarten one morning, sadly 

I found that some vandals had taken our 

scarecrow apart. This along with the badly 

deteriorating building made for a very tired 

and sad looking playground. 

Of course, much discussion took place 

with the children about what had happened 

to our beloved scarecrow and how we 

could “solve” this problem. This inspired 

me to dream up ideas of how to re-create 

our scarecrow in a way that would see his 

lasting image for years to come. 

Having visited “The Mosaic Garden” in 

Hawthorn about that time, I was inspired 

to embark on the project of making a 

mosaic which would incorporate our 

scarecrow, along with other imagery to 

which the children could contribute. 

Second to this was my rationale of trying 

to improve the aesthetics of a pre-school 

that was seriously in need of some uplifting 

ambience to detract from the poor state of 

an aging façade. 

I began by visiting Camberwell Boys 

Grammar School, who very kindly allowed 

me to view Pamela Irving’s project entitled 

“Guardians of the Chess Set”, as well as 

Surrey Hills Primary School, who also have 

worked on mosaics in the past. 

From here I approached the children 

in my classroom, and we established 

many small project groups where we 

brainstormed ideas about what sorts of 

things we might like to put in our mosaic. 

At the time, we were breeding silkworms in 

our classroom, so this inspired ideas about 

“minibeasts” such as insects, spiders, and 

birds, etc. 

The plan was for a background 

consisting of nine hardboard panels, cojoined 

to create a 2.4 m x 1.8 m image of 

creatures in a garden. The children did the 

concept drawings for this, which included 

things like a butterfly, snail, spider’s web, 

lady beetle, bee, bird, worm, caterpillar, 

flowers, sun and rainbow. These types 

of symbolic representations of the world 

seemed to be familiar and often repeated in 

our children’s artwork. 

In front of the background was to be 

our scarecrow, which was to be a threedimensional 

construction made from all 

kinds of “junk” recyclables, that would be 

weather-resistant and firmly cemented 

into the ground. He was going to be on a 

stake in a garden bed, and we had planned 

to develop the surrounding garden area for 

planting with the children. 

With a tight budget to work within, 

the arduous task of sourcing as many 

tiles as I could began. This involved 

flyers to families, letters to tile shops for 

donations and physically sifting through a 

kaleidoscope of tiles to find the right colors 

and shades. 

Embarking on such a mammoth task 

was going to require the help of our local 

community, so the project opened up to 

parent helpers who were invited to come 

along both during the day and at night to 

work towards the outcome. I was staggered 

by the support that was offered by our 

parent helpers. 

Once the project was well off the 

ground, our local council announced 

that our pre-school would be demolished 

and re-located. The news of this muchneeded 

rescue from council was welcomed. 

However, the timing for our mosaic was 

not so good. It meant that logistically 

the original plan for our project would be 

difficult to carry out. Where was it going 

to go now And will there be sufficient wall 

space to mount it in our new playground 

We were so far into the project that we 

couldn’t just abandon it. 

The decision was made to continue with 

the plan in stages. Some two years later and 

we are happily settled into a beautiful new 

building, adorned by the fruits of our labor 

on the façade. Our 3D scarecrow figure, 

which I soon hope to take on with our new 

residents, has been put on hold until we 

reach stage 2 of our playground design. 

Juliane Rigoni 

Director 

Auburn South Pre-School 

8 

www.zartart.com.au

New Products 

italic prices do not include gst, Bold prices include GST • prices are valid until december 21st 2006 

Wooden 

Soldier 

This 15 cm tall 

wooden figure may be 

decorated as a soldier 

or simply the starting 

point for any human 

figure. Paint or dress 

with fabric. 

Each .......... $3.82 $4.20 

See page 12 for activities on 

The Nutcracker Christmas 

Wooden Male or 

Female—on Stand 

This 15 cm wooden figure with 

adjustable arms is ready to 

decorate in any costume. Paint, 

glue or stitch costumes on to the 

figure. From ballerinas to fairies, 

soldiers to football players, 

create a doll from this easy to 

decorate wooden figure 

Male 

Each .......................... $2.14 $2.35 

Female 

Each .......................... $2.14 $2.35 

WOODEN 

BEAD DOLLS 

These small wooden dolls are 

stand-alone figures that may 

be painted or dressed in fabric 

to create different characters. 

Available in three sizes. 

Small 7 cm 

Pkt of 10 ................... $6.42 $7.06 

Medium 7.5 cm 

Pkt of 10 ................... $7.43 $8.17 

Large 9.5 cm 

Pkt of 10 ................... $8.96 $9.86 

Push in then 

hang- so easy! 

