Interactive Stories: Digital Storytelling
Students build a short interactive story with a beginning, middle, and end using simple triggers and event-based programming.
Key Questions
- Construct an interactive narrative that guides a user through a sequence of events.
- Explain the role of 'event blocks' in making a story interactive.
- Evaluate how sound effects and visual changes enhance the user's experience in a digital story.
ACARA Content Descriptions
About This Topic
The Gallery Experience focuses on the role of institutions in the arts and the etiquette of being an audience member. Under the ACARA curriculum, students learn about how and where artworks are displayed and how these settings influence our perception. They explore the difference between a public gallery, a museum, and a community art space.
This topic also covers the 'Responding' strand, teaching students how to be respectful and thoughtful viewers. In Australia, this includes visiting (or virtually visiting) major institutions like the NGA or local regional galleries. Students learn that a gallery is a place for 'looking, thinking, and wondering.' This unit is most effective when students take on active roles, such as 'curators' or 'tour guides,' which gives them a sense of ownership over the art-viewing process.
Active Learning Ideas
Simulation Game: The Classroom Curator
In small groups, students are given a 'theme' (e.g., 'Animals' or 'Blue'). They must select five artworks from the class collection and decide exactly how to arrange them on the wall to tell a story.
Peer Teaching: The Gallery Guide
One student acts as a 'tour guide' for their own artwork, explaining to a 'visitor' (their partner) why they made certain choices and what they want the audience to feel when they look at it.
Think-Pair-Share: The 'No Touch' Rule
Students think about why galleries have rules like 'no touching' and 'no running.' They discuss with a partner how these rules help protect the art for people in the future and then share their best 'gallery behavior' tips.
Watch Out for These Misconceptions
Common MisconceptionGalleries are only for famous, expensive paintings.
What to Teach Instead
Students might think their own art doesn't belong in a 'gallery.' By creating a 'Classroom Gallery,' they learn that any space where art is shared and respected can be a gallery.
Common MisconceptionYou have to be an expert to 'get' art in a gallery.
What to Teach Instead
Children often feel they don't know enough to talk about art. Active 'Gallery Guide' roles help them realize that their own feelings and observations are the most important part of the experience.
Suggested Methodologies
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Frequently Asked Questions
What does a curator do?
Why can't we touch art in a gallery?
How does active learning help with gallery etiquette?
What is the difference between a gallery and a museum?
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