Rationale

Rationale
 * referenced
 * choice of theme of novel
 * relevance to syllabus outcomes
 * consider the ideology of the text and how it underpins the social construction of literacy


 * Hi Team,**
 * Here is my rationale for that creative arts assignment where we designed a unit of work. The theme was SIMPLE MACHINES but it still gives some background information for you to have a look at. Katharyn**

__ Rationale __ The theme of this unit of work springs from the Visual Art strand with a focus on sculpture. Automata, form the Greek //automatos// meaning “acting of one’s of will, self- moving” are mechanical sculptures that are complex pieces of art that serve many purposes. Students will develop an understanding of Automata as a form of clanking, buzzing, blinking, whirring sculptures that are artistic machines. Using Automata as an art sculpture stimulus, students will focus on a unit of work around //Simple Machines// with specific reference to the book ‘The Invention of Hugo Cabret’ by Brian Selznick. This 526 page book is told both in words and pictures; and is therefore not a novel, nor a picture book, graphic novel, flip book nor movie, but it is an intensely engaging combination of all of these which will act as a stimulus to engage students in the topic //Simple Machines.// The are 300 pages of pictures, each picture taking up an entire double spread and the story unfolds with each turn of the page. This story is an engaging resource to teach the Creative Arts as Brian Selznick, the author and illustrator, won the 2008 Caldecott Medal for his art- work and picture book concept. Brian Selznick’s story is a tale of mystery, technology and adventure and is mainly about the history of automata. Students will understand that automata are mechanical figures made out of complicated clockworks that can do almost anything for example, swing, dance or write. The stimulus of Automata within this book, acts as a springboard into understanding and exploring //Simple Machines// all the while linking to other Key Learning Areas such as Science, HSIE and English. Students will have “ownership” (Winch, 2001, p.345) over their work because they will be encouraged throughout the lessons to relate the story back to the theme. They can explore their thoughts and complexities about machines by drawing on ideas from the text and constructing their own understanding by building on their prior knowledge. This relates to Vygotsky’s notion of scaffolding knowledge. McKenzie suggests that scaffolding knowledge helps students’ understand why they are doing the work and why it is important, but it also keeps students on task because, by providing structure, the scaffolded lessons provide pathways for to make decisions about what to explore (McKenzie, 1999, Matters of Definition section, para. 6). The Creative Arts Syllabus, 2000, expects that Stage 3 students will make artworks for a variety of audiences using different forms and techniques to convey meaning and represent the likeness of things in the world (pg. 21). The theme //Simple// //Machines// will allow for students to explore the variety of machines in their environment with a focus on movement, voice and expressive qualities to creatively express themselves and convey meaning. //The Invention of Hugo Cabret// will also allow for students to discuss artworks in terms of how Automata is used and how the book is represented, Brian Selznick’s intention and audience interpretations whilst also linking to inquiry about the history of the artist’s inspiration allowing for appreciation, understanding and discrimination (pg.21). Stage 3 has a focus on students conveying meaning through their art and thus, using the Selznick’s story as a stimulus to support the theme, students will understand that meaning can be conveyed through a variety of ways: silence is as important as loud noise, illustrations and film stills can excite the audiences connections with work. Brian Selznick explains in an interview with //Scholastic// that his story is inspired by Georges Méliès, an early French filmmaker with his favourite being ‘A Trip to the Moon’, which was a silent movie made in 1902. His other major inspiration is the book ‘Edison’s Eve: A Magical History of the Quest for Mechanical Life’ by Gaby Wood, which is about the history of automata. Wood wrote a chapter in this book about Mélièswho had owned a collection of automata that he donated to a museum when he could no longer afford to keep them. The museum did not take care of them and there the story begins. (Scholastic, 2007). This highlights the significance of machines within this novel but also the fact that this story links to silent film, the early history of cinema, mysterious mechanisms, automata and clockwork and will be an engaging incentive for Year 6. Students will therefore have opportunities to interpret aspects of their world in their works in creative and innovative ways whilst exploring how others have done this in their own work. This will also lead to opportunities for students to consider why works are made and to think about how works might generate different interpretations (BOS NSW, 2000, pg. 6).