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Term One 2014ZartRegistered by Australia Post Publication No. 327687/00003Inspiration • Ideas • Education Updates • Online Support • Tips & TechniquesTemplestowe Park Primary School The Peninsula School St Margaret’s School, Berwick Melbourne Girls Grammar SchoolZart - Supporting Teachers in Creative Education

ContentsFirbank GrammarCoverNews, Events & Dates 2Local Landscapes 3A Mindi Journey 4Art That Can Be Anywhere 5Legacy Project 6Professional LearningINSERTSchool Ground Sculptures 7Collage Self-Portraits 8Zart Student Gallery 9New Products 10Zart Calendar Term 1 2014 12About UsWhat’s onZart Extra: ISSN 1448—8450Zart Extra is publishedquarterly by Zart Education,a division of Zart Art Pty Ltd.This publication is mailedprior to the first week of theterm issue date. Thisnewsletter allows artteachers/co-ordinators tolearn about what ishappening in art educationand what other art teachersare doing. You will findinformation on new arttechniques and processes,the latest materials andresources on the market.Please note, all prices quotedare valid for the duration ofthe current term only and aresubject to change withoutnotice. The insert of thenewsletter provides detailsof our term's workshops, soteachers can then contact usand book into the workshop.Zart Supporting teachersin creative education4/41 Lexton Road,Box Hill North,Melbourne VIC 3129AustraliaPh: (03) 9890 1867Fax: (03) 9898 6527www.zartart.com.auE: zartart@zartart.com.auAdministration Hours:M–F: 8.30am – 5.00pmCustomer Service Centre:M–W & F: 8.30am–5.00 pmTh: 8.30am – 6.30pmSat: 9.00am – 2.00pmFind us on Facebook:www.facebook.com/ZartArtFollow us on Twitter:www.twitter.com/zarteducationRead our Blog: http://zartartnews.blogspot.com/Watch Us on YouTube:ZartEducationMELBOURNE NOW22 NOV 2013 – 23 MAR 2014The Ian Potter Centre: NGV Australia at FederationSquare and NGV International, 180 St Kilda RoadThe exhibition will represent Melbourne as a dynamiccentre for the production of, debate about, andparticipation in contemporary art, architecture, designand performance - innovative creative practice in all itsforms. Melbourne Now will encompass an ambitiousprogram with well over 120 artists and projects as wellas architectural and design projects and commissions,commissions for kids and families and a communityhall, which will host a rotating program, encouragingcommunity expression from choirs, workshops,multicultural groups, performance artists, cakedecorators, philosophers and poets, among manyother activities, public programs and events.MELBOURNE NOW - MY PLACE NOWRecommended for primary schoolsTeacher briefing Tue 04 Feb, 2014, 4–5.30pmStudent program from February 2014Melbourne Now – My place now is a participatoryproject for a class, year level or whole school thatconnects Melbourne Now with the broadercommunity by providing a framework for students toresearch, document and celebrate their own creativecommunities – in Melbourne or beyond.Students spend a half day at the NGV discovering thevibrant art and design scene of Melbourne andexploring how artists and designers are inspired byplace and what they contribute to a community. Priorto the visit, teachers participate in a free onlineintroduction to the project which will provide startingpoints, inspired by Melbourne Now, for schools tocelebrate their own creative communities.Bookings and enquiriesT 03 8620 2340, 12-5pm weekdaysE: edu.bookings@ngv.vic.gov.auTHREE PERFECTIONS: Poetry, Calligraphyand Painting in Chinese Art06 DEC 2013 – 09 JUN 2014NGV International, 180 St Kilda RoadThree Perfections explores the interconnectionsbetween poetry, calligraphy and painting. In traditionalChina, scholars and scholar-officials were cultivated inthese arts as vehicles of self-expression. Painting wasregarded as ‘silent poetry’ and poetry ‘painting withsound’. Scholars trained in the ‘art of handwriting’ orcalligraphy at an early age used calligraphicbrushstrokes in their paintings. This exhibition consistsof paintings and calligraphy from the Asian Collection.Works dating from the fourteenth century to thepresent will show the uniqueness of Chinese art and thecontrast between traditional and contemporary art inthe continuity of a living tradition.CONGRATULATIONSThe Australia Council for the Arts have announced thatartist Fiona Hall AO will represent Australia at the 56thInternational Art Exhibition, Venice Biennale 2015 andthat Linda Michael, Deputy Director & Senior Curatorat Heide Museum of Modern Art will curate theexhibition, which will be staged in the new AustralianPavilion. Congratulations Fiona and Linda on thisfabulous opportunity.2www.zartart.com.au

