Constructing the codex
(Trisha Buckley)
Purpose
Students consider the relevance of the traditional codex in the 21st century.
Description
Students engage for six weeks in a variety of experiences relating to the history of books, the purpose of texts, the formats of books and, ultimately, the future of books.
Additionally, students are exposed to the concept of artists' books and are required to consider the place of books as art in the bigger picture of books in general. As they research these issues, students will be asked to constantly collect and create a range of responses in a range of formats. They will also be encouraged to make use of the electronic opportunities available to them, including digital photos, scanners, website downloads and document creations.
These observations and insights will form the basis of each student's culminating task, which must be an artist's book itself and must reflect the student's belief about the way books will exist in the future.
Procedure
This six week unit was the result of collaboration between a teacher-librarian and an art teacher. It combines the two distinct elements that comprise artists' books: the art and the book. It allows for the two dimensions to be balanced and to be taught separately, yet in a holistic context.
The unit does require teachers to be familiar with, and competent in, fairly complicated computer programs. Additionally, some knowledge of the history of books is necessary, as well as a thorough understanding of the concept of artists' books.
The unit needs to be taught in the precise order offered here. The lesson plans are developed sequentially so that the students' knowledge builds with each activity. The personal responses of the students will allow them to reflect upon the content in a formative and challenging context. And the final task offers students an opportunity to imagine what might be a likely future for books. Hopefully, this will be an exciting prospect for students!
Lesson sequence [new window 48 kb 
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Resources
Artists' books
Artists' Books Collection, James Hardie Library of Australian Fine Arts: available in the State Library of Queensland at South Bank.
Queensland Studies Authority (QSA) sourcebook modules
- Artists' books (Levels 4 and 5, Visual Arts Strand, Years 1 to 10 The Arts Syllabus) [new window http://www.qsa.qld.edu.au/yrs1to10/kla/arts/docs/modules/va_45_ab.pdf ]
Websites
- State Library of Queensland: Artists' books
- Artists' books online - redefining the book
- Queensland Studies Authority: Years 1 to 10 - The Arts [new window http://www.qsa.qld.edu.au/yrs1to10/kla/arts/ ]
- Artists' books: Johan Deumens [new window http://www.artistsbooks.com ]
- The book arts web [new window http://www.philobiblon.com ]
Software
- Adobe Photoshop
- WordArt
- Corel Painter 9
- Microsoft Word, PowerPoint and Publisher
Hardware
- IBM compatible PCs, preferably one per student with at least 512 Mb of RAM
- student's own USB drive (256 Mb)
Books
- Bodman, S 2005, Printmaking handbook: creating artists' books, A & C Black, London.
- LaPlantz, Shereen 1995, Cover to cover: Creative techniques for making beautiful books, journals and albums, Lark Books, Sterling Publishing, New York
Assessment
Students are required to produce two pieces of assessment, as well as a formative electronic folio and their visual diaries. The written task requires that students analyse and critique the history of the codex and the relevance of it for the future. The practical assessment is the creation of an artist's book that offers what students believe is an accurate depiction of a future and significant change to books. Students will also submit both their electronic folio and their visual diaries to demonstrate their commitment to the unit of work.
Learning outcomes
As a Year 11 unit, this needs to comply with the QSA requirements of the Visual Arts Syllabus. It includes the necessary elements of Making and Appraising. It focuses on the Media Studies of Electronic Imaging, Graphic Design, Photographic Art and Printmaking. It allows for individual student pathways as set out in the focuses of the Syllabus, and begins with teacher-directed experiences, moving towards more student-centred culmination.
Additional comments
Computer use is essential to the success of the unit. Student must have regular access to the computers. They will be required to create a folder in which they will store a wide variety of responses to the information and images they will cover. The students will be encouraged to experiment with the different ways information and image can be stored electronically. They will build up a collection of saved documents which will assist them in the production of their final task. Having a USB will allow them to have the flexibility to work on their ideas at home. It also reinforces the important notion of backups and taking responsibility for their materials.
Last updated: 27th September 2007
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