4.+Resource+3+-+Visual+Image

= ﻿Jazz It Up! =


 * The third resource for this unit of work is an art print named “Jazz it Up II” by the artist Eric Waugh. It is a colourful picture that contains musical instruments that are seen in a jazz band. There are potential links to English through aspects of visual literacy and Music when talking about the elements of the artwork **

====The focus outcome for this unit is from the Stage 2 Music strand of the K-6 Creative Arts syllabus, from the performing strand “Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts” (Board of Studies, 2006, p.25). The artwork “Jazz it Up II” links to the focus outcome as the students can explore the different elements of the picture such as shape and link this to the movement aspect of the outcome. It also links to visual literacy in the English syllabus, from the reading outcome “Talks and responds to different interpretations of visual texts through the use of visual grammar” (Board of Studies, 2007, p.33). Students can think about visual elements such as the vectors, modality, reading path and framing of the artwork, and how these relate to the elements of movement. By looking at these visual elements of the artwork, students will have the knowledge to consider the visual literacy aspects when creating their own multimodal text, a jazz music video. ==== ====By using a medium such as an artwork, and deconstructing the elements of this medium, students are able to transfer and apply their knowledge of the visual literacies of this medium, the artwork, to a multimodal text such a music video, which can be viewed as a contemporary medium. According to Jon Callow (2006) by allowing students to transfer their knowledge and have ownership of their work, they will be more engaged and will have a deeper understanding and an improved quality of learning (pp.21-22). This also links to the NSW Professional Teaching Standards Element 3.1.2 “Teachers plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes” (NSWIT, 2006, p. 7). ==== ====Both of these are evident by using the artwork as a resource to explore visual literacy, as students will have to use their own thinking to engage in the artwork and apply it to the Music focus outcome of the unit of work. ====

__References: __ Board of Studies. (2006). //NSW K-6 Creative Arts Syllabus. // Sydney: Author. Board of Studies. (2007). //NSW K-6 English Syllabus. // Sydney: Author. Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. //Australian Journal // //of Language & Literacy //, 29(1), 7-23