linking art & literatureLocal LandscapesLocal Landscapes is an extended visual artand literacy enrichment program for highlyfocussed year 5 and 6 students who havedemonstrated interest, imagination andskill in the visual arts. The program is basedon the Australian permanent collection atthe NGV.This project has 3 components:Professional Learning for teachers: Free onlineprofessional learning and introduction to theprogram, including a focus on the artists andtheir artistic practice, discussion of level 4curriculum material and organisational details.Student Program: Introductory lecture toshowcase the artists and their artistic practiceand to listen to a contemporary Melbourne artistdiscuss their approach to landscape painting.In the Gallery students engage in detailedobservation and visual analysis with theselected works of artBack at school students research, exploreand experiment with a range of artmaterials as they create their locallandscapes. They write a label to describetheir ideas, intentions and influences.Students engage in letter/email exchangeswith students across the participatingschools.Studio Exhibition: In the NGV EducationStudio students display their locallandscapes with labels. Certificates ofparticipation are presented and studentsconduct gallery tours for their families.(Contact NGV Schools Bookings directly.)For three consecutive years StrathconaBaptist Girls Grammar School hasparticipated in this art extension project.This year 19 girls from Grades 5 & 6 electedto take part, agreeing to attend a lunchtimesession once a week for ten weeks.The project began with a visit to theNGV. This involved a lecture, a viewing of aselect group of Australian paintings and atalk by practicing artist, Dale Cox, about hisideas, their development and his techniques.They then chose and photographed theirlocal landscape.Their paintings on canvas boards werebased on this image and worked onthroughout second term. At the beginning ofeach session a tutorial was held focusing ona specific technique that could be applied totheir image such as painting clouds, sea, treesetc. On the completion of their painting theywrote a short piece about their locallandscape and its significance to them.On the first Saturday of Term 3 the workwas exhibited alongside that of allparticipating schools at the NGV. This eventwas attended by students and their guestsand was a great opportunity for them to seeother students’ work and to read theaccompanying text. Participation in thisproject has enhanced the artisticdevelopment and art appreciation of all thestudents involved.Susan ClarkeVisual Art TeacherStrathcona Baptist Girls Grammar SchoolZart Extra_Term 1 2014 3

collaborative muralA Mindi JourneyThe students at Carey Baptist GrammarSchool in Donvale commenced theirMindi journey by studying theWurundjeri people who once lived andhunted in the area around the school.This connection has had a deep impacton their understandings and has beenthe inspiration for the significantelements of the final artwork.We worked closely with the Wurundjeripeople and the Koorie Heritage Trust toauthenticate the historical and culturalsetting for the work. They have been bothsupportive and generous and our studentshave been exposed to their culture in an indepth fashion.Students were encouraged to workalongside me to gain an understanding ofthe steps that are necessary to design andmake the finished work. Together we solvedthe practical, mathematical, creative, andartistic problems that arose. Involving thestudents in the design process anddiscussing the issues that needed to beresolved was paramount to this learningexperience. Students discussed and wereable to understand the process of workingon a design, its possibilities and limitations.We looked at how we needed to create acollaborative work and yet allow forindividual expression, to provide aninstallation that was true to the Wurundjeripeople.Students gained an understanding of theneed for the work to make a connection tothe space in which it was to be installed.They learnt about the culture of the tribewho have been in our area for over 40,000years. They considered the choice ofmaterials to be used in the construction ofthe work and its potential to reflect thesubtleties of the environment and thesymbolism of the serpent Mindi. Thisserpent is greatly respected by theWurundjeri and it was thereforeparamount that the finished installation satin harmony with the landscape. Othermembers of staff have supported ourjourney by integrating the project into theirclassroom curriculum.This was achieved through: Researching theWurundjeri thoroughly and immersingstudents in every aspect of the study usingresources at our disposal includinginformation technology and literature.Outside resources such as guest speakers,other peers and local communityrepresentatives also provided valuableinput. Our librarian Robyn Sunbergstudied the environmental culture of