Creativity & Innovation
This course is for students who are interested in Design/Photography/Animation.
You will learn about different aspects of design, photography and animation. You will learn about a range of computer programmes such as Adobe: Photoshop, Illustrator, AfterEffects and Premiere. Classes will involve following the design process to create interesting solutions to a range of design, photography and animation briefs.
(For all levels of experience - beginners to advanced).
What's created in this course?
The Lightbox GALLERY
Skill Set Videos
A Professional Photographers Perspective
This is a really cool video demonstrating a professional photographer completing a photoshoot.
Look at how he records what is going on.
Look at how he composes a shot.
Look how he thinks about getting the best photograph.
Always use the Design Process to create something meaningful
Keep true to the design process
Create a target to find a solution
Everything is in the detail. The brief tells you what needs to be in your design.
The foundation for every strong solution. The better your research the better your final thoughts.
Creating encompasses: Concepts (Ideas) Evaluation (what works) Develop (Improve and enhance)
Finalised Idea (It ends with a solution)
Demonstrate the Waiopehu College PRIDE Values
Positivity
Believe in yourself and act with an energetic force force for good. Be engaged in learning. Encourage others. Be a positive role model.
Respect
Treat everyone with dignity and take care of your spaces and equipment Use polite manners and respectful language.
Integrity
Be true to your self and build mana. Do the right thing. Be honest to yourself and others.
Determination
See a project through to the end. Don't give up. Ask for help when needed. Strive for success. Set goals and work hard.
Excellence
Strive to be the best you can. We believe in you. Celebrate your success. Have high expectations. Make the most of your own gifts and talents.
Apply the Key Competencies
Thinking
Become a problem solver. Think outside the box.
Relating to others
Working with others for the greater good.
Understanding language symbols & text
Empower yourself through the power of expression
Managing Self
See a project through to the end. Have everything ready. Do you have the right resources.
Participating & Contributing
Participating and contributing. Lifes a lot easier when everyone works together.
Differentiation
How are tasks planned to help with students gaining understanding both practically and theoretically in an equitable manner:
To target the learning needs of our students in Comic Book Art we use differentiation by outcome to enable students to further their learning. As a students' individual skill set grows their unique talents will shine through.
(Click the picture to go to a further link)
The Visual Arts Curriculum Achievement Objectives Level 4 & 5
Developing a Practical Knowledge
Over 20 weeks you will learning how to apply techniques and ways of creating art works through using range of artists work patterns.
Developing Ideas
You will learn different ways to develop ideas and bring others artist ideas into your own work. You will learn to structure your work in a meaningful sequence.
Understanding the Arts in Context
Through completing this course you will learn about how art is not only for arts sake but relates to wider social developments and issues.
Communicating and Interpreting
Compare and contrast the ways in which ideas and art-making processes are used to communicate meaning in selected objects and images.
Junior Lightbox Achievements
In Comic Art, assessments are based around the assessment frameworks of NCEA and its terminology. This is in order to allow our visual arts students to use terminology and assessment protocols that will naturally lead to NCEA Level 1 and beyond. If students are succeeding with the assessments they are working at Level 5 of the New Zealand Curriculum and have the foundational skills and knowledge to aid them in attaining at Level 1 NCEA at Year 11.
Students will submit evidence at the end of the semester as a portfolio of work that is gathered from a range of tasks.
Students will be assessed against 3 of the 4 assessments.
1A. Achievement
Use a Lightbox based visual inquiry to explore Aotearoa New Zealand's Māori context and another cultural context within the framework of Lightbox
1B. Achievement
Students will produce a resolved artwork within a Lightbox context that is appropriate to established art making practices.
1C. Achievement
Students inform their own art making by exploring Visual Arts Processes and Conventions within Lightbox.
1D. Achievement
Students select ideas, and Visual Arts conventions and technologies, to create a sustained body of related works with Lightbox.
Evidence from:
Who am I!
Evidence from:
Dreamscapes and Altered Portraits
Photographic Challenge
Design Project
Evidence from:
Dreamscapes and Altered Portraits
Photographic Challenge
Design Project
Evidence from:
Dreamscapes and Altered Portraits
Photographic Challenge
Design Project
1a. Explanation:
Explanatory Note 1
Use Visual Arts practice to explore Aotearoa New Zealand's Māori foundational context and another cultural context involves:
identifying visual and cultural elements of these contexts
recording visual and cultural information about these contexts.
