‘Ukiyo-e: Japanese Woodblock Prints’ is a multi-media curriculum resource providing educational material for both the teacher and student studying this area. The resource supports the Australian Curriculum and AusVELS, and explicitly covers the cross-curriculum priority areas of Asia and Australia’s engagement with Asia and Sustainability. The countries of the Asian region are becoming increasingly important to Australia from an economic and a cultural perspective. Our closest neighbours and major trading partners, the countries of the Asian region also represent the cultural heritage of a growing number of Australians. The Sustainability priority of Ukiyo-e enables the exploration of the role of the Arts in maintaining and transforming cultural practices. It also enables students to express and develop world views, and appreciate the need for collaboration within and between communities to implement more sustainable patterns of living. “The Australian Curriculum established that, by the time they leave school, all young people will have developed Asia literacy through gaining foundational and in-depth knowledge, skills and understandings of the histories, geographies, societies, arts, literatures and languages of the divers countries of Asia and their engagement with Australia.” (National Statement on Asia Literacy in Australian Schools, 2011-2012).
This resource contains a number of interactive components, images and text promoting Intercultural understanding, Critical and Creative thinking, Ethical understanding, Personal and Social capability, Literacy (English literacy, Japanese language literacy and visual literacy) and ICT capability. This resource hub focuses on traditional Japanese woodblock art in more detail, but also provides thorougher information for Japanese traditional and contemporary art in general - the possibilities are endless. Traditionally, students sit and absorb knowledge from teacher lecture and notes on the board. Interactive learning means that students are active participants in the learning process which facilitates knowledge construction (Semmons, 2008). This is where the famous quote “Tell me and I forget, teach me and I may remember, involve me and I will learn” (Benjamin Franklin, 1750 - N.I.U, 2015), and this is exactly what this resource is about. This resource has been created around the concept of 'experiential learning' which is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration (N.I.U, 2015).
The Arts embody some of the most significant and recognizable works, products and records of all cultures – so Ukiyo-e has a strong connection to the learning area of history. Ukiyo-e also crosses over between the learning areas of geography, English and language (Japanese) which all strengthen the learning outcomes from this resource.
This resource is an "ideal vehicle through which teachers can provide opportunities for all students to find their ‘voice’, and gain understanding of the voices of others." (Smith, 2011. Pg.22). It also helps teachers to develop deeper insights into teaching for diversity. It enables them to make the connection between ‘being’ culturally inclusive in thought and in action.
This resource aims to:
• engage teachers and students in acquiring authentic and culturally respectful information
• build factual knowledge about art, history, geography, religion, cultural traditions, the role of the artist and the use of materials and techniques
• support teachers and students in developing skills in intercultural understanding
• develop Asia literacy, the understanding and valuing of the wealth of artistic and cultural traditions of Asia, and the links we share across countries and cultures.
• develop understanding of Japanese histories and traditions through the Arts, engaging with the artworks and practices, both traditional and contemporary.
This resource has the potential for students to reach the following outcomes.
Students should be able to:
• Acquire authentic and culturally respectful information.
• be cognizant about Ukiyo-e Japanese Art, History, Geography, Religion, Cultural traditions, the role of artists and their use of materials and techniques.
• acquire skills in intercultural understanding
• be aware of the links between counties and culture in Australia
• understand Japanese histories and traditions through the Arts by engaging with artworks and practices, both traditional and contemporary.
After choosing ‘Ukioy-e’ as a theme, topic or concept, teachers can then decide which part of the extensive resource they want to apply to the classroom to benefit the learner. There are many opportunities for teachers to individualize this as a program of study to satisfy effective pedagogy and processes in Visual Arts education – there are also lots of suggested teaching and learning strategies to assist furthering this resource. Teachers may also need to differentiate the content according the year level. The student section allows for students to deepen their understanding and become more cognizant about the topic independently, without teacher direction.