theWurundjeri people. Students created visual andwritten reflections of their understandingsthrough classroom studies / image making inthe form of paintings, line drawings,printmaking and 3D materials. They wereintroduced to the language of the Wurundjeripeople, their history, local symbols and storylines.Classroom teachers became involved inintegrating the project into their curriculum.All staff, students and parents haveparticipated. The students carved the creaturesand symbolic pattern work and used thelanguage of the Wurundjeri on their tiles. Theparents’ tiles represented the Wurundjeripatterns and surrounded the written excerptsthat travel along the spine of the serpent. Theteachers carved tiles for the head using only thepatterns of the tribe.Mindi now sits proudly in our landscape andhas been an enriching experience for us all anda permanent learning opportunity for all whoview her.Jeanette JenningsArt TeacherCarey Baptist Grammar School Donvale4www.zartart.com.au

art in the environmentArt that can be anywhereThe students at The Peninsula School in Mt Eliza use theirsmartphones as a tool in the art room. Sally Thompsontheir art teacher explains how this was implemented.I have noticed in my teaching practiceover recent years that students areincreasingly using their smartphones torecord the development of their artisticprocess. Our students have in theirpocket a powerful and portable devicethat allows them to spontaneouslyshoot photographs at any time and inany place. Social media is allowing themto instantly exhibit their artwork to aworldwide audience.I wanted my Year 10 students to fullyutilise the opportunities for makingartworks and sourcing inspiration fromthe world around them, and so I developeda photography project which harnessed theaccessibility of smartphone technology.This project was created in associationwith my student teacher who was able togive me the perspective of a digital native.(i.e. a person born after the introduction ofdigital technologies and throughinteracting with digital technology from anearly age, has a greater understanding of itsconcepts)The students began by researching andanalysing a range of photographs createdusing smartphones and other digitaldevices. They trialled a range ofsmartphone photography applicationswhich allowed them to simulate variousfilm types, frames, lighting, lenses andother photography effects. One of themore popular social media photographyapps was found to produce images of a verylow quality which were designed to beviewed on screen but were not appropriatefor printing. There are literally thousands ofapps available and the students enjoyedsharing and demonstrating their favouritesto the class.They then brainstormed concepts fortheir photography presentation. Theobjective was to create a series of ninerelated images which explored a themefrom the world around them. We looked atthe photomontages of David Hockney andtalked about the possibilities forfragmentation of images, showing differentviewpoints of the same object and fortelling a story. The book The Art ofiPhoneography by Stephanie CalabreseRoberts was an invaluable resource.Once the students had decided onthemes, they shot a wide range of imagesusing both the smartphone camera andthrough apps. They then printed a contactsheet and carefully examined their images.A series of nine images were selected andevaluated. Some students then went backinto apps to edit the images further and usemore filters, frames or vintage effects.The final nine images were then importedinto the computer and opened using AdobePhotoshop © . Any further editing was done atthis point, and then the images werearranged in a 3 x 3 grid. This was anopportunity to learn about layers inPhotoshop © , and to experiment withbackground colours, textures and gradients.The finished images were then printed,mounted, displayed and evaluated.Assessment for this task focussed on thestudents’ competence in reaching the DraftAustralian Curriculum AchievementStandard for The Arts in Ye ars 9 and 10.Factors included:Conceptualising ideas in their art making(brainstorming, research).Demonstrating refined skills in manipulatingmaterials, techniques and processes(composing images, shooting, editing,applications, Photoshop © , printing,mounting).Discussing characteristics and constraintsidentified in the process of art making (contactprint, screen shots, selection andevaluation).Reflecting on and discussing the developmentof a personal aesthetic, making criticalcomparisons to the work of others (research,brainstorming, evaluation).The resulting artworks were surprising intheir diversity of technique and approach.Many artworks had a marvellous narrativequality; some were almost cubist inappearance; others were quirky and funnyand very personal. All of these students haveproudly uploaded their work to social mediafor the world to see; and to like.Sally ThompsonThe Peninsula SchoolElla Chapman, Monash UniversityZart Extra_Term 1 2014 5

