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