ART TECHNOLOGY
...AN INTEGRATED APPROACH
From Play to Clay – A gift to our community
How it all started......
Oamaru Business Leaders’ Forum – July 2010
Would like Oamaru’s population to be positive, proactive, creative, forward thinking, innovative, visionary, diverse, proud, educated and multicultural, with a focus on young people, leadership and mentoring
Waitaki Youth Forum August 2010
Opportunities for more community/environmental involvement
September/November 2010
Various community meetings focused on the feedback
As Art Technology teacher at OIS, I was invited to a meeting where ideas on how to involve our young people in the furthering of these aspirations, and in a creative and sustainable way were discussed.
Eventually, the “From Play to Clay” idea evolved and Creative NZ funding for the pilot project was accessed.
The Play to Clay vision:
To facilitate an ongoing arts project involving Waitaki Youth, beginning with a pilot project involving OIS Year 7 students
To create a community classroom without walls and develop a programme to support, value and acknowledge youth, giving them time and space for self-discovery
To encourage a sense of respect for the past, excitement for the future and a belonging within our community
To develop collaboration between different groups within our community, utilising existing skills and knowledge
To create installations of ceramic tiles throughout Oamaru – a gift from the children to the community
O.K. – good idea, but can it work?
“From Play to Clay”
How does the concept fit with our OIS strategic plan?
How could I fit this rather ambitious
project into the Art Tech
Programme?
To prepare students to be active participants
who will contribute to their community.
Developing positive relationships within the
community through active involvement
Celebrating diversity of culture
Celebrating success
...from the NZ Curriculum...
Te toi whakairo, ka ihiihi, ka wehiwehi,
ka aweawe te ao katoa.
(Artistic excellence makes the world sit up in
wonder)
...students learn how to discern,
participate in, and celebrate their own
and others’ visual worlds....begins with
children’s curiosity and delight in their
senses and stories...
...experiment with materials, using
processes and conventions ...investigation
of the contexts in which art works are
created, used, and valued...
...develop students’ conceptual thinking
within a range of practices...
Kaua e rangiruatia te hāpai o te hoe;e kore tō tātou waka e ū ki uta.
(Don’t paddle out of unison; Our canoe willnever reach the shore.)
Technology is intervention by design...todevelop products...that expand humanpossibilities by addressing needs andrealising opportunities...adaptation andinnovation are at the heart...thinking andpractices that are informed, critical, andcreative.
... makes enterprising use of its ownparticular knowledge and skills, togetherwith those of other disciplines. Graphicsand other forms of visual representationoffer important tools for exploration andcommunication.
Visual Art Technology
TECHNOLOGY UNIT PLANNERTECHNOLOGICAL AREA: Art CONTEXT: Ceramic tiles – design and production
UNIT TITLE: From Play to Clay Year Level: 7 Duration: 14
hours
OIS
AIM/PURPOSE: KEY COMPETENCIES
To enable the students to participate in an
arts project for young people of Waitaki. The
aim of this project is to encourage students to
respect the past, imagine the future and
experience a feeling of their sense of place
amidst it all.
To create a community classroom without
walls where a programme can be developed
that supports, values and acknowledges
youth, giving them time and space for self-
discovery.
To create installations of children’s ceramic
tile plaques throughout the town of Oamaru,
and eventually, the wider district.
Students will:
ThinkingThink about and discuss materials, processes and
outcomes.Using Language, symbols and textUse visual and people resources to learn more.Managing Self
Manage time, equipment, behaviour and completed
artwork effectively.
Indicators of Technological Practice
Rotation 1: Brief Development
Describe the physical and functional nature of the outcome
Describe how the outcome will meet the need/opportunity
Describe attributes for the outcome, noting the key attributes.
Rotation 2: Planning for Practice
Identify and explain key stages and resources within a time frame to complete the outcome
Complete a conceptual design and discuss how it addresses the brief
Be involved in functional modeling(either through drawing, models and/or verbally)
Discuss implications for next steps of production/decision making
Rotation 3: Development of an Outcome
Explore, describe and evaluate design ideas in terms of key attributes to develop a conceptual design for the outcome
Select materials, based on their performance properties, for use in the production of the outcome
Produce an outcome that addresses the brief
Evaluate the final outcome against the key attributes to determine how well it met the need or opportunity
VISUAL ART ACHIEVEMENT OBJECTIVES –
Level 3
Understanding the Arts in Context
Students will investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or
are made, viewed and valued
Developing Practice Knowledge
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and
processes.
Developing Ideas
Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’
works.
Communicating and Interpreting
Describe the ideas their own and others’ objects and images communicate.
And finally...
This year all Year 7 students will be involved in a North Otago Youth Initiative pilot programme called “From Play to Clay”. The overall concept is to encourage the students to participate in “Respecting the Past, Imagining the Future, and feeling their Sense of Place amidst it all”. Through the Art Technology programme they will learn how to take an idea from an experience, create a conceptual design from that idea, trial their design through functional modelling, and then make a glazed ceramic tile with their design on it. These tiles will then be fired and become part of a public art installation. It is anticipated that this will become an annual part of our programme, resulting in installations of children’s art from the Community Gardens to the Oamaru Harbour.
Excerpt from letter to parents
Exploration
Days out in
the
community
Steampunk in Oamaru
We are learning to…
Technology: Planning for Practice•Identify and explain key stages and resources. •Complete a conceptual design and discuss how it addresses the brief.•Create a functional model. •Think about next steps.
Technology: Focus on Development of an Outcome and Evaluation•Produce an outcome that addresses the brief•Evaluate the final outcome against the key attributes to determine how well it met the need or opportunity
Examples of Functional
Models
Tiles on display at the Burns
Memorial Children’s Art
Exhibition at the Forrester
Gallery in Oamaru.
Creating a ceramic tile public art
installation
Creative NZ funding accessed
Invitation to be part of Waitaki District Council consultation process regarding proposed Steampunk Carnival Playground at Friendly
Bay
Still to happen.....small group of interested students to collaborate with Vaughan (tile maker) and Don (steampunk artist)...feasible
design, materials and location investigation...construction of installation
Where to from here?
2012 - Yr 7 programme
2012 - Yr 8 programme
2013 - OIS programme,
- secondary school involvement?
Funding for next year’s programme
Funding for facilitator to grow concept
More tile installations around Oamaru
“Journeying alongside the children on each of these days of self discovery has been sheer joy.
Having time to explore our local environment has been a gift to us all.
This has to be inquiry based learning at its best.
Great initiative Oamaru Intermediate School.”
Gloria Hurst