graduationLegacy ProjectEach year the graduating class of Grade 6’sat Templestowe Park Primary School work ona ‘Legacy’ project. The students leave behind amajor artwork to be enjoyed by the schoolcommunity after they have moved on tosecondary education. We wanted to make the2013 Legacy our biggest and best, to have acollaborative piece that made a realstatement with a contemporary focus. Thestudents and I decided that it would be reallyfun to paint on skateboard decks and tocreate a sculpture. Earlier this year Iparticipated in a Street Art ProfessionalLearning day at Zart. I adopted many of theideas gleaned from this day into our 2013legacy project.The students were introduced to Street Art,Public Art and Graffiti with a PowerPoint ©presentation. Two questions were asked ofthe students during the presentation – Whatdo you notice? What questions do you have?Interesting points were raised from theimages presented. The students had manyopinions on the Street Art images shown.Adrian Doyle’s modification to Rutledge Lane,which occurred during the middle of ourproject, was one point of discussion. Weexplored legal versus illegal and discussed thedifferences between tagging and pieces.Different forms of Street Art including freeform spraying, stencil art, paste ups, tiledpieces, and three dimensional pieces wereexamined. Many images of Street Art fromAustralia and around the world werediscussed including pieces by Banksy, Vexta,Space Invader, Elk, Sixteen to name a few. Thestudents drew inspiration from these streetartists and as a result, decided to use theirown initials as the basis for their design. Inorder to make pieces more personal, studentsalso designed and incorporated a characterrelated to their interests. They transferredtheir best design onto a template and decidedon the colours for their finished piece.We applied for and received a LeaderNewspaper Local Grant of $1000 whichenabled us to spend more on materials.Ironlak spray paint was chosen for thebackgrounds, due to the amazing vibrantcolours and the excellent coverage it provides.We didn’t prime the skateboard decks andspent a session outside spraying thebackground colours straight onto the boards.The students really enjoyed using the spraypaint and many of them made note of it intheir project evaluations. Some students wereconservative, spraying with one colour,however others chose to have dripped ormulti coloured backgrounds, whatever wasappropriate to their design. Once thebackgrounds had dried, students transferredtheir designs onto the boards with chalk.Vipond paints were then used to paint overthe spray paint. The students have onesession of art per week which enabled plentyof drying time between sessions, with mostdoing at least two coats of paint on theirboards. Posca markers were used to add detailto the designs.At the time of writing, the boards arefinished and look absolutely amazing. TheGrade 6’s are so proud of their achievementsand the rest of the school now want to painton skateboards as their ‘Legacy’ project!Nicole SumnerVi sual Art TeacherTemplestowe Park Primary School6www.zartart.com.au

explorationSchool Ground SculpturesStudents from Horsham West & Haven PrimarySchool created truly amazing works of art fromnatural materials collected in their school grounds.It began as inspiration gained from a visitto an art gallery in the seaside town of Robe,where I admired a boat created fromdriftwood and string.The journey in the art room, however,carved out a path of its own, thanks to thecreativity and enthusiasm of our students.Living inland, a great distance from anydriftwood necessitated an alternative sourceof wood. A windy January day came to ourrescue, resulting in plenty of free artsupplies in the form of twigs and sticksstrewn across the schoolyard.We began by introducing our Years 5 and 6students to their first art brief: sculpture/construction using natural resources. Thestudents were able to work in small groups,or independently to create a piece of art thatwas free-standing or able to float.Inspiration came from variousexamples including the works ofPatrick Dougherty, Vietnamesefishing boats and the Eiffel Tower.Through discussion with ourstudents, we created a list ofpossible materials that would beallowed within their artworks:sticks, seed pods, bark, leaves, driedflowers, jute string, brown paper,calico and gourds. All of these itemscould be sourced locally or from ourexisting art supplies. The gourdswere donated by enthusiasticgardener and retired teacher, JuneKortman. The use of gourds wasn’tin our original planning; it was thestudents who suggested using them.This led to further