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Visual Arts Summary: 3rd - 30th November 2014

Good evening everyone, included here is a November monthly round-up. We'll be back to weekly summaries in future. November has been our second busiest month of the year in terms of posts to the list. Its great to see the range of reflection on practice coming through, the requests for guidance and support, and the desire to build courses that meet student needs. I have attempted to follow up with NZQA in relation to our discussion around Level 3 external submission to get some clarification, no joy at this stage. I'd suggest reviewing school assessment policies as a starting point, as there was a mix of discussion that seemed to combine assessment policies set up individual schools, and interpretations of NZQA policies.

As we review, tweak, and update programmes for 2015, I'd really like to encourage you all to contribute assignments and resources to the Teacher Resource Exchange. The TRE is used regularly by all, but it's in desperate need of refreshment and updating. Please take the opportunity to give back to the community, our collective ideas are a strength that can grow us all professionally.

 

 

3rd - 9th November

 

Part-time Fixed-term Position

Paula advertised this position for 2 classes at Waikato Diocesan School for Girls.

 

Pah Homestead Exhibitions

Zoe brought our attention to upcoming exhibitions at Pah Homestead, see her post for more details.

 

Advice for Graduate Teachers

Katherine added to this discussion with her thoughts, including looking beyond Auckland for positions, and a tight job market for art teachers.

 

Course and Teacher Survey Forms

Shana supported the use of Survey Monkey for surveying art students.

 

Level 3 Submission Question / Marking at Level 2

Sarah started what turned out to be a lively discussion on level 3 folio submission, asking if 2 boards instead of 3 could be submitted. Thomas noted that 3 boards were specified. Susie described sending 3 boards of “visual vomit” in the past, and that she’d be sending the two boards completed by a student who had worked all year, but had not managed to complete 3 boards. John Mullen pointed out that, out of respect for all of the students that meet the criteria, students who don’t complete the required 3 boards should fail. Michael suggested that the focus should be on achieving the criteria of the standard. Rob raised some questions, and pointed out that there is no statement as to how full of work the 3 panels need to be. Michael raised the issue of students working with miniatures or large scale works, and what is meant by demonstrating a body of evidence, and why 3 panels are specified. Jane suggested sending the work, she’d sent work spread over 3 panels in the past and achieved success. Nicky challenged the ‘mystery’ surrounding how level 3 grades are allocated. Di suggested including the third panel, even if it was blank, though cautioned that insufficiency would be the issue. Jessica suggested spreading the work thinly.

 

Gaming Event for Girls

Ana shared information and links for ‘Girls in Games’ , for girls interested in game design, at the Media Design School, Auckland.

 

Programmes for Low Ability Y9 Students

Lianne shared her work with low ability Year 9 students this year, with behavioural, life, social, and learning issues. She described the units of work and offered to share, see her post for details. She received an awesome response, and we’ll get her units onto the exchange.

 

Hamilton Exhibition

Faith invited us to her exhibition with Josh Wedlake - ‘100 Drawings in 100 Days’. At Sandz Gallery, 6 Kent Street, Frankton, Hamilton - 21st November 5 - 7pm. See her post for further details.

 

Flox-Tuffery Workshop in Kaikoura

A reminder to sign up for this workshop, a few places are left. 28th February. See this post for further details, to enrol, email linda@flox.co.nz

 

 

10th - 16th November

 

