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Sam Cunnane's discussion posts

  • Sam Cunnane 11 Jun 2013 7:49pm () in Critical Thinking in PHO301


    Great discussion to kick off!

    Just thinking off the cuff - I tend to approach the teacing of critical thinking with a mix of demonstrating it, and just sort of expecting that students will demonstrate it. In terms of demonstrating it, we do a lot of critique based teaching/sharing throughout the year (in Level 3, but also in increasing measure from Year 9 upwards), which gives me (and my colleagues) the opportunity to explicitly model out thinking when we look at student work and how we might relate it to a wider context of photographers and other makers.

    In terms of the expectation that students will demonstrate it, most of out units, particularly at senior level are written up with an expectation that students will engage conceptually with the work of other artists, and that they will demonstrate elements of this kind of thinking in their own work. My students joke about how they'll be talking about their work with them and I'll get this funny look in my eye and run off to the office to collect a book that has some tangential relationship to what they're doing. Hopefully this kind of approach helps them to develop the abiltiy to make those connections for themselves. 

    I'm really keen to read what others have to say. And if I have some clearer thoughts I'll drop back in with another comment too!


    PS. Just for a bit of shameless self/whanau promotion . . . my sister Abby Cunnane wrote a great section in our book Saying What You See where she talks about 'looking critically'. She's a curator and reviewer, so is pretty on-to-it in terms of critically engaging with images, and that section of the book might be useful when working with your students.

  • Sam Cunnane 01 Apr 2013 3:15pm () in Design Research Resources

    This website could be really helpful for students doing AS 3.1 Design of Design Scholarship - http://www.designhistory.org/index.html

  • Sam Cunnane 12 Aug 2012 2:02pm () in How do you approach Scholarship?

    Is your Level 3 Painting course set up so that all students can work towards a Scholarship submission, if their work is up to standard? Or do you select specific students and coach them towards a Scholarship submission as a separate course?

  • Sam Cunnane 08 Aug 2012 7:56pm () in Welcome to the Level 3 Photography discussion

    I'm happy to have a look at them Pip. You should be able to upload them here as an image.

  • Sam Cunnane 08 Aug 2012 7:55pm () in L3 Folio feedback

    Thanks for re-awakening this discussion Pip. Good point about the flatness at the end. The final panel has a sense that it has lost direction somewhat and been casting around for something else that can be done with birds and eggs.

    I think part of the challenge for this student is that they have been working with a limited range of options since the start of the folio (primarily line and texture), and this has made it hard for them to extend and regenerate their ideas? This is not to say that it couldn't be done, but a richer beginning in terms of visual possibilities might have given him more possibilites to explore later in the folio?

  • Sam Cunnane 07 Aug 2012 8:27pm () in Welcome to Level 3 / Schol Painting

    This group is set up as a focused discussion page for people who wnat to share their struggles and successes with teaching Level 3 and Scholarship Painting.

    I (Sam Cunnane - Visartsnet online community facilitator) will drop in an out from time to time to see how the group is going, but I won't be 'running' the discussion as such. That's up to all the members.

    If you're a newbie to the VLN, pop over to /pg/groups/25604/getting-started-on-the-vln/ for some tips on how things work.

  • Sam Cunnane 25 Jul 2012 3:27pm () in How do you engage all your learners?

    Clearly, including 'passion' in the name of your project is the key!

    Looking forward to sharing with you this afternoon about our journey so far on Passionfruit Magazine and the Curriculum Integration Project.


  • Sam Cunnane 10 Apr 2012 2:11pm () in Scholarship

    Just been thinking about this curly problem of Scholarship.

    Firstly, an observation: NCEA Scholarship is awarded to the top 3% (well, in 2011 2.97% or Painting students got it, and 3.77% or Sculpture students got it. See http://www.nzqa.govt.nz/qualifications-standards/awards/scholarship/scholarship-results/overall-scholarship-results-2011/ for more detail), so statistically it's not entirely surprising that we're not all seeing multiple students we teach getting Scholarships each year. I'll admit that a few schools are managing to gain multiple Schols year after year, which must mean that some schools aren't getting any, but I don't think we should beat ourselves up (or let our senior management teams beat us up) if we don't have students at the top of the top each year. Obviously one wants to get the best from ones students though.

    Secondly, if I reflect on the way we approach Schol at Fraser, it comes down to a five year process, with increasing focus on the goal as students move through our senior art programme. From the time they enter at Year 9 students are set on a pathway of learning to think for themselves. For some this comes naturally and they quickly move to making good decisions about the development of their work. For others it takes a bit longer for them to develop this intellectual independence. (And for others it still hasn't developed by the time they graduate from our department). The Scholarship submission is a natural part of students showing off this type of thinking. At the most basic level we just ask them to present the thinking behind their work for the folio in 8 pages - their proposition, the models they drew influence from, and the ways their thinking developed.

  • Sam Cunnane 20 Mar 2012 7:03pm () in L3 Folio feedback

    Clicking on the image should take you through to an enlarged page. And yes, you should get an email for any new comment that is made

  • Sam Cunnane 12 Mar 2012 8:14pm () in Scholarship

    Anshu's questions from Visartsnet:

    Hi all
    I would like some thoughts on the following questions:
    1. How do you runyour scholarship programme ( your own time/timetabled sessions)
    2. Do you start grooming students early on ie. level one??
    3. On the NZQA website one can access information on how many students were granted scholarships in Design but how does one find out that which schools got how many??
    Would appreciate if teachers who have had success year after year to share this so that more students can be at an advantage... (specific area of interest=Design)

Sam Cunnane

Visual Arts teacher. Curriculum disrupter. Arts Online facilitator. eLearning experimenter.