discussion on theuse of gourds in various cultures and theopportunity for us to grow our own from theseeds we collected when cutting them open.Students began drawing their designs and thecall went out to all to gather sticks from theschoolyard. The caretaker was quite happy to seestudents collecting sticks and tidying up thegrounds in the process. Several teams of eager,younger students would regularly drop off thetreasure they had found for us, with piles of sticksthoughtfully deposited on the art room doormatbecoming commonplace. Surprisingly, we ranshort of sticks but, with a plentiful supply to handat their campus in a rural setting, our Havenstudents were happy to oblige in bringing theirown on their weekly bus trip to the main campus.Armed with inspiration, creativity and an artroom full of sticks, students began theirconstruction, and encountered their first hurdle:binding sticks with string. Yes, that meant tyingknots! For many students, this alone presented ahuge challenge as they had grown accustomed tothe wonders of Supertac, hot glue and maskingtape. Whole class and individual instruction wasgiven for simple knot-tying.This artwork project involved individual focus,teamwork, many design changes and lots ofspontaneous creative flair. The students’ problemsolvingenabled them to overcome the limitationsimposed by the materials to successfully transformtheir artistic visions into reality. It proved to be atruly worthwhile venture, not only from theperspective of the young artists themselves butalso, reflected in the level of positive communityfeedback, in the eyes of many others.Michelle Watson & Fiona RyanVisual Art TeachersHorsham West & Haven Primary SchoolZart Extra_Term 1 2014 7

observation & imaginationCollaged Self-PortraitsYear 11 students from PattersonRiver Secondary School submittedwork for the Zart Student Galleryin term four 2013 and some ofthese works were chosen for thedesign of the Zart 2014 cataloguefront cover.8Unit 1 Self-Portrait ExplorationSince the advent of the mirror, artists have continuedto make themselves the subject matter of their ownwork, whether through in-depth conceptual explorationof their psyche or in a more concentrated focus ontechnique. Whatever the motivation, artists from allcultures, time periods and mediums have attempted theexploration of self within their artworks.VCE ART Unit 1 requires students to develop and applyskills while exploring areas of individual interest. Studentslearn how to apply skills of observation and imaginationto construct visual responses. They examine how formalart qualities including elements and principles help tocommunicate their own meanings and messages. Studentsundertake a study of selected artists from varyingcultures to inform and inspire their own practice.The Year 11 students at Patterson River explored thetimeless theme of self-portraiture in Unit 1. Studentsstudied a variety of artists from various cultures and timeperiods. They learnt how the process and materials theyused helped them to communicate meaning within anartwork. An emphasis was placed on the formal elementsand students experimented with a variety of mediums.They investigated how an artist’s vision might not beobjective. Artists and audiences have differentapproaches to seeing and how this was most evident inthe “Selfie”.Students were required to create a folio of finishedartworks based on the self-portrait. They began with atechnical and realistic approach. They had to completeseveral studies, working from photographs and mirrors.This initial portrait was captured using lead pencil andwas required to be visually accurate and avoid offeringany insight into the subject’s personality. This processwas painstaking for some students, it was challengingand required resilience and patience. Guided tasksdemonstrated alternating foci on technical skill andconceptual development. In this task students forgohigher-level technical skills and use the very basic skill ofcut and paste. As a group we approached this withdiscussions about how the simplest of skill used withsensitivity and a focus on process can create a powerfulpiece of visual work. We spoke about how the aestheticswww.zartart.com.aucan be just as beautiful and the meaning andmessages can be manipulated by the artist’s useof the formal elements. I also introduced theconcept of culture both individual and collective.Students engaged in dialogue about the roles ofself-portraiture historically and themetamorphosis into today’s selfie. The materialsfor this work were taken from discarded magazines,which lead to discussions on the use of recycledand sustainable materials and we reflected onlarger global issues. Overriding was thediscussion of process versus concept andexperimenting with a range of media. Theartworks enabled students to gain confidencein their art making by producing thesestunning results using a very simple technique.Rachel MillerHead of Visual ArtsPatterson River Secondary College

