Name
Teacher Term
Year 7 - Visual Arts
12
rchard 20
’ - Jenny O
‘Merwawa
the
Monster Mash
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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Dimension 5 - Habits of Mind
There are 16 Habits of Mind: they are habits of thought and action that help us
manage uncertain or challenging situations. These are qualities that successful
learners have.
In Visual Arts this term we are going to be considering:
Habit 1 – Persisting
Stick to it! Persevering in task through to completion;
remaining focused. Looking for
ways to reach your goal when stuck. Not
giving up.
New techniques can be hard to master.
Listen carefully to instructions and feedback,
watch carefully.
Habit 2 – Managing Impulsivity
Take your Time! Think before acting;
remain calm, be thoughtful and
deliberate.
COGNITIVE VERBS
analysis; analyse - consider in detail for the purpose of finding meaning or relationships, and
identifying patterns, similarities and differences
description; describe - give an account of characteristics or features
create - bring something into being or existence; produce from one's own thought or imagination;
put elements together into a new pattern or structure, form a coherent or functional whole
demonstrate - prove or make clear by argument, reasoning or evidence, illustrating with practical
example; show by example; give a practical exhibition
apply - use knowledge and understanding in response to a given situation or circumstance
identify - locate, recognise and name, provide an answer from a number of possibilities
explain - make an idea or situation clear by describing it in more detail or revealing relevant facts
compare - identify the similarities and differences and the importance of these
evaluate - give merit or value to something, examine the strengths, limitations and
implications
Deception Bay State High School - Year 7 Visual Arts - V2 2020 2
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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4
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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Basic Clay Tools
DIM 2: This is Declarative Knowledge - You need to know the name of the
tools and what they are used for. You need to understand basic ceramic terms.
You need to know these terms
Ceramic When clay objects are fired in a kiln over 900C they are called ceramic. The
clay particles have been “fused”.
Slip (also known as Slurry) Wet runny clay used to join clay bodies together, much like mortar that joins
bricks.
Score Scratching into the surface of the clay. This is done in conjunction with adding
slip when joining two areas of clay together.
Plastic These terms are about Clay is soft and easily shaped: ready to mould
the stages of the clay
drying out.
Leather Hard The clay is hard, but not fully dry: ready for carving or
scratching
Bone Dry All the moisture has been removed. Completely dry.
Kiln Like an oven. Used to fire the clay to very high temperatures.
Cutting Wire
Sponge Moisten & smooth clay
Loop tool Scraper Scrapping to even the surface of
the clay
Needle Potters Rib Smoothing wet clay
Sponge
Modeling Shape & carve the clay
Tool
Scraper Loop tool Carve the clay
Needle Mark/Score the clay
Cutting Wire Cutting large pieces of clay
Potters Rib Modeling
tool
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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PINCH POTS
Join two pinch pots together to make a body
for your monster
CLOZE EXERCISE WORD BANK
kiln
Step 1. _ _ _ _ the clay into a _ _ _ _ Decorate
Step 2. Push your _ _ _ _ _ into the centre of pinch
the ball. Roll
Step 3. Gently _ _ _ _ _ the sides out with your fired
thumb and fingers. bottom
Step 4. _ _ _ _ _ _ the pot as you pinch the ball
sides. Rotate
Step 5. _ _ _ _ _ _ out any lumps or _ _ _ _ _ _ Smooth
parts. incising
Step 6. _ _ _ _ _ _ _ _ your pot by thumb
_ _ _ _ _ _ _ _ or pressing in patterns. uneven
Step 7. Scratch your name on the _ _ _ _ _ _ of
the pot.
Step 8. Give your pot to the teacher to be
_ _ _ _ _ in the _ _ _ _.
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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CLAY MONSTERS
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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LET'S EVALUATE When you evaluate you examine and give merit or value to
the thing you are looking at. You look at the strengths,
implications and limitations of the thing you are evaluating.
Here is an example of an evaluation.
