Seconds+Draft

Teacher should keep this mind-map/list for reflection upon conclusion of the unit of work. Some other alternatives for this focus could be Pop Art, or 'art and the everyday'. The Prezi should show brief artist information, artwork information, what they think the artist was saying about the world and how they think the audience would have reacted? Students should represent this visually and with use of minimal amount of text. Heather Ackroyd and Dan Harvey, 'Skyline' YEARS and IMAGES. Jyll Bradley, 'Tipping Point' Natalie Jeremijenko,' Carbon Arts' After this exercise leave the students with the question 'why do so many artists feel the need to express their thoughts on Climate Change?' With these images students are to make a second digital artwork that expresses their feelings about the changes they have made in the School. Pose the question why would an artist choose to focus on this subject? What is the point of making art about this subject? What can art do?
 * Aim: Using Climate Change as a context allow students to explore the relationship between the 'artist and the world'. Students are then able to consider the purpose of a socially motivated artwork by raising awareness of Climate Change in their schools and implementing a real change.
 * Students brainstorm what they think about the relationship between the' artist and the world'. Prompt students toward a line of questioning that brings into focus time, place and events that could shape an artist's practice. Then allow students to consider if they think art can affect the world it is in and how?
 * Students are introduced to 'action art' as an example of artists reacting to the world around them. Look at John Cage as a direct example and explain the idea of artists 'retreating into the canvas'. Why would this have been a reaction to the war? What affect would it have on the audience?
 * In Groups students are to make a Prezi ([|www.prezi.com]) on one of the following artworks:
 * Students then move into the Postmodern frame and brainstorm the major issues in their world. Give consideration to Climate Change, how do they feel about the topic? What do they know ? At this point run through the basics of Climate Change.
 * Students are given images of the following artworks:
 * In their table groups students should consider their own reactions of the work. What do they think the work is about and why? The group should briefly present their opinions. If at all possible project the artwork for all the class to see, and expand on what the students are saying by providing information on the artist's general practice.
 * Do an Energy Audit of the school using the last year's electricity information. And follow this with school electricity audit. Explain to the students that using art they will raise awareness of this problem. They will then make changes to the school that will reduce their carbon emissions and document these changes with a mix of photography and digital imaging (if Photoshop or similar is not available printing or photo-mixed media will also work).
 * Students are then to plan and make a 2D artwork that represents the problem in their school. Students should be given a source image, possibly a school emblem or SELF PROTRATE? as a base to incorporate in the image. The focus should be the relationship between 'artist and audience', show students some paintings that provoke emotion e.g. 'the Scream' or Picasso to inspire an emotive response in their own work.
 * In small groups students then research school based solutions within their budget and write this into a proposal. Students then vote for the best option for their school.
 * Using digital media afforded to the school students should document the changes to the school.
 * Look at Australian artist Ben Todd and the 'Centre for Sustainable Practices in Arts'.