Teachers' Links - Art Gallery of South Australia

Unpacking AGSA - Teachers Links
This document contains information on how to use the Unpacking AGSA game. It
goes through in detail all the concepts and principles that are explored in the
game.
It also provides information on organising school visits to the Art Gallery of South
Australia and how to get to the Art Gallery of South Australia.
Contact Information
Mark Fischer
Art Gallery of South Australia
North Terrace
Adelaide, South Australia 5000
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Contents
Introduction Page 1
Contact Information Page 1
Game Instructions & Educational Content Page 3-6
- Texture Page 7
- Shape Page 8
- Proportion Page 9
- Symmetry Page 10
- Contrast Page 11
- Form Page 12
- Perspective Page 13
- Line Page 14
- Colour Page 15
Organising School Visits Page 16
How to Get to the Art Gallery Page 17
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Game Instruction – Main Game
The Unpacking AGSA game is an interactive game that explores a range of Art principles under the
theme of the Art Gallery of South Australia.
Splash Page
This is the introduction to the Unpacking AGSA game. From this page the student can access the
game, teachers links and credits from the menu.
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The Map Interface
The Map Interface gives the student an overview of the layout of the Art Gallery of South Australia.
Galleries are accessible through the map or associated principle and element list.
This selection includes:
Colour – European
Shape – Australia
Form – Australia
Symmetry – Aboriginal
Perspective – Photography
Line – Contemporary
Texture – Asian
Proportion – Islamic
Contrast – Morris & Co. Decorative Arts
The student can explore these rooms by the map; on the map screen students can access the rooms
by clicking the principle name or the room on the map. Once a Gallery has been completed its
corresponding principle box appears open.
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The Art Gallery Rooms
The character can explore galleries accessed via the map interface.
Character Interaction
• Within each of the individual galleries the student can navigate the character via mouse
movements.
• Each individual gallery contains a mysterious floating box. When the student approaches
the box it reveals a text bubble asking how an artist uses a specific principle.
For example in the European gallery the box asks the question “how does an artist use an
colour?”
• Click on the box once the character has moved near the box, this will start up the mini
game related to specific gallery and Art principle.
Navigation
• The map button lets the student go back to the map screen.
• The help button gives them simple instructions on what to do in each of the galleries.
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The Exhibition Gallery
The exhibition room allows students to view their completed Interactive canvases.
Each canvas has a title relating to the element or principle in which they created the work.
Character Interaction
• Students can navigate the character via mouse movements.
Navigation
• The open exhibition button is available once all 9 galleries / principles have been
completed.
This will run a short animation of characters entering the gallery to view the student
created works of art.
This animation is the conclusion of the Unpacking AGSA game.
• The map button lets the student go back to the map screen
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Game Instructions & Educational Content
The following pages contain the game instructions to guide a student through each mini game
found throughout the different galleries of the Unpacking AGSA game.
Preluding each game is an Advanced Organiser. The Advanced Organiser contains all of the
information for a specific principle or element. The student is required to work through this
information before they can play a game.
Texture
The aim of the texture game is to let students explore with texture by creating their own work of
art. They can do this by putting perceived textures onto a work of art. The student can also change
the colour of these textures.
The following is the content as it appears in the texture mini game advanced organiser:
• Texture is the look and feel of a surface
• Physical textures can be felt by touch
• A works of art can be flat but look like it has a texture. This is called perceived texture
• Can you think of your own example of physical and perceived texture?
The following instructions can be given to the student on how they can use the texture game:
Create a textured work of art
1. Choose a colour
2. Drag textures onto the work of art
3. Experiment using different colours and textures
4. Finished? Save to gallery!
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Shape
The aim of the shape game is to let students explore shape. This is done by identifying the use of
geometric shapes and organic shapes within an artwork and experimenting to create a work of art
using these shapes.
The following is the content as it appears in the shape mini game advanced organiser:
Shape
A shape is created when three or more points are connected with a curved or straight line.
Geometric
• A geometric shape is created by geometry like circles and squares. Can you think of your
own example of a geometric shape?
Organic
• An organic shape is created using uneven shapes and curves. Can you think of your own
example of an organic shape?
Abstract
• An abstract shape is a complex shape, which cannot be made using simple geometric
shapes. Can you think of your own example of an abstract shape?