This clay monster is successful for several reasons
including:
1. the body demonstrates pinch pot (it has been made
by joining two pinch pots)
2. it has clear body parts that are easy to identify- big
eyes, horns, open mouth, jagged clenched teeth, big
feet, little hands
3. careful attention to details to show expression e.g.
hands are different positions which makes it a more
interesting by using variety, lines and grooves are
used in the forehead to create wrinkles, horns have a
texture that makes it different to the rest of the
monster, belly button is added, tone nails add an extra
shape and the shapes are repeated
4. decoration is neat and thoughtful - colours are
harmonious, limited colours make it less cluttered
5. the sculpture can stand - it is stable.
This monster could have been improved by adding a
TASK simple texture to some parts of the body to add
variety and contrast.
Evaluate the monster below.
Use the example as a guide _______________________________________
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Deception Bay State High School - Year 7 Visual Arts - V2 2020 9
Jenny Orchard
Jenny Orchard was born in Turkey to British
parents. In 1956, the family lived in
Zimbabwe and London, where she lived for
six years, before moving to Australia.
Zimbabwe, however, has remained ''the
home of the mind’' for Orchard. Influences
of African tribal art can be seen in the
ceramic pots that she creates as well as
the influence of South African voodoo
dolls such as the full red lips and eyes of
her figurative works.
Since moving to Australia she has made “hybrid”
ceramic forms she calls “Zookini’s”. Her ideas come from animal parts like
tails and hindquarters of kangaroos with hands and feet like paws. Other
ideas came from animals and plants such as sea anemones, native plants
such as Banksia and Choko (vegetable) flowers and roses.
Jenny Orchard draws on the experiences of her past to mould her own
delightful universe.
Deception Bay State High School - Year 7 Visual Arts - V2 2020
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1. Identify the four countries Jenny Orchard lived in?
2. Identify two things that have influenced her work?
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3. Explain why Orchard calls her ‘hybrid’ ceramic forms ‘Zookini’s?
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Analyse this sculpture - describe the appearance,
identify one element of art (line, shape, colour,
texture etc) and explain how it is used by the
artist (principle of design - contrast, unity, pattern)
use full sentences. Be persistent and give it a go.
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Deception Bay State High School - Year 7 Visual Arts - V2 2020
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Vocabulary - As you read each section of the booklet there may be words that you are not familiar with.
Add the words to the table and complete the activities for each word to help you understand and
remember these words for next time.
Word: HYBRID
Synonym (words with same meaning): COMBINED, ADDED TOGETHER, MIXED
Antonym -what the word is not (words with opposite meaning): PURE
Description of word: MADE BY COMBINING PARTS OF DIFFERENT THINGS
Sentence using the word: THE HYBRID ROSE WAS CREATED SO IT WOULD HAVE THE
BEAUTIFUL COLOUR OF ONE ROSE WITH THE SWEET PERFUME OF A DIFFERENT ROSE.
Draw or add a picture that represents the word:
Word: PERPETUATE
Synonym (words with same meaning):
Antonym -what the word is not (words with opposite meaning):
Description of word:
Sentence using the word:
Draw or add a picture that represents the word:
Word:
Synonym (words with same meaning):
Antonym -what the word is not (words with opposite meaning):
Description of word:
Sentence using the word:
Draw or add a picture that represents the word:
Word:
Synonym (words with same meaning):
Antonym -what the word is not (words with opposite meaning):
Description of word:
Sentence using the word:
Draw or add a picture that represents the word:
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Monsters have been around forever in all cultures and for all ages. They can be
absolutely terrifying when you’re a kid and strangely entertaining when you’re an adult. In
many cultures, including Australian Aboriginal, Maori and Papua New Guinea tribes there
is some kind of monster or mythical creature that scares people.
The Muldjewangk is a water-creature in Australian
Aboriginal mythology that inhabited the Murray River.
Sometimes these creatures are portrayed as evil merfolk
(half man half fish), or times as a gargantuan monster. A
legend tells of a monstrous Muldjewangk who once attacked a
steamboat owned by European settlers. The captain saw two
great hands grasping the hull of the boat so he grabbed his
gun. Aboriginal elders on board warned the captain not to
shoot, but their pleas fell on deaf ears. "You're going to suffer
now" they warned. Soon after, the captain broke out in
weeping red blisters over his body, and took him six months to
heal.