REFERENCES:
Department of Culture and the Arts. Department of Education. (2011). Asia and Australia’s engagement with Asia. Artsedge. Retrieved from
http://www.artsedge.dca.wa.gov.au/resources/Pages/Asia-and-Australia's-engagement-with-Asia.aspx
Smith, J. (2011). Research informing pedagogy: Education for cultural inclusivity in visual arts education in New Zealand and beyond. School of Arts, Language and Literacies. University of Auckland. Retrieved from http://www.researchgate.net/profile/Jill_Smith5/publication/267562340_Research_informing_pedagogy_Educating_for_cultural_inclusivity_in_visual_arts_education_in_New_Zealand_and_beyond_Introduction_Setting_the_scene/links/546e45c60cf2b5fc17607270.pdf
Sessoms, D. (2008). Interactive instruction: Creating interactive learning environments through tomorrow’s teachers. International Journal of Technology in Teaching and Learning, 4(2), 86-96
http://www.sicet.org/journals/ijttl/issue0802/4_2_1_Sessoms.pdf
National Gallery of Victoria. (2015). Asian Art Resource: Teacher notes. Retrieved from http://www.ngv.vic.gov.au/asianart/resources/pdf/AsianEduRes_Booklet_DVD.pdf
Northern Illinois University, Faculty Development and Instructional Design Center. (2015). Experiential Learning. Retrieved from
http://www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf
http://www.asiaeducation.edu.au/
This resource contains a number of interactive components, images and text promoting Intercultural understanding, Critical and Creative thinking, Ethical understanding, Personal and Social capability, Literacy (English literacy, Japanese language literacy and visual literacy) and ICT capability. This resource hub focuses on traditional Japanese woodblock art in more detail, but also provides thorougher information for Japanese traditional and contemporary art in general - the possibilities are endless. Traditionally, students sit and absorb knowledge from teacher lecture and notes on the board. Interactive learning means that students are active participants in the learning process which facilitates knowledge construction (Semmons, 2008). This is where the famous quote “Tell me and I forget, teach me and I may remember, involve me and I will learn” (Benjamin Franklin, 1750 - N.I.U, 2015), and this is exactly what this resource is about. This resource has been created around the concept of 'experiential learning' which is also referred to as learning through action, learning by doing, learning through experience, and learning through discovery and exploration (N.I.U, 2015).
The Arts embody some of the most significant and recognizable works, products and records of all cultures – so Ukiyo-e has a strong connection to the learning area of history. Ukiyo-e also crosses over between the learning areas of geography, English and language (Japanese) which all strengthen the learning outcomes from this resource.
This resource is an "ideal vehicle through which teachers can provide opportunities for all students to find their ‘voice’, and gain understanding of the voices of others." (Smith, 2011. Pg.22). It also helps teachers to develop deeper insights into teaching for diversity. It enables them to make the connection between ‘being’ culturally inclusive in thought and in action.
This resource aims to:
• engage teachers and students in acquiring authentic and culturally respectful information
• build factual knowledge about art, history, geography, religion, cultural traditions, the role of the artist and the use of materials and techniques
• support teachers and students in developing skills in intercultural understanding
• develop Asia literacy, the understanding and valuing of the wealth of artistic and cultural traditions of Asia, and the links we share across countries and cultures.
• develop understanding of Japanese histories and traditions through the Arts, engaging with the artworks and practices, both traditional and contemporary.
This resource has the potential for students to reach the following outcomes.
Students should be able to:
• Acquire authentic and culturally respectful information.
• be cognizant about Ukiyo-e Japanese Art, History, Geography, Religion, Cultural traditions, the role of artists and their use of materials and techniques.
• acquire skills in intercultural understanding
• be aware of the links between counties and culture in Australia
• understand Japanese histories and traditions through the Arts by engaging with artworks and practices, both traditional and contemporary.
After choosing ‘Ukioy-e’ as a theme, topic or concept, teachers can then decide which part of the extensive resource they want to apply to the classroom to benefit the learner. There are many opportunities for teachers to individualize this as a program of study to satisfy effective pedagogy and processes in Visual Arts education – there are also lots of suggested teaching and learning strategies to assist furthering this resource. Teachers may also need to differentiate the content according the year level. The student section allows for students to deepen their understanding and become more cognizant about the topic independently, without teacher direction.