Use Visual Arts practice to examine Aotearoa New Zealand's Māori foundational context and another cultural context involves:
engaging with specific visual and cultural elements of these contexts
responding to visual and cultural information about these contexts.
Use Visual Arts practice to analyse Aotearoa New Zealand's Māori foundational context and another cultural context involves:
responding to, and reviewing, visual and cultural information about these contexts.
Explanatory Note 2
Aotearoa New Zealand's Māori foundational context acknowledges Māori culture as a living treasure, indigenous and unique to Aotearoa New Zealand.
In a Visual Arts context, our unique Māori foundations can be drawn upon through understanding narratives, tikanga, symbols, and patterns inextricably linked to mana whenua and the rich legacy of Māori visual culture.
Explanatory Note 3
Another cultural context could include a student's own ahurea tuakiri, national, racial, or ethnic identity, and can include the diverse cultural practices therein. For example, in a te ao Māori context, Toi Rerekē could be investigated in relation to Toi Tūturu.
1b.Explanation:
Explanatory Note 1
Produce resolved artwork within an authentic context involves:
using media and techniques relevant to the art making intention
using appropriate established practices that are informed by a related set of conventions
identifying the specific design and production conventions (characteristics and constraints) appropriate to the authentic context.
Produce resolved artwork with control within an authentic context involves:
consistently managing media and techniques relevant to the art making intention and conventions.
Produce resolved artwork with fluency within an authentic context involves:
skillfully managing media and techniques relevant to the art making intention and conventions.
Explanatory Note 2
A resolved artwork is a single sustained and significant artwork. It is the most effective communication of an idea or narrative with the highest level of technical finish.
Explanatory Note 3
An authentic context preserves the manner in which an artwork is created, viewed, experienced, and valued. It acknowledges the intrinsic link between art, community, and whakapapa.
Authentic contexts may include, for example, artworks displayed within the context of an exhibition, an installation piece enhancing or juxtaposing with the environment in which it is placed, etc.
Explanatory Note 4
Specific design and production conventions could be identified by capturing photographic evidence of an artwork in situ (for example, in the context of an exhibition), being engaged with by an audience, or being worn or used by a recipient (such as taonga being gifted and engaged with appropriately).
1c. Explanation:
Explanatory Note 1
Explore Visual Arts processes and conventions to inform own art making involves:
providing evidence of use of tikanga, where appropriate, to Toi Māori
making experimental work in response to an art making intention
applying a range of practices, processes, materials, techniques, technologies, and conventions which link ideas
producing options for further development.
Develop Visual Arts processes and conventions to inform own art making involves:
selecting and reflecting on experimental work to extend ideas, as well as the use of practices, processes, materials, techniques, technologies, and conventions, through experimentation in response to an art making intention
reflecting on experimental work to generate options for further development.
Evaluate Visual Arts processes and conventions to inform own art making involves:
making connections between options for further development of artworks
refining a range of practices, processes, materials, techniques, technologies, and conventions through experimentation.
Explanatory Note 2
Visual Arts conventions can include:
drawing conventions, such as: sketches, mock-ups, notations.
technical conventions, which are characteristics and constraints of particular: materials and media, processes, procedures.
pictorial and conceptual conventions, such as: compositional structures, stylistic qualities, genre stratagems.
Explanatory Note 3
Toi Māori is the encompassing term used to identify Māori art practices, including:
Toi Tūturu (customary art)
Toi Rerekē (contemporary art)
Toi Whakawhiti (trans-customary art).
1d. Explanation:
Create a sustained body of related artworks involves:
making related works within an art making proposition
using processes, procedures, materials, techniques, and technologies.
Create, with control, a sustained body of related artworks involves:
editing and selecting a cohesive set of related works in response to an art making proposition
using processes, procedures, materials, techniques, and technologies with skill.
Create, with fluency, a sustained body of related artworks involves:
providing clarified ideas in response to an artmaking proposition
using processes, procedures, materials, techniques, and technologies with refinement.
Explanatory Note 2
A sustained body of artworks demonstrates that the student has edited, selected, and ordered a finished series of work to communicate an intention.
Explanatory Note 3
Related refers to a series of works that are connected through thematic, stylistic, and technical approaches.