Unit 1 – Differences
1. Drawing to find out
2. Design development
3. Visual influence
4. Paints and printing
5. Textile techniques
6. Presentation
7. Writing an art paragraph
8. Frames
9. Writing an art essay
10. Meaning and purpose
Unit 2 – Identities
11. Thinking about Australian identity
12. Drawing
13. Thumbnails
14. Visual influence
15. Art forms media and techniques
16. Writing an artist’s statement
17. Frames
18. Alternative points of view
19. Context: case study framework
Beth Harcourt has been teaching for more than thirty years. She believes that, other than parenting, teaching is her most important work. She has been lucky to have been in situations throughout her career that have enabled her to expand and extend both her students and her teaching repertoire. As a graduate, she was posted to a school where team-teaching, cooperative learning and programming were the norm. Since then the pathway of teaching postings have led her to cooperative planning across studio areas and The Arts, alternative delivery methods using multimedia and other technologies, the inclusion of students with disabilities in regular programs, school restructuring to the development of a Senior Campus model for WA, and applying social constructivist teaching and learning to a high school gifted and talented course. All these opportunities have been made available through mainstream schooling.
Her own art practice has been ‘on hold’ for a few years, as she grows her family of two young girls, and is now developing again. Beth has participated in group exhibitions in metropolitan and country situations (and in Japan) but the bulk of her work has been shown in solo exhibitions outside the formal gallery frame, where she has sold with great success. Her favourite medium has been paperclay that is smoke-fired and painted, and she is now working in mixed media art journals as well. She won the Argyle Diamond award acquisitive prize in 1997.
Beth has taught in country and metropolitan situations, to special needs students, students at academic risk through to Gifted and Talented students, in years 5 to 12. An exchange teaching year in Japan brought to her understanding an international perspective. While her main love is in studio ceramics, the breadth of requirements needed in teaching means her studio experience is broad. Beth continues her classroom practice with joy, always looking forward to what she can learn from the students.
Expanded section on developing a design
Understanding contexts in case studies
Sample Essays of Critical Analysis and Investigations
Updated images