zart’s student galleryZart Student Gallery Term 1 2014Currently on Exhibition untilMarch 25, 2014Charlton CollegelegeCamberwellGrammarApollo Parkways Primary SchoolMusical InstrumentsBeaconhills College, BerwickBarcelona Cats and DogsBrighton Grammar SchoolAnimal MasksCamberwell Grammar SchoolMosaic SpadesCarey Baptist Grammar SchoolSurrealist SkateboardsCharlton CollegeMonoprintsFirbank GrammarMonet GardensGlen Iris Primary SchoolRhinos and Recycled BinsHaileybury College, BrightonZentangled Masks & Ned KellyMelbourne Girls GrammarSupermix LandscapesMethodist Ladies College, KewMecanimalsMount Waverley Primary SchoolDegas BallerinasPakenham Springs Primary SchoolTerracotta WarriorsThe Peninsula SchoolSmartphone PhotographySt Margaret’s School, BerwickMoney PrintsStrathcona Baptist Girls Grammar SchoolLocal LandscapesTemplestowe Heights Primary SchoolBirdsApollo Parkways Primary SchoolSt Margaret’s sS School, ol BerwickFirbankGrammarmarZart’s Student GallerySituated upstairs in the Zart CustomerService Centre. Each term the StudentGallery exhibits a new display of workfrom young artists ranging fromkindergarten to VCE. We are always onthe lookout for artwork to be exhibitedthat showcases new ideas andtechniques suitable for all age levels.Please email images of work youwould like to exhibit one term inadvance to Jan Roker jan@zartart.com.auAlso visit www.zartart.com.auStrathcona th Baptist t Girls Grammar SchoolPakenham Springs Primary SchoolZart Extra_Term 1 2014 9

new products & resourcesArtwise Visual Arts for theAustralian Curriculum Years7-10 & eBookPLUSGlenis IsraelThis new edition of Artwise: Visual Arts forthe Australian Curriculum is specificallywritten to address the Visual Arts learningarea within the Australian Curriculum. Itprovides a stimulating resource for studentsin Years 7 to 10, with a broad range ofAustralian and international artists, and abalance of traditional and contemporaryexamples. The overall sequencing of chaptersdemonstrates a progression in difficulty ofsubject matter, which allows teachers to dipin and out according to the year level andability of their students in order to worktowards the appropriate AustralianCurriculum Year level standard. Key features:• Addresses the Visual Arts learning area withinthe Australian Curriculum: The Arts• Delivers a flexible approach to meet the needsof students from the introductory years 7-8 toelective years 9-10• Begins with an introductory chapter that coverssafety and basic art techniques• Presents graded and carefully sequenced unitsthat integrate Making and Responding strands• Provides step-by-step instructions for students’own artwork• Presents a wide range of artists and theirpractices across traditional, contemporary, ATSIand Asian sources312ppBKAA308NEW $59.95Anholt’s Artists Activity BookLaurence AnholtPerfect for any aspiring artists and a usefulresource for teachers. Laurence Anholthas created an Art Activity Book unlikeany other. Here are 7 fantastic projectsfor children taught by great masters likeMonet and Degas. With this book you willbe able to paint a portrait with Vincent vanGogh, make a funky junk sculpture withPicasso or let Matisse show you how tomake cool colourful cut-outs. In the easyto-useformat, you will also find numeroustips and secrets, which will help to developcreative confidence.47ppBK055NEW $16.32Craft SmartDiscover fun new crafts andtechniques in this series. Learnto knit, make your own jewelleryand create fantastic projects outof paper and recycled materials.Craft Smart presents a fresh,fun approach to four creativeskills: knitting, jewellery-making,papercrafting and crafting withrecycled objects. Each bookcontains 12 original projects tomake, using a range of readilyavailable materials. A special‘techniques and materials’section encourages young craftersto try out their own ideas whilelearning valuable practical skills.RecyclingBK053-REPapercraftBK053-PCJewelleryBK053-JEKnittingBK053-KNNEW $10.90Alphab’artAnne Guéry, Olivier DussutourThis provides a new and different ‘way in’to famous works of art and the alphabet.A fun introduction to both the alphabetand the work of famous artists. Readerscan search the paintings of Giotto, Chagall,Picasso, Dali, Klee and many more todiscover the letter hiding within. There isa strong interactive aspect to the book,as readers have to search for the lettershidden in the artwork.64ppBK061NEW $27.23Prices exclude gst and are valid until 4th April 201410www.zartart.com.au