The following instructions can be given to the student on how they can use the shape game:
Shape
Test your knowledge of organic and geometric shapes
1. Drag shapes into the Organic or Geometric boxes
2. When the five shapes have been organised into the correct box, the next five shapes will
appear
Shape
1. Drag shapes onto the same shape in the work of art
2. When the five shapes have been organised into the correct box the next 5 shapes will
appear
Shape
1. Drag shapes around to create your own work of art
2. Experiment using different shapes
3. Finished? Save to gallery!
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Proportion
The aim of the proportion game is to let students explore proportion by creating their own work of
art. They can do this by interacting with the proportion of objects that they find familiar.
The following is the content as it appears in the proportion mini game advanced organiser:
• Proportion is the difference in size of parts of a form. It can also be the relationship of the size
of different objects.
• Can you think of your own example of proportion used in everyday life?
The following instructions can be given to the student on how they can use the proportion
game:
Create a work of art using proportion
1. Choose an artist model
2. Select a body part
3. Use the Width and Height sliders to experiment with proportion
4. Finished? Save to gallery!
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Symmetry
The aim of the symmetry game is to let students experiment with symmetry. The student draws
within a quadrant of the canvas. This quadrant is then replicated vertically and horizontally by
mirroring the artwork. The ink well restricts the student as to how much they can draw onto the
canvas.
The following is the content as it appears in the symmetry mini game advanced organiser:
Symmetry
• Symmetry is where one side of a work of art is identical to the other.
Symmetry
• This animation shows when we mirror this shape we create symmetry.
• Can you think of your own example of symmetry?
Symmetry - Asymmetry
• Asymmetry is where one side of a work of art is not identical to the other, although it still
appears to have the same visual weight.
Symmetry - Asymmetry
• This animation shows when we mirror this shape we create two nonidentical sides.
• Can you think of your own example of asymmetry?
The following instructions can be given to the student on how they can use the symmetry
game:
Create a symmetrical work of art by using a kaleidoscope
1. Select the Colour box to paint
2. Select the Size box to adjust size of the birds and flowers
3. Select the Shape box to change background shape
4. Finished? Save to gallery!
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Contrast
The aim of the contrast game is to let students explore contrast by creating their own work of art.
They can do this by creating contrast with an original work of art and a work of art they create
themselves. By exploring different combinations they can create contrast using complimentary
colours, size and shape to their work of art.
The following is the content as it appears in the contrast mini game advanced organiser:
Contrast is when two related elements are different. The greater the difference, the higher the
contrast. Contrast can be made using colour, size and shape.
Contrast-Colour
• Colour contrast is when the colour of two related elements are different. The animation
below shows colour contrast of two sets of squares. Can you think of your own example of
high and low contrast colours?
Contrast-Size
• Size contrast is when the size of two related elements are different. The animation below
shows size contrast of two sets of elements. Can you think of your own example of high and
low size contrast?
Contrast-Shape
• Shape contrast is when the shape of two elements are different. The animation below shows
shape contrast of tow sets of elements. Can you think of your own example of high and low
shape contrast?
The following instructions can be given to the student on how they can use the contrast game:
Create a contrasting work of art
1. Select the Colour box to paint
2. Select the Size box to adjust size of the birds and flowers
3. Select the Shape box to change background shape
4. Finished? Save to gallery!
Contrast - Colour
Select a colour from the colour palette to paint the work of art. Use different colours to the original
work to create colour contrast.
Contrast - Size
Feed the birds and water the flowers to make them big and small. Change the size of the birds and
flowers to be different to the original work of art to create size contrast.
Contrast - Shape
Change the background shape of the trellis in the work of art to square, triangle or diamond shape.
Select a different shape than the original work of art to create shape contrast.
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Form
The aim of the form game is to let students explore form by creating their own work of art. They can
do this by constructing simple sculptures through the use of basic forms.
The following is the content as it appears in the form mini game advanced organiser:
Form-Volume
• Volume is all the space within a form.
Form –Depth
• Depth is how deep a form seems to be.
Form-Weight
• Weight is how heavy a form appears.
The following instructions can be given to the student on how they can use the form game:
Create a sculpture design
1. Drag Forms onto the art board
2. Experiment with forms to design a sculpture
3. Select the Paint box to use colour palette, brush size and opacity tools
4. Finished? Save to gallery!
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Perspective
The aim of the perspective game is to let students explore with perspective by creating their own
work of art. They can do this by manipulating a work of art using: horizon line, vanishing point and
linear perspective lines.
