Activity Introduction

dream car logo photoframeQuick summary: In this lesson students design a dream car and create an artwork to represent their ideas that will be submitted to the Toyota Dream Car Art Contest. This contest encourages and inspires creative expression and imagination in students – some amazing ideas are born from dreams! Students will examine the winners of last year’s Toyota Dream Car Art Contest, analysing how well these cars meet the principles of sustainability, and evaluating the artistic messages and visual conventions displayed in these artworks. Students then work as a class to brainstorm some ideas for their own dream cars, and then work independently to create their own dream car artworks.

Faber-Castell class packs will be sent to the first 100 schools  with 20 or more entries! Additionally, a $2,000 prize for the school with the most entries is up for grabs. Entry is free and submissions are due by midnight Thursday 1st March 2018.

Learning intentions:

  • Students understand how artists communicate artistic intentions and recognise the artistic intentions they will use when creating their own artworks.
  • Students recognise the visual conventions used by artists and identify those they personally want to use.
  • Students understand the principles of sustainability and how they can be incorporated into the design of products.
  • Students understand the value of dreaming when designing and creating artworks.

21st century skills:

dream car skills v2

Australian Curriculum Mapping

Content descriptions:

Years 7 and 8 Visual Arts

  • Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
  • Analyse how artists use visual conventions in artworks (ACAVAR123)

Year 9 and 10 Visual Arts

  • Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
  • Plan and design artworks that represent artistic intention (ACAVAM128)

Years 7 and 8 Design and Technologies

  • Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029)

Years 9 and 10 Design and Technologies

  • Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
  • Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

Syllabus outcomes: VAS4.5, VAS4.3, VAS5.6, VAS5.5, T4.1.2, T4.1.3, T4.4.1, T4.6.2, D&T5.3.1, D&T5.3.2, D&T5.2.1, D&T5.3.1, D&T5.3.2.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.8, Ethical Understanding.

Relevant parts of Years 7 and 8 Visual Arts achievement standards: Students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.

Relevant parts of Years 9 and 10 Visual Arts achievement standards: Students evaluate how representations communicate artistic intentions in artworks they make and view. They manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

Relevant parts of Years 7 and 8 Design and Technologies achievement standards: Students explain factors that influence the design of products, services and environments to meet present and future needs.

Relevant parts of Years 9 and 10 Design and Technologies achievement standards: Students identify the changes necessary to designed solutions to realise preferred futures they have described.

Topic: Toyota Dream Car Art Contest

Time required: 120 mins +

Level of teacher scaffolding: High – oversee discussion and brainstorm. Assist students with creating artworks. Submit entry forms.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Paper measuring no larger than 400mm x 550 mm (15.7-21.7in.) or A3 in size. Drawing materials, including but not limited to coloured pencils, pens/markers, crayons, paints, watercolour paints, etc. Sticky notes. Toyota Dream Car Art Contest Entry Form, Toyota Dream Car Art Contest Conditions of EntryTeacher Information Guide.

Keywords: Dream car, future, sustainability, technology, design, art.

The Toyota Dream Car Art Contest is proudly supported by Faber-Castell.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions: Students will understand how artists communicate artistic intentions and will recognise the intentions they hope to use in their own artworks. They recognise the visual conventions used by artists and identify those they personally want to use, and understand the value of dreaming when designing and creating artworks. Students understand the principles of sustainability and how they can be incorporated in the design of a product.

Success criteria: Students can…

  • ... analyse in intent of artworks and design projects, created by students their own age.
  • ... use elements of social, economic and environmental sustainability in a design project.
  • ...utilise artistic creativity in their design project.

curric_2017_learningintentionsuccesscriteriavisible

Teacher content information: The Toyota Dream Car Art Contest is a global contest held to inspire creative expression and imagination in students - some amazing ideas are born from dreams! Students wishing to enter the Contest are required t

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Student Worksheet

Thought starter: "You have to dream before your dreams can come true." - A.P.J. Abdul Kalam

Activity 1. Last years Toyota Dream Car Art Contest winners

Have a look at the winners of the Dream Car Art Contest for last year. Once you have spent some time looking at the artworks and reading the artist statements, answer the related questions below each artwork:

The Crab Cab

The Crab Cab - “The design of my car is inspired by the beach. My dream car is created to reduce rubbish and landfill,  the main source of fuel is waste/rubbish. This car has many features such as solar panels to create electricity.”

What does this artwork make you think about?

What does it make you wonder?

Do you think the artist has successfully conveyed their message? Explain your answer.

What visual conventions are used in this artwork?

What is the medium used and how does it support the visual intention of the artist?

The Eco Friendly Ozonic Car     

 

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