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Framing questions
- Walk around ARTEXPRESS. How has the viewing experience been constructed for the audience? What information is available for the viewer? What other elements within the exhibition affect your experience in the exhibition and the impact of the artworks? List and explain.
- How does ARTEXPRESS compare to other art exhibitions you have been to, including exhibitions held at your school or of artworks created by school-aged students? What is your overall impression of viewing student artworks in the 'professional' gallery context of the Art Gallery of New South Wales? With this in mind, why do you think ARTEXPRESS is so significant? What other venues is ARTEXPRESS shown at this year? How might these varied viewing contexts alter the impression of HSC artworks?
- What do you think the overall intention of ARTEXPRESS as an exhibition is? What key criteria do you think this particular exhibition might need to meet to be successful?
- How many expressive forms are shown in this exhibition? Why do you think this is so? What particular requirements do each of these expressive forms need for exhibition installation? How might this impact the selection, design and hang of such an exhibition as compared to other exhibitions you have seen?
- Watch how the audience interacts with the exhibition. Consider the ways they walk between the works, where they stop and how they view each work. Which works are attracting the most attention? Why do you think this is so? Other than simply 'looking', in what other ways are viewers engaging, learning about and absorbing the artworks? Explain.
- Select two works (in different media) within the exhibition which appeal to you. Write a detailed description and analysis of each artist's practice outlining the conceptual and material characteristics of each work. How has each artist manipulated and pushed the boundaries of their chosen media? What aspects make each work powerful, clever or witty? Outline.
- Select one artwork in the exhibition that shows an emphasis on emotion and imagination with materials and subject matter. Write a subjective response to this work describing the feelings it evokes in you and the particular elements within the work that provoke this response.
- How have aspects from our contemporary world been reflected in the works in ARTEXPRESS 2005? Select three works which represent varied influences from the world through subject matter, theme, visual references, or selection and manipulation with materials. Write a comparative analysis of these chosen works.
- Select two or more works which explore a similar theme or concept created in different expressive forms. Investigate how each student has explored materials in particular ways to represent, reiterate and emphasise the meaning in their work. Explain and compare how each artist has achieved this end through artmaking techniques.
- Imagine you are the curator of ARTEXPRESS 2006. How might you select, design and install the exhibition? What might you do differently from the 2005 exhibition? Imagine any traditional or contemporary exhibition space and consider the number and type of works, themes, use of space (walls/colour), use of wall text and possible layout of works. Sketch an exhibition floor plan with an outline of the exhibition's key features.
- Review ARTEXPRESS 2005. In your review introduce the exhibition as a whole, outline highlights of the show and your personal experience of the exhibition. Read exhibition reviews by art critics on other exhibitions and/or on ARTEXPRESS and compare your critical responses.
- After viewing ARTEXPRESS 2005, walk into another exhibition currently showing at the Art Gallery of New South Wales. How does the experience, installation, content and/or theme of this other exhibition compare to ARTEXPRESS 2005? Are there differences in the installation of the student works and the works in the other exhibition? Explain.
- Do you think it is important that students' artworks are hung in a major public gallery such as the Art Gallery of New South Wales? Write an argument or conduct a class debate for or against this, clearly outlining your reasoning and points of view. The roles of curator, critic, professional artist, student, parent or school principal could be taken on to further extend this task.
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