Find this 

activity on 

our website! 

Wooden 

Pen Dolls 

This novelty wooden pen 

is a gift students may 

decorate in any style for 

Christmas or any other 

celebration. Use as the 

starting point for a doll. The 

pen is 14 cm from pen tip to 

top of the head. 

Pkt of 10 ........$17.12 $18.83 

Ornament Caps 

14 mm metal caps to push 

into a Poly Ball to create a 

hanging bauble. Will suit all 

size balls and creates a ready 

to hang bauble. Comes with 

cap and metal pin to push into 

the polystyrene. 

Pkt of 60 $8.37 $9.21 

Great 

starting 

point 


Activity 

Painting & Printing 

Sun Dyes are a quick and easy way to hand paint silk, c 

Sun Dyes - are a quick and easy way 

to hand paint silk, cotton, wool and 

any natural fibres. They are fixed by 

heat setting - use a warm, dry iron. 

The Sun dyes can also be used for 

sun printing - this is a process in 

which the fabric can be painted 

and while it is still wet placed out 

in the sun with leaves, templates, 

feathers etc. anything which will 

leave an impression - the UV in the 

sun reacts with the pigment in the 

paints, creating a sun print. 

Silk Painting using Sun Dyes 

Materials 

Push Pins 

Stretch frame 

Gutta 

Manutex 

Silk 

Cold Batik Wax 

1. Stretch the silk on to 

a wooden frame, using 3 

point pins or push pins 

to attach the silk to the 

wooden frame. 

2. If using Gutta or Cold 

Batik Wax apply these 

to the stretched fabric 

first as they need to be 

totally dry prior to using 

the dyes. 

3. Start to apply the Sun 

Dyes using a soft brush. 

A soft brush is best as 

it will hold quite a lot of 

silk dye and will ensure 

an even finish. 

4. Note that the Cold 

Wax is not a resist, it 

will not act as a line, but 

simply create a texture. 

5. Note that Gutta will 

act as a resist and no 

dye will travel over or 

under the Gutta line. 

This is the best method 

for line or design work. 

6. Manutex, (dye 

thickener) can also be 

used with the dyes to 

create a design - with 

out the use of Gutta. 

This will provide a 

more painterly effect. 

Either thicken the dye 

with Manutex or paint 

Manutex over the 

stretched silk and allow 

to dry before painting 

with the dyes. 

7. Once you have 

finished your silk 

painting, leave the piece 

to air dry on the frame 

for at least 3-4 hrs 

(overnight is best) 

8. The piece, once 

dry, then needs to be 

ironed. Use a warm dry 

iron (place an old cloth 

/pressing fabric over the 

work). Iron for approx 6 

-10 minutes. 

9. Once the piece has 

been fixed (ironed) you 

may then proceed to 

remove Gutta, Cold 

Wax or Manutex build 

up with a warm soapy 

wash. This will remove 

any residue. 

10. Always iron silk 

whilst it is damp, as this 

will make it easier to 

remove any creases. 

You have now 

completed your silk 

or cotton painting. 

The pieces you 

produce can be 

wearable or artwork 

to hang on the walls. 

10 

www.zartart.com.au

Activity cont 

Fabric with Sun Dyes 

, cotton, wool and any natural fibres. 

Sun printing using Sun Dyes 

Materials 

Sun Dyes 

Silk or Cotton fabric 

Marbling Tray 

Foam Brush 

Templates/objects 

(leaves, feathers, wool, 

card stencils or Ezy Cut 

Stencil Paper etc) for 

leaving impressions 

1. Place the fabric into 

a Marbling Tray, or 

meat tray to keep the 

fabric in place. 

2. Shake the bottles 

of Sun Dye to mix 

prior to use. Pour a 

small amount out 

into a palette or paint 

container. Dye may be 

watered down by 50% 

or used full strength. 

3. Pre wet the fabric 

with a mist of water 

spray. 

4. Start to apply the 

dyes to your fabric with 

a foam or paintbrush. 

5. Paint in a quick 

manner - as the fabric 

needs to be wet or sun 

printing will not occur. 

6. While the fabric 

is still wet, move 

outdoors to a sunny 

but sheltered from the 

wind location. 

7. Start to arrange your 

objects on to the wet 

fabric. Ensure they are 

all weighed down in 

order to achieve sharp 

and clear images. 

Brush over paper or 

card stencils with water 

to help temporary 

adhesion to the fabric. 

