Artists’ books: a journey
(Robyn Dean)
Purpose
The aim of this unit is to encourage students to think creatively about books as communicative devices.
Overview
In this 10 week unit, students in small interest groups will be introduced to the concept of artists’ books. They will then produce their own artist book of a journey they have undertaken.
Procedure
Prior to the commencement of the unit, teachers would need to orientate themselves with the concept of artists’ books. This can be achieved by reading the Queensland Studies Authority (QSA) sourcebook module Artists’ books (see reference below), by viewing artists’ work at the State Library of Queensland or viewing the websites used in this unit.
- Unit overview [new window 52 kb
]
Student worksheets:
- Making an artist book [new window 32 kb ]
- Traditional books and artists’ books: similarities and differences [new window 29 kb ]
Resources
Artists’ books
Artists’ Books Collection, James Hardie Library of Australian Fine Arts, State Library of Queensland.
Queensland Studies Authority (QSA) sourcebook modules
- Artists’ books (Levels 4 and 5, Visual Arts Strand, Years 1 to 10 The Arts Syllabus) [new window
http://www.qsa.qld.edu.au/yrs1to10/kla/arts/docs/modules/va_45_ab.pdf ]
Books
- Lester, Alison 2004, Are we there yet? Penguin/Viking, Camberwell, VIC.
- Bodsworth, Nan 1991, A nice walk in the jungle Puffin, Ringwood, VIC.
- Amazing journeys, (series) Heinemann, Chicago, IL.
- True stories: Point non-fiction, (series) Scholastic, New York, NY.
- Morgan, Anna 2001, Handmade books and albums, David & Charles, Devon.
- Wilkinson, Rick 1994, Incredible journeys, adventures into the unknown, Allen and Unwin, St Leonards, NSW.
Websites
- State Library of Queensland: Artists’ books
- Artists’ books online - redefining the book
- Queensland Studies Authority: Years 1 to 10 - The Arts [new window http://www.qsa.qld.edu.au/yrs1to10/kla/arts/ ]
Assessment
Students are expected to produce their own ‘artist’s book’ about a journey they have undertaken. A portfolio containing objects and materials collected for their book’s design and production is maintained by students. Also included in this portfolio are their initial ideas and notes. At each stage of the design and production process, students are asked to reflect on the decisions they made about which ideas, materials, and objects to use and develop and the reasons for them. In this process of self-reflection, students are encouraged to analyse their work in terms of:
- the choices they made
- what that led to
- how it could have been done differently
- how it could be improved.
This is a cyclical process of reflection-action-analysis-individual and group feedback-more reflection-more analysis, and so forth. A critical feature of this unit is its small interest group context that leads to non-threatening sharing among the students. This stimulates students to improve their design and production thinking about their artist's book. As it is an interest group activity, students are not formally assessed in this unit.
Evaluation
The unit is not yet completed by the interest group but the feedback so far indicates enthusiasm for the task and developing depth of knowledge and learning about artists’ books in terms of design and production. Given the hands-on nature of the activities in this unit, it is most suitable in a small group context.
Learning outcomes
Visual Arts
- VA 3.1 Students design, make and modify images and objects applying elements and additional concepts to construct intended meanings.
- VA 3.2 Students make and display images and objects, understanding the functions of informal and formal display.
- VA 3.3 Students compare elements and additional concepts of images and objects from a variety of cultural and historical contexts.
Technology
Materials
- MAT 3.1 Students choose materials according to various characteristics that best suit the product and user.
- MAT 3.2 Students select and use suitable equipment and techniques to combine materials accurately in order to meet design requirements.
Technology Practice
- TP 3.1 Students examine knowledge, ideas and data from a range of sources and establish the relevance of this information when meeting design challenges.
- TP 3.2 Students collaboratively generate design ideas and communicate these using presentations, models and technical terms.
- TP 3.3 Students cooperatively develop and follow production procedures to make products that reflect their design ideas.
- TP 3.4 Students test and judge how effectively their own and others’ processes and products meet the design challenge
Productive Pedagogies
Recognition of difference
Narrative
This unit centres on each student developing a story about a personal journey, using the form and structure of an ‘artist book’.
Intellectual quality
Deep knowledge
This ‘artist book’ unit develops a sustained focus on the significance of books as communication devices and the complexities involved in the design, construction, and presentation of a story in a meaningful manner.
Deep understanding
The development of an artist book requires students to grasp the complex, inter-related nature of the physical and intellectual construction of a book as a holistic entity.
Substantive conversation
The basis of this unit is activity-centred learning that requires students to engage in shared dialogues over story content, construction materials and techniques.
Connectedness
Connectedness to the world
This unit connects students’ personal journeys expressed through artists' books to the public world of others.
Supportive classroom environment
Student direction
Students have high level of control over how they wish to develop and present their story.
Social support
The nature of the tasks and activities in this unit encourages a class atmosphere of mutual respect for the ideas of others and sharing personal stories with each other
Academic engagement
Activity-based learning ensures students engage and remain on task over a number of weeks for this unit.
Lifelong learner attributes
Active investigator
Students are required to search for examples of artist books by using information literacy skills.
Complex thinker
Students are required to design, construct and present a holistic representation of a journey through the medium of an artist book.
Responsive creator
Students need to collect a range of objects and material, which relate to their own artist book creation.
Literacy learner roles
Code breaker
Students are asked to reflect on how the objects collected for their artist book act as metaphors and symbols in telling about their journey.
Meaning maker
Students consider how the meaning of their journey is made explicit in the text.
Text analyst
Students are encouraged to think about how their artist book as a communication device could have ‘told’ the journey in a different manner.
Last updated: 6th September 2007
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