Quick summary: The first art lesson in this resource pack is designed to introduce students to the artist Joshua Yeldham and help them understand the artistic process involved in making art. Students will discover how an ‘Artist Residence’ can help inform and complement the creative process and why artists embark on new journeys to produce work. The second part of this lesson discusses the emotional and therapeutic elements of art and creativity and how creativity can help students feel and release emotions. Students will use current knowledge of art and experiences to understand the importance of art and artistic intent to develop their own opinions.
Artist-in-residence programs permit artists to live and work in new environments, which allows them to research, produce, and reflect on their work. However, there is no specific order in which this might occur, and each artist develops their own varied approach to making art.
During the residency, the artist is encouraged to explore new locations and experiment with various materials and techniques. Much like an excursion or camp, residencies can end up having a long-term and remarkable impact on how they perceive the world and the work they produce.
- Students understand the difference between artists working from their studio and artist residency
- Students can explain how artists use visual conventions to represent a theme, concept, or idea in their artwork and process
- Students understand how mood, feelings and the environment can affect and impact the work they produce.
Australian Curriculum Mapping
Year 5 & 6 Visual Art:
- Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
Year 7 & 8 Visual Art:
- Analyse how artists use visual conventions in artworks (ACAVAR123)
Syllabus outcomes Stage 3: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Syllabus outcomes Stage 4: 4: 4.1, 4.2, 4.4, 4.5, 4.6
Cross-curriculum priority: Sustainability
Relevant parts of Year 5 & 6 achievement standards:
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.
Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.
Relevant parts of Year 7 & 8 achievement standards:
By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places.
Students plan their art making in response to exploration of techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.
Topic: Artist in residence
This lesson is part of the wider unit of work Lord Howe Island – Artist in residence.
Time required: 120 mins.
Level of teacher scaffolding: Medium- Facilitate class discussion and provide examples of how to write an open word poem.
- A device capable of presenting a video to the class
- Portfolio or booklet dedicated to the Joshua Yeldham art lessons
- Student resource booklet: Joshua Yeldham Student Resource
- Student Worksheets – one copy per student.
After each lesson, students should paste, write, draw or annotate their art portfolio.
Portfolios have several important purposes, not only do they serve as a historical checklist of a student’s accomplishments, but they allow students to unpack their creativity and make connections between the process, newly acquired knowledge and experimentation.