8. Leave the fabric to 

dry in the direct sun. 

9. Once the fabric is 

completely dry the 

objects can be removed 

to reveal the sun print. 

10. To finish and fix the 

piece, the fabric will 

need to be ironed with 

a dry iron on a warm 

setting. Leave fabric 

for approximately two 

days prior to washing. 

Please note - for best 

results in sun printing 

Ensure you have 

shaken the contents of 

the bottle 

Make sure you 

are using a natural 

fibre (no polyester or 

polycotton) 

You will require a 

clear sunny day - as 

this process works on 

the sun’s UV rays. 


PVA 

Felt 

Bead 

Cover Paper 51 x 76 cm Black 

Cover Paper 38 x 51 cm 

Cartridge Paper 110 gsm A4 

Crepe Paper Me tex 

Wool Tops 

Oil Pastels 

Marker black 

PVA 

Liquid Gli ter Fairy Dust 

PVA 

The Creative Sch ol Su ply Company 2006 

New Resources 

new resources 

Art Detective Second Edition 

Michele Stockley 

This book has been substantially revised and 

updated and provides a carefully structured 

but flexible approach to introducing 

students to the world of art. 

The second edition was specifically 

written to cater to the Victorian Essential 

Learning Standards (VELS). There is a full 

and comprehensive coverage of the Arts 

domain with the two dimensions ‘Creating 

and making’ and ‘Exploring and responding’ 

being addressed with practical, classroombased 

questions and activities. Due Late 

Sept to early Oct 

192pp . . . . . . .$39.50 $43.45 

See our workshop insert 

for ZES's Nutcracker 

christmas PD Program 

Drawing 

Keith Micklewright 

Drawing is a language. Like all languages, 

if used fluently, it will allow individuals 

to express their ideas clearly. Contrary to 

the assumption that this visual literacy 

is a gift that cannot be learned, this book 

demonstrates that it is a highly teachable 

skill. As well as instructing the student how 

to draw, the book also serves as a visual 

handbook for artists and designers who 

need to explore and express ideas through 

drawing. 

168pp . . . . . . . $45.41 $49.95 

12 Zart Extra_Term 4 2006 

Art Detective Teacher 

Resource & Assessment Kit 

Ross Waterman 

The wire-bound Teacher book supports the 

use of Art Detective Second Edition and is 

accompanied by a CD-ROM with editable 

versions of: 

-Extensive assessment advice and course 

overviews for Victoria, Years 7 & 8 

-A bank of worksheets 

-Units of work and sample assessment tasks 

-Student sample responses to activities 

Due Late Nov to Early Dec 

Book & cd . . .$136.00 $149.60 

The Nutcracker 

Christmas 

The wonderful children’s fairytale of The 

Nutcracker is the focus of our Christmas 

2006. This year our Christmas book is 

based on this tale as well as a number of 

traditional Christmas decorations. The 

activities are designed to give classroom 

and visual art teachers a starting point 

for students to explore new visual art 

media, techniques and skills. Full colour 

publication. Available 1st October 2006 

56pp . . . . . . . $27.50 $30.25 

Faces Places and Inner Spaces 

Jean Sousa 

How do artists use faces, places, and inner 

spaces to express themselves and their 

worlds Every object in this book falls into at 

least one of these categories: in fact, you are 

likely to find that some can be one, two, or 

even all three! After exploring each of these 

topics, be prepared to take a new look at art 

and to better understand how artists shape 

our views of the world. 

48pp . . . . . . .$27.23 $29.95 

Art Detective Second Edition 

Poster Pack 

This poster pack is designed to cater for a 

whole course in junior Art and includes a 

wide selection of art works which feature in 

the book Art Detective. 

-30 posters (525 x 368 mm) printed on 

strong, gloss-laminated board 

-Durable flat-pack packaging to carry and 

store posters 

-Teacher notes on the reverse of each poster 

and a series of questions that will promote 

whole class discussion. 

Due Late Nov to Early Dec 

30 posters . .$180.00 $198.00 

introduction 

Cone 

Tree 

Christmas 

1. Poke a Satay Stick into 

the base and one into the top 

of a Poly Cone. 

2. Cover the top Satay Stick 

and the cone in PVA and 

wind a long length of 

Tinsel String around, 

starting at the Satay Stick 

and working around the 

cone until the cone is 

completely covered in 

colour. 

3. Wind another colour of 

Tinsel String over the first 

colour in a spiral pattern. 

4. Glue Sequin Stars around 

the tree to decorate. 