Level 3 Submission Question (continued) / Marking at Level 2

Lianne spoke with the NZQA liaison at her school for clarification, discovering it was illegal to deny a student entry to an exam once they were entered, whereas at level 1 and 2, failing to submit a folio can be taken as an indication the student no longer wishes to sit the exam - Lianne used the work ‘complicated’. Paula pointed out that in Wellington, boards that don’t arrive are marked with Y - ABS. Rowena questioned how to manage internal school deadlines and NZQA folio collection deadlines. Megan noted that level 3 students can courier their boards to Welington themselves. Jenneke challenged that would should support students to the ‘bitter end’, as we are after whats best for them rather than us. Rowena countered with the difference between supporting students, and students manipulating school deadlines / disrespecting their peers efforts, and the need to learn about the reality of deadlines - Simon and Candice supported her comments. Susie described a scenario focused on assisting students to reach their potential, which includes an inspiring story that brings quite a different perspective to the discussion - read here. John Mullen reiterated the requirement of three boards, and also expressed valuing being able to disagree in discussions to be able to see a range of answers to a problem. John Clarke asked if anyone had sought clarification from NZQA, pointing out a discrepancy around whether ABS or NA should be entered. Philippa’s school entered students who don’t submit as ABS. Tracy’s PN indicated that their was only an option for ABS when entering data for NZQA. Michael pointed out the importance of formative assessment throughout the year as good practice. Karina’s understanding is that a student who isn’t present in class would be ABS, a student attempting the work may result in NA. John Mullen raised the idea of digital submission of folios to avoid work being damaged and walked on (disrespected) during the marking process. Leah focused onto the external nature of folio submissions being like an exam - marking the evidence presented only, and that its students responsibility to hand in work, just as it is to turn up at the exam. Grant responded to John’s idea raising a number of points about the problems around digital folio submission, feeling the negatives outweighed the positives. John Goodhind shared his experience and pointed out clear inconsistencies between handling of externals and internals in relation to awarding NA or ABS. Martin shared what his school does, and wondered about student accountability. Tracy asked for some clarification after being told she couldn’t enter NA’s, which raised some comment about different practices at different schools. Michael sought to clarify whether the school or student is responsible for sending away level 3 folios, and shared the practice at his school.

 

Vocational Pathways Query

Janet is interested in how other secondary schools and art departments go about offering vocational courses using unit standards from the creative pathways sector, and how vocational pathways are being incorporated into curriculum. She shared her experience at her school and the impact that vocational pathways is having, feeling that visual arts was being disadvantaged. Tracy shared her interesting work developing an alternative educational pathway for at-risk students in Years 9 and 10 that could lead into Year 11, combining art, media, design and technology fields - read about that here. She was inspired by the Passionfruit project from Fraser High School.

 

Printmaking Exhibition

Call for entries in ‘First Impressions II’ printmaking exhibition 4-28th March 2015, at the Mairangi Arts Centre. See the post for details on prizes.

 

Cabinet Art Brief

John Clarke shared his thoughts on a Chorus promotion to have artists paint their street cabinets. Diane, Elda, and Leigh appreciated his comments.

 

Photographic Expose

Ian shared information about this exhibition, that was held throughout the end of November in Auckland. 

 

Junior Student Tracking / Curriculum Levels

Paula asked for advice and ideas about how to meaningfully and effectively track results and curriculum levels for junior art students. She shared some examples of how they collect evidence at her school, and asked if anyone tracked student progress between Years 9 and 10. Sally responded with an example of her practice. Alix’s school focuses on tracking 2 achievement objectives (PK / DI), with cohort targets. They use SOLO and success criteria to develop consistency in teaching practices.

 

Fonts

Jenny asked for suggestions about the best place to buy fonts for design use. www.dafont.com was resoundingly supported by many as an excellent place to access free fonts, for both Mac and PC, they are for non-commercial use, and you can donate to the designer too. Thanks to all of those who contributed to the discussion. Simon and Sarah also suggested Myfonts.com as a place to purchase. www.tendollarfonts.com has been set up by a previous student of John Mullen. Leah suggests urban fonts and 1001 free fonts.

 

Digital Portfolio Workshops

Astrid shared the dates and information for these workshops with us, for the Yoobee School of Design in Auckland, Wellington and Christchurch.

 

 

 

17th - 23rd November

 

ASATA Update

ASATA had their final meeting for the year on the 19th November - asata.art@gmail.com to make contact.

 

Prepping Junior Students for Scholarship

Samantha is a second year teacher, and is seeking ideas to support an exceptional Year 9 art student through to scholarship in the years to come. Michael suggested encouraging the student to take a wider view of art practice, and following her interests and passions, involving whanau, mentoring, and rich challenges.

 

Year 12/13 Printmaking Programmes

Samantha and Monique are interested in learning how other schools go about teaching senior printmaking, and structuring assessment programmes. Chas suggested contacting Shelley Ryde, Bridget at National Art Supplies, and looking into the workshops being run by Flox and Michel Tuffery. Esther invited Samantha to visit her school with a USB. Kate explained how she uses 2.2 then 2.1 and 2.3 together as a body of independent learning with individual research to inform practical work. Shelley invited Samantha to visit her with a memory stick.

 

Art Design overlaps with Digital Technology

Grace outlined a challenge that she is having differentiating art design from digital technology in her school, due the structure of the two different courses being similar. She explained her plan to try and manage this next year in a student focused way, but is interested in how other schools are approaching this. John Clarke suggested moving towards a focus on the other art disciplines. Astrid noted that in her school, the courses differed by technical skills versus visual outcomes, and outlined how she managed the overlap as an opportunity to extend students to inquire more deeply. Rebecca reiterated the opportunity to extend a students project and talents. Anthony shared a detailed explanation of his experience with the same challenge in the UK.