The following is the content as it appears in the perspective mini game advanced organiser:
Perspective is when shapes seem to move away from us, they look as if they are getting smaller.
Horizon Lines
• The Horizon line is the eye height of the onlooker. The vanishing point sits on the horizon
line.
Vanishing Point
• The vanishing point is the point on the horizon line where the perspective lines meet.
Objects become smaller and smaller the closer they are to the vanishing point.
Perspective Lines
• Perspective lines are straight lines drawn from the edges of the artwork to meet at the
vanishing point.
One Point Perspective
• One point perspective is when only a single vanishing point is used in a work of art. All
elements in the scene combine at this vanishing point.
The following instructions can be given to the student on how they can use the perspective
game:
Compose a single point perspective work of art
1. Choose an object
2. Drag the objects around the work of art to experiment with perspective
3. Turn off perspective lines to see the work of art
4. Finished? Exit to gallery!
Perspective
Notice how parts of the background such as the bridge and building are aligned with the
perspective lines.
Click the Next button to place objects onto the background.
Perspective
1. Choose an object
2. Drag the object around the work of art to experiment with perspective.
3. Finished? Save to gallery!
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Line
The aim of the line game is to let students explore line by creating their own work of art. They can
do this by creating an image through the use of line.
The following is the content as it appears in the line mini game advanced organiser:
Line is a mark made on a surface by moving from one point to another. It can be two
dimensional, like a pencil on paper. It can be three dimensional, like a mark in a sculpture.
Line-Straight
• Straight line has no curves and moves in one direction.
• Can you think of your own example of where straight line is used in everyday life?
Line-Dotted/Dashed
• Dotted/dashed lines care broken lines that can be straight, organic or geometric lines. Can
you think of your own example of where dotted/dashed line is used in everyday life?
Line-Geometric
• Geometric line has no curves but unlike straight line can move in many directions. Can you
think of your own example of where geometric line is used in everyday life?
Line-Organic
• Organic line uses curves and natural movement. Can you think of your own example of where
organic line is used in everyday life?
The following instructions can be given to the student on how they can use the line game:
1. Trace the lines to become familiar with them
2. Select the Art box and choose a work of art
3. Select the Paint box to use the colour palette and brush size tools
4. Trace the work of art using dotted and solid line
5. Finished? Save to Gallery!
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Colour
The aim of the colour game is to let students explore with colours by creating their own work of art.
They can do this by altering the tint and shade of colours used in an existing work of art.
The following is the content as it appears in the colour mini game advanced organiser:
Colour
• Colour is an element in works of art
• This animation shows the colour wheel, it is basic spectrum of Colour.
• It consists of Primary, Secondary and Tertiary Colours.
• The Primary Colours are Red, Yellow and Blue.
• Secondary Colours are made when two primary Colours are mixed together.
• Tertiary Colours are the Colours that line between all Primary and Secondary Colours on the
Colour wheel.
• Warm Colours are colours with red in them. On the colour wheel these are colours from Red
to Yellow-Green.
• Cool Colours are colours with blue in them. On the colour wheel these are the Colours from
Red-Violet to Green.
• Transparency is when light passes through a colour, this makes the colour lighter.
• In this animation as the Transparency slider moves left, the colours get more transparent.
• Brightness is the amount of light that a colour reflects. The less light a colour reflects, the
darker it is.
• In this animation as the Brightness slider moves left, the colours get darker.
The following instructions can be given to the student on how they can use the colour game:
1. Drag colours onto the work of art
2. Use the Transparency slider to experiment with colour
3. Select the Grouping box to experiment with different colour groupings
4. Finished? Save to gallery!
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Organizing School Visits
School visits to the Art Gallery of South Australia can be organised by contacting the gallery on the
following contact details:
Mark Fischer
Art Gallery of South Australia
North Terrace
Adelaide, South Australia 5000
Phone: 8207 7033
Fax: 8207 7070
E-mail: fischer.mark@saugov.sa.gov.au
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How to get to the Art Gallery of South Australia
The student entrance is located down the path between the Art Gallery of South Australia and the
Museum along North Terrace.
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