5. Make a base from a block 

of Plasticine. Cover the 

bottom Satay Stick and the 

Plasticine in PVA and 

sprinkle over Glitter until 

they are covered in Glitt e r. 

materials 

Poly Cone 10 cm 

Tinsel String 

Star Sequins 

Satay Stick 

Plasticine 

Glitter 

38 • the nutcracker christmas 

Elf Pen 

1. Paint a Wooden Pen Do l 

body with a chosen colour. 

Put aside to dry. 

2. Glue on eyes, nose, hair 

and beard to the head of 

the pen. 

3. Use Fel to create a hat 

and decorate with Metallic 

Braid and a Glitter Pom 

Pom. 

4. Glue the hat on to the 

head. 

5. Use Felt to create two 

arms and glue these on to 

the doll body. 

6. Tie Metallic Yarn 

around the mid point of 

the body for a belt. Decorate 

with a Sequin or metallic 

paper. 

7. Use a black marker to 

draw a line on the body to 

indicate trousers and boots. 

materials 

Wooden Pen Doll 

Shimmer Gla s Paint 

Metallic Braid 

Meta lic Yarn 

Curly Hair White 

Joggle Eyes 6 mm 

Arbee Craft Glue 

Gli ter Pom Pom 12 mm 

Marker black 

Handmade Prints 

Anne Desmet & Jim Anderson 

This book offers a user-friendly approach to 

printmaking without a press. All methods 

can be accomplished at many levels of 

expertise. The aim of this book is to provide 

a diverse range of ideas, where the most 

basic methods can be used to make highly 

ambitious work. With printmaking, it is 

possible to create images arguably more 

inventive and unusual than those produced 

by pencil or paintbrush. 

144pp . . . . . .$36.32 $39.95 

introduction 

20 • the nutcracker christmas 

The Encyclopedia of Mosaic 

Techniques 

Emma Biggs 

A complete guide to materials, tools and 

techniques used for creating fabulous 

mosaics. Discover new techniques and 

innovative styles for creating mosaics for 

a variety of purposes and learn foolproof 

methods for coordinating colour choices 

to produce dynamic designs of enduring 

appeal. This book also covers a wide range 

of tesserae, from traditional ceramic tiles to 

pebbles, broken pottery, found objects and 

other improvised materials. 

160pp . . . . . .$36.32 $39.95 

Mechanical Boy 

1. Use Crepe Paper Mettex to 

create a series of mechanical 

wheels and cogs by fold 

cutting and folding of the 

double-sided paper. 

2. Use different coloured Cover 

Paper to cut out a body shape, 

two thighs, two calves and two 

feet, two upper arms, two 

forearms, and two hands. 

3. Cover a sheet of black Cover 

Paper with Liquid 

Glitter and set 

aside to dry. 

4. Cut a head shape 


out of Cartridge Paper and 

draw the facial features on 

with Oil Pastels. 

5. Glue the body, head and 

body parts on to the black 

background. 

6. Use a black marker to draw 

a large dot where the body 

parts join. 

7. Glue the Mettex shapes on 

to the body. 

8. Glue Wool Tops on to 

the head for hair. 


materials 

1. Weave a Rainbow Weaving 

Mat and glue the woven mat 

down on to a sheet of Cartridge 

materials 

Rainbow Weaving Mat 

Sequins 

Creative Meta lic Braid 

Foilboard A4 

Cartridge Paper A4 

Cover Paper 25 x 38 cm 

Woven Card 

Paper. 

2. Cut the shape of the card from 

the Weaving Mat and cu the 

same shape but slightly larger, 

from a sheet of Foilboard. 

3. Glue the woven mat on to the 

Foilboard shape leaving a sma l 

border of Foilboard showing. 

4. Fold a sheet of Cover Paper in 

half and trace the shape of the 

card on to the fold of the Cover 

introduction 

Paper. Cut ou the shape on the 

fold to create a card. 

5. Glue the woven shape on to the 

lid of the folded Cover Paper 

card. 

6. Punch two holes into the top to 

the card and thread a length of 

Metallic Braid through the holes 

and tie a bow a the front. 

7. Decorate the front of the card 

with Sequins. 

the nutcracker christmas • 37 

Merry 

Christmas! 

We would like to wish 

you all a wonderful & 

safe Christmas. 

Thank you for your 

support this year. 

Because of your 

support we are able 

to work together to 

promote quality art 

education. 

Rex & Staff 

at Zart Art 

blue italic prices do not include gst, Bold black prices include GST • prices are valid until 21st december 2006

Term 4 - Zart Art

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