Taniwha are supernatural creatures whose forms and
characteristics vary according to different tribal traditions. In the
Māori world they were seen as part of the natural environment.
They were described as fabulous monsters that lived in deep
water and looked like reptiles, had wings and ate people. They
could also take the shape of animals such as sharks, whales,
octopuses, or even logs. Some taniwha could change their
shape, moving between different forms.
In some traditions, taniwha were terrifying creatures that
captured people and ate them. Occasionally, it was said that
they would kidnap women to live with them as wives. In
traditional stories these monsters would inevitably be killed and
the women returned to their families.
The Asaro Mudmen come from just outside the town
of Goroka in the Eastern Highlands Province of Papua
New Guinea. Legend has it that they were defeated by
an enemy tribe and forced to flee into the Asaro
River.They rose from the muddy banks covered in clay,
and returned to their village not knowing the enemy
tribesmen were still there. The enemy were so terrified
of their ghost-like appearance they fled in terror. A
rumour spread that they were invested with the powers
of the river spirits and cunning elders were keen to
perpetuate the idea, so decided to create a new battle
dress code.
The mudmen could not cover their faces with clay
because they believed the water was poisonous. So
instead of covering their faces with this alleged poison,
they made clay masks with scary features, strange ears
and fierce eyes, and decorated them with wild pigs' teeth
and tusks and fashioned wild grimaces.
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How well did you read?
Q 1: Identify what type of creature is a Muldjewangk ?
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Q 2: Explain what is an evil merfolk?
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Q 3: Identify the culture that the supernatural creatures, called Taniwha, are from.
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Q 4: Identify where Taniwha live and what they look like.
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Q 5: Identify the town and the area and country where the Asaro Mudmen come from.
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Q 6: List two of the scary features on the Mudmen's masks.
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Write an imaginative background story for your Monster - think
about where it lives, does it stay in a herd/pack/by itself, how it
moves, the food it eats, what it does during the day/night when it
Activity is most active, what it sounds like.)
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Sketch your monster
in the space below _____________________________________________ _
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DIMENSION 3 - Comparing: is the process
of finding and explaining similarities and
differences
What things
have you
compared in the
past?
If I was comparing the avocado and apple above, I could
compare:
Texture - skin (how the outside feels)
Taste - ie: sweet, sour, bitter, salty Venn diagrams are really helpful
Colour when COMPARING - the things in
common are found in the middle
Seeds - yes/no, how many section and the differences are on
Size the edges
Weight
Edible
Apple Avocado
- Smooth skin - Bumpy skin
• Fruit
- sweet taste • Seed - mild taste
- Crunchy to bite • same size - Soft to bite
• Grow on trees - can’t eat the skin
- can eat the skin
- Red skin - Green skin
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Comparing Words Contrasting Words
Monster A like unlike
Opposite are some same as in contrast to
words we can use more different from
to explain how similar less
apples and likewise whereas
avocados are alike and, as well as however
and different.
also, too but
just as, as do, as did, as does as opposed to
both on the other hand
TASK
Refer to the table above, locate and underline the comparing and contrasting
words used in the EXAMPLE paragraph below.
EXAMPLE:
Apples and avocados are both delicious tasting fruits. Like apples, avocados are grown on
trees. Apples have many seeds, whereas avocados have one big seed. Looking at the
fruit, they appear similar in size however their shape is different. Biting into the avocado, I
found that unlike apples, you can’t eat the skin. In contrast to the avocado, the apple has
smooth skin.
TASK: Compare the following two monster sculptures below. On the next
page, complete the Venn diagram, then use this information and the words
from the comparing and contrasting table, to write a comparing paragraph
about the two monsters.
Monster B
Monster A
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Using a VENN diagram to Compare
Monster A Monster B
Write a short paragraph comparing the two Monsters.
Use the information on your Venn diagram, and the words
from the comparing and contrasting table, to write a comparing
paragraph about the two monsters.
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