 

Year 11 Photography

Kathleen is reviewing her Year 11 photography semester course with an aim of raising student achievement. She wants to retain both dark room and digital processes, and has support to visit schools to see their programmes. Chas and Marc offered Kathleen more enlargers. Laura is after timers. John Clarke reflected on the challenges and differences when creating darkroom versus digital images. Amie shared a detailed explanation of how she works with the darkroom and experimental digital approaches. Shana described her programme and her use of artist models and techniques to develop photographic drawings. Jonathan explained the full year programme in photography using level 1 standards, including an art history standard, at his school. Karl explained his programme in detail, using pin hole ‘guru’ Eric Renner. Kathleen thanked everyone for their thoughts and resources, and let us know that she now has visits planned.

 

Darkroom Timers

Judith and Laura are looking for darkroom timers. Leah offered digital timers. 

 

Cultural Conventions

Grace is considering incorporating screen printing into her design course next year, and is thinking about whether this could fit with 2.5, in relation to the direction she is planning to go to teach screen printing. Lisa suggested looking at wallpaper trends and design as the cultural practice, Sally and Judy supported this idea. Diana shared the idea that .5’s can be used to give students an opportunity to do something different away from their years’ course work. Holly uses .5s as an opportunity for students to seed work at the beginning of the school year, and pointed out that research and development work was required for moderation, in addition to the single art work.

 

TATA Folio Day

Level 1 and 2 feedback, was held on the 25th November at Tikipunga High School.

 

Artsight Summer Workshops

Visit the Artsight website to book into courses over the summer, including Evan Woodruffe, Annie Smits Sandano, and Sam Mitchell.

 

AS 1.3 Drawing Conventions

Rachel is looking for contemporary artists who combine photography / photo transfers and paint, as she rewrites an assignment. Meredith suggested Nick Bantock and Peter James Smith. Rob thanked Lisa for finding a Shephard Fairey video that explains how he makes his work.

 

 

 

24th - 30th November

 

Arts Online Newsletter

The Arts Online monthly newsletter came out this week.

 

Adobe Bridge CC

Karina asked about schools using Adobe Bridge Creative Cloud (CC) on a school network of PCs. Paula had a similar problem that she solved by removing some computers from the school network, her students save to USBs and hard drives, not the school network. Jeanette avoids saving to the school network which lacks adequate space, her students bring flash drives, external hard drives, or save to their laptops. Leah’s students also use USBs or hard drives. Linda uses storage devices too, and is exploring using Google cloud storage - shaw asked for pros and cons responses. Anthony has a stand alone machine with drives dedicated to photo storage, and noted that student USBs ‘going through the wash’ was a bit of a problem. Christopher too has his students store work on USBs or student owned external hard drives. He has been using Google Drive to store student work. Tracy suggested trying out Evernote for storage (cloud based). Mike suggested getting a bit of techie support to trouble shoot.

Karina clarified her problem to seek further suggestions - Bridge CC not showing previews. Her technician has said the Bridge isn’t designed to run on networks, can only be networked on Macs, and that it could be an internet speed issue. Paula mentioned that her computers were Macs and she was getting this problem.

 

Moving Image Resource

Kiri is implementing a new Moving Image course at level 1, and is interested in any resources that might be shared. Lisa Purda is also interested in this, and highly recommends Astrid’s expertise after attending the Yoobee course. She suggests investigating media studies achievement standards 90993, and 90994. She suggested working out how to link 90994 and 90917 (1.5).

 

Visual and Performing Arts Programme

Annie is looking for ideas for a programme that integrates visual and performing arts at years 7, 8, 9 and 10.

 

Photo Storage

Rachel is looking for recommendations for photo storage for level 2 and 3 students. She has been using iPhoto but has been encountering corruption to files. Tim suggested using Google Drive, which has unlimited storage for educational accounts. Tina has a ‘P Drive’ for storage at her school (photography drive), of about 2TB. She explains how her school manages storage in detail in her post, but also mentions that she has found cloud storage problematic due to slow upload, download and corruption issues due to large file sizes.

 
 

-- 

Madeline Campbell

Arts Online - Visual Arts Community Facilitator

Post to: visartsnetlists.tki.org.nz 

Visual Arts Community

Visual Arts Community

Sharing stories, conversations, resources, and professional learning about visual arts education.