new products & resourcesPrices exclude gst and are valid until 4th April 2014Found – The Art ofRecyclingLisa HölzlA beautiful non-fiction bookwhich aims to inspire childrento think about art made fromrecycled material. In the early1900s the way art was createdchanged. Pablo Picasso usedcardboard instead of paint.Marcel Duchamp called a bicyclewheel art and Raoul Hausmannmade a sculpture out of an oldshopkeeper’s dummy. Instead ofusing traditional materials suchas paint, more and more artistsstarted using found materials likenewspapers, old photographs andbits of furniture. And they are stilldoing it today. Find out how theseartists, using found materials,changed the art world. Be inspiredto create your own masterpieces!45ppBK744NEW $31.77Large Colour WheelMeasuring 63.5 cm this colourwheel is a handy tool for teachingcolour mixing. Just turn a colouron the dial to an outside colourand the mixture appears in thewindow.PT105NEW $99.90Building DesignPapersThis new pattern paper featuressurfaces used in buildingsincluding bricks, boards andstones. 8 assorted designs22 x 28cm PA276NEW Pkt of 32 $14.37Derwent XL GraphiteBlocksFrom sensitive line work andsubtle blending, to expressivemarks and deep tonal work,Derwent XL Graphite is smoothand refined.The chunky shape is captivating,intuitive and great fun to use; youcan even add water to the mix forsplashes and washes.There are 6 colours in the range:2 natural graphite, 2 warm tonesand 2 cool colours.Set of 6PN139NEW $23.95Derwent XL CharcoalBlocksFrom powerful lines, to subtlegradients, Derwent XL Charcoalcombines the natural qualitiesof charcoal with the strengthand body of a chunky block. Softmeets strong; agile meets bold;the perfect blend of rich tones andorganic marks. There are 6 coloursin the range: 1 natural black, 4traditional drawing colours andwhite.Set of 6CR655NEW $23.95Prismacolor Art StixArt Stix are the core of aPrismacolor Colored Pencilwithout the wood. Thesewoodless pencils contain thefinest pigments to producesmooth laydown and brilliantcolour. Art Stix are great forcovering large areas, broadstrokes, shading, and blending.CR025NEW Pkt 12 $29.95CR026NEW Pkt 48 $118.90Zart Extra_Term 1 2014 11

Zart CalendarWhat’s happening in Term 1 2014School Catalogue 2014!The Zart Catalogue for 2014 was sent out to your schoolin November 2013. A huge range of new products havebeen included to broaden your choice of art and craftmaterials. Please ring if you require extra copies.Product & Ideas PresentationsTerm 1 is a very exciting time for us to introduce so manynew products to you. Look out for the Ideas and ProductPresentations listing in this issue, and join our team at avenue near you. These sessions are free and a great wayto meet up with other art teachers in your area.Product & Ideas Presentationsfor VCE StudentsWanting to inspire your senior students? Be up to datewith the latest materials and resources and how to usethem. Tania or Dee are available to speak to your VCEstudents and show them a range of products and ideasthat might kick start them on their creative journey. RingColleen on 9890 1867 to organise a date and time.Customer Service CentreVisit the centre during Term 1 to see a range of newproducts and resources. Come in and see the greatJigsaw display in the foyer. The Centre now has a PlayBased Learning area stocked with all our new range ofproducts suitable for Early Childhood and Early Years.While in the centre don’t forget to visit the Term 1Student Gallery, full of stunning artworks from Primaryand Secondary Art students.CBCA Authors & IllustratorsILLUSTRATION & DESIGN: OVERLAPS & OUTLINESListen to Marc McBride, Tony Palmer and Ben Sanders talkabout the dual roles of designer and illustrator, how theyinteract, and what occurs if one person does both.Date: Wednesday 26th MarchTime: 5.30pm until 8.00pmVenue: Zart Art Box Hill NorthLimited to the first 70 respondentsCost: $30 (CBCA members) or $40 (non members) or $20(Students).Bookings: Phone CBCA on 1300 360 436 or email vic@cbca.org.au Bookings are essential so book in early toavoid disappointment.PBL Catalogue 2014!The Play Based Learning Catalogue was sent out at thebeginning of Term One to all Early Year Coordinatorsand Early Learning Centres. If you wish to also have acopy of this catalogue please call 03 9890 1867 or email:zartart@zartart.com.auEaster HoursZart will be closed fromFriday 18th April 2014& will reopen onTuesday 22nd April 2014This publication is printed in Australia under ISO 14001 Environmental Certifications. Zart Art has chosen to print on stock that is FSCcertified, FSC certification ensures traceability and verification of well managed forest timber, from mill to printer to you.BACK TO SCHOOL SPECIAL!2 FREE * reams of A4 Cover Paper Assorted(valued at $40.78 # ) with all Back to Schoolorders over $700 # .Offer valid until March 1st 2014.*Offer is valid for individual Back to School orders only, split orders do not qualify. #Prices exclude GST.12 www.zartart.com.auFREE!