2.  You are to create an original response to the play you have been studying in class.  A creative response is an original and unique piece of creative work. It should not involve description or straight imitation of the text studied in class. It should focus on one or two related aspects of the text (such as characterisation, technique, theme, purpose), and demonstrate a thorough understanding and analysis of it/them.  Clear parallels should be evident between your response and the text. Your response should convey your understanding of the text in a fresh, original way, and extend on the meaning already present in the play.

3.  Sophisticated control of the techniques and features relevant to medium  Sophisticated and insightful links to text/topic  Create with a distinctive style, demonstrating a high degree of imagination, originality and an evident purpose

4.  Focus on ONE theme or character; DEPTH of understanding rather than breadth  What do you want to say/explore about your focus? (see assessment instructions for further guidelines here)  DO NOT create a literal depiction of something from your stimulus text

5.  Content (what does your piece of art depict? what is the subject? what objects, people, etc, are ‘in’ your artwork? )  Execution (how the piece was put together, and how the final product looks)

7. is using items to represent other ideas (using symbols). The items might be:  physical objects (eg. a rose)  colours  behaviours (eg. raising binoculars)  sounds (eg. thunder)

8. Sometimes, one small part of a thing can represent the whole thing (eg. fireman’s helmet conjures images of fire fighting; a crown represent royalty or the monarchy). This is called metonymy. The meaning that is carried or conveyed by a symbol is called the connotation. A symbol that reoccurs throughout a text is called a motif.

12. Other basic examples of symbolism... (Wartime cartoons and propaganda)

16.  if symbolism = communication, a shared understanding must exist.  symbols can mean different things in diff. cultures, eg. white  BUT you cannot just make up your own language (eg. red rose = death). The meaning of the symbols should be shared with your audience.  BUT avoid clichés; you are aiming to walk the tightrope between being boring and totally predictable/immature, and using original but clear and sophisticated ideas.

17. Example of student work:

21. Examples of great student work

23.  http://www.artlex.com/ArtLex/s/symbol.html http://www.artlex.com/ArtLex/s/symbol.html  http://www.metmuseum.org/toah/hd/symb/h d_symb.htm#slideshow1 http://www.metmuseum.org/toah/hd/symb/h d_symb.htm#slideshow1  http://www.ngv.vic.gov.au/ngvschools/Traditio nAndTransformation/symbols/ http://www.ngv.vic.gov.au/ngvschools/Traditio nAndTransformation/symbols/  http://www.museumnetworkuk.co.uk/portraits/ theme/settingSymbolism/settingSymbolism.html http://www.museumnetworkuk.co.uk/portraits/ theme/settingSymbolism/settingSymbolism.html  http://www.britishmuseum.org/PDF/Art_Guide_ 04Symbols_KS2to4.pdf (look at pages 4-6) http://www.britishmuseum.org/PDF/Art_Guide_ 04Symbols_KS2to4.pdf  http://www.ducksters.com/history/art/symbolis m.php http://www.ducksters.com/history/art/symbolis m.php

24.  Sophisticated control of the techniques and features relevant to medium  Create with a distinctive style, demonstrating a high degree of imagination, originality and an evident purpose  So neat & pretty symbolism is not enough! And no collages! (your piece must work as a whole)

25. From https://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiZzvi6nffLAhULG5QKHbcvC 1IQjRwIBw&url=http%3A%2F%2Fbastille-day.com%2Fsymbol%2Fguillotine&bvm=bv.118443451,d.dGo&psig=AFQjCNE- WSqCl5fOoY0Jn3p0kijrZ0p0EQ&ust=1459936423179691

26.  The elements of art  The style of your artwork

27.  If a student submits a great story, s/he has considered what effects s/he wants to achieve, and uses particular techniques to achieve them, eg. many short and compound sentences to increase pace and suspense, dialogue to help convey characters’ emotions, first-person voice to encourage empathy in the reader, etc.  In creating an artwork you will need to consider what effects you want to achieve, and how you are going to use style and the elements of art to depict your chosen content and achieve your desired effects.

28.  line  shape and form  space  colour (including tone/value); and  texture See http://www.getty.edu/education/teachers/ building_lessons/formal_analysis.html for further information http://www.getty.edu/education/teachers/ building_lessons/formal_analysis.html

29.  Includes Romanticism, Expressionism, Cubism, Art nouveau, etc (movements)  Can help establish particular contexts and thematic trends  Can help communicate your message or explore your focus  Can allow you to demonstrate sophisticated skills of analysis if you effectively, and with good reason, undermine the conventions of an art movement/style

30.  http://www.artinthepicture.com/styles/ http://www.artinthepicture.com/styles/  http://www.theartstory.org/section_mov ements.htm http://www.theartstory.org/section_mov ements.htm

33.  http://www.metmuseum.org/toah/works / http://www.metmuseum.org/toah/works /