REFERENCES:
Department of Culture and the Arts. Department of Education. (2011). Asia and Australia’s engagement with Asia. Artsedge. Retrieved from
http://www.artsedge.dca.wa.gov.au/resources/Pages/Asia-and-Australia's-engagement-with-Asia.aspx
Smith, J. (2011). Research informing pedagogy: Education for cultural inclusivity in visual arts education in New Zealand and beyond. School of Arts, Language and Literacies. University of Auckland. Retrieved from http://www.researchgate.net/profile/Jill_Smith5/publication/267562340_Research_informing_pedagogy_Educating_for_cultural_inclusivity_in_visual_arts_education_in_New_Zealand_and_beyond_Introduction_Setting_the_scene/links/546e45c60cf2b5fc17607270.pdf
Sessoms, D. (2008). Interactive instruction: Creating interactive learning environments through tomorrow’s teachers. International Journal of Technology in Teaching and Learning, 4(2), 86-96
http://www.sicet.org/journals/ijttl/issue0802/4_2_1_Sessoms.pdf
National Gallery of Victoria. (2015). Asian Art Resource: Teacher notes. Retrieved from http://www.ngv.vic.gov.au/asianart/resources/pdf/AsianEduRes_Booklet_DVD.pdf
Northern Illinois University, Faculty Development and Instructional Design Center. (2015). Experiential Learning. Retrieved from
http://www.niu.edu/facdev/resources/guide/strategies/experiential_learning.pdf
http://www.asiaeducation.edu.au/
Two Multimedia-based Education Resources:
1. National Gallery of Victoria. 'Bushido: Way of the Samurai/Asian Art Learning Resource.'
2. Queensland Art Gallery: Gallery of Modern Art. 'We can make another future: Japanese Art after 1989.'
The first factor that makes both these educational resources essential to mine, is that they have direct links to the Australian Curriculum content descriptors. Art educators build their content around these descriptors, which further consolodates the important inclusion of these two resources in benefiting the learner.
I think these two resources work really well together and reflect the australian curriculum as one is focused on traditional art and the other contemporary (Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making - content descriptor). Getting students to compare and think critically about traditional vs contemporary art benefits the learning process.
The educational resource for the exhibition 'Bushido: Way of the Samurai' put together by the NGV provides extensive learning material for both the teacher and student in relation to traditional art. The resource includes a detailed text on the history and background on the traditional period of Japanese Art, key artworks of the exhibition in detail, further links to related educational resources, and further texts. All of these can be made more comprehensible by the teacher to then be distributed to the class for learning material. It is a great responding component to the curriculum. The NGV's Asian Art Learning Resource covers everything in comprehensible detail. The works of art, curatorial text and educational materials included can be used to guide student inquiry, stimulate thinking, develop deeper understanding of concepts and to build knowledge through a range of learning situations, discussion, research, art making and written activities. The resource includes information on the classic Japanese stories, costumes, symbolism, philosophy and Belief. The resource also includes videos and worksheets, and overall is a great addition to making and responding tasks in the class.
The educational resource for the exhibition 'We can make another future: Japanese Art after 1989', put together by QAGOMA provides extensive learning material for both the teacher and student in relation to contemporary art. The resource contains worksheets (with images, artwork information and questions for self-directed learning and worksheets also focused on artists), teacher notes (with artist biographies and classroom activities), curriculum reference points and videos. The information is set out in a clear and logical way and will really be beneficial to students and teachers.
1. National Gallery of Victoria. 'Bushido: Way of the Samurai/Asian Art Learning Resource.'
2. Queensland Art Gallery: Gallery of Modern Art. 'We can make another future: Japanese Art after 1989.'
The first factor that makes both these educational resources essential to mine, is that they have direct links to the Australian Curriculum content descriptors. Art educators build their content around these descriptors, which further consolodates the important inclusion of these two resources in benefiting the learner.
I think these two resources work really well together and reflect the australian curriculum as one is focused on traditional art and the other contemporary (Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making - content descriptor). Getting students to compare and think critically about traditional vs contemporary art benefits the learning process.
The educational resource for the exhibition 'Bushido: Way of the Samurai' put together by the NGV provides extensive learning material for both the teacher and student in relation to traditional art. The resource includes a detailed text on the history and background on the traditional period of Japanese Art, key artworks of the exhibition in detail, further links to related educational resources, and further texts. All of these can be made more comprehensible by the teacher to then be distributed to the class for learning material. It is a great responding component to the curriculum. The NGV's Asian Art Learning Resource covers everything in comprehensible detail. The works of art, curatorial text and educational materials included can be used to guide student inquiry, stimulate thinking, develop deeper understanding of concepts and to build knowledge through a range of learning situations, discussion, research, art making and written activities. The resource includes information on the classic Japanese stories, costumes, symbolism, philosophy and Belief. The resource also includes videos and worksheets, and overall is a great addition to making and responding tasks in the class.
The educational resource for the exhibition 'We can make another future: Japanese Art after 1989', put together by QAGOMA provides extensive learning material for both the teacher and student in relation to contemporary art. The resource contains worksheets (with images, artwork information and questions for self-directed learning and worksheets also focused on artists), teacher notes (with artist biographies and classroom activities), curriculum reference points and videos. The information is set out in a clear and logical way and will really be beneficial to students and teachers.