Level two and three photography post lock down moving forward

1) Completing your Photography bingo tasks. 

Several tasks were placed online for you to complete as basic and quick photos that could even be taken on your cell phone. These didn't need to be great or hugely technical, but even at a 'just complete' level would generate enough evidence for 2.2. Please continue to work on these over the course of the year. 

2) Making these tasks relate back to your kaupapa

If your kaupapa is distilled down to one to two words, how does this then translate into the following:

-Focal point

-Leading lines

-Gestalt

-Space

What have you got as photographic 'drawings' (quick snaps essentially) that actually represents these things from a more abstract point of view?

Sally Mann outside her photo studio on the family farm in Virginia.Credit...Leslye Davis for the The New York Times 2015

-Focal point - eyes of the subject

-Leading lines - blurred and then slowly in focus foliage, the way her hair frames her face on the right-hand side

-Gestalt - by using monochrome (black and white) and by placing the subject in an  over lengthened landscape format, close up, and by using a low aperture number, the gestalt is quite intimate, we are being slowly welcomed into her thoughts

-Space - Because there is texture in those blurred leaves, it feels quite 'full'. However, the clarity of the face gives you a clear understanding of what is positive and what is negative space. 

kaupapa = you are invited into her thoughts. It's an invitation to understand her better.

I make this presumption knowing it is the header image chosen for a story that the subject (Sally Mann) wrote about her own work for the New York Times in 2015. I have used prior knowledge along with my short analysis. 

IOKA 2004, Edith Amituanai, c-type photograph

-Focal point - the girl/subject

-Leading lines - the shadows cast by the doorway onto the ceiling above her head, echoed asymmetrically by the dark tone of the door on the left-hand side. 

-Gestalt - the candid nature of the photograph, the bright colours of the subject contrasted against the grey sombre tones of the room around her, her sideways downcast eyes avoiding the camera and consequently, the viewers gaze, the presumption that she is serving someone tea, a normal household duty presumably. 

-Space - the subject is centrally placed and holding two cups. she rises from the base of the image and 

Kaupapa = Everyday life in Ioka's family. Her role, her place her walking forward into it. 

3) Moving forward with your folio work using the internals to justify it. 

Make sure every time you plan work, your focal point, leading lines, gestalt and use of space all count towards how your kaupapa speaks. These should all originate from the photographers you have already studied. Make it all link together. 

Level Three What is my kaupapa - exemplar blog post

I think most of you AVOIDED blogs last year, or did the bare minimum when pushed. 

Your labels will be added as you write your first post like this. These labels will be five in total and you will be expected to use at least two each time you post:

3.1, 3.2, 3.3, 3.4(folio) and Art 2019. The following is an exemplar of what your first blog should look like in a total of 150 + words:

Make sure you answer the following in your post:

1) What is your field? 
2) Why are you working on this field
3) What well last year? what didn't go so well last year?
4) What are you planning to do differently?
5) What have your two brainstorms revealed so far? (add a photo of both of them)
6) Why did your teacher get you to make a digital mood board? (download it as a JPEG and insert it here too)
7) Identify something that is new to you from completing the mood board - like knowing about a particular artist for instance and making a connection now, to your kaupapa that is forming.
8) Who are the three artists (one from each of contemporary, traditional and Aotearoa) have you chosen? (insert TWO art images from each artist,  with name, date, media)
9) Why have you chosen these three artists? 

The above will form a paragraph that is an introduction. It outlines my field choice for the year and explains why you have chosen your theme to base your kaupapa upon. 

Before you publish, spell-check, get a friend to read it through and ADD labels, which you will make under the word labels on the right-hand side:

Year 13 panel one

Kia ora koutou

You should have the first piece of panel one sorted.

can you evaluate where your work is going and whether it is disjointed?

The Mahi work sheet is important to me as it helps me know what is happening, even if you are too shy to share or unsure how to say it aloud.

You can customise it any way you want.
If you haven't already, make a copy of this and share it back to me. I will keep asking.



The way you read one series into the next is vital in Level Three.

There are three breakdowns of Level three folio criteria now on your waihanga section that will also be printed out for you. please save a copy to your own drive.

As the year progresses, I would like you to be taking a section of the excellence criteria and/or explanatory notes and making this your focus for a few weeks. This is a way of embedding the very best practice into your work.

Recapping series and sequences.

Level one, this could be new to you, level's two and three I am hoping you have the gist of this.

Series of works exist within a body of work (folio).

they explain the points of the body of work.

You are not just making cool art pictures. You are trying to say something with them to a viewer. You are having a conversation via your artwork.

Your folio will start with an introduction, it will have several key points and a conclusion, just like an essay in English.

Your series of works will state, explain, and show your opinion, also just like in English with say a SEXY paragraph.
 

You should be able to see this clearly in any of the online exemplars on NZQA.

What is your "why"?

This is a concept/ariā based art course. You develop a body of work based on a theory or idea.

You have been asked to go through the list of artists on Ako-Learn. Each level/field has a matrix of themes and Artists this year.

We want you to do two things here;
1) Go through and get comfortable with the artists and themes we have put together for you
2) Brainstorm what you love, what you hate and what inspires you in any aspect of your life.

From there you are developing your concept/ariā.

your ariā could be no more than three words. In fact, that's quite good if it is.

Your kaupapa/theme should roughly fit into the themes we have already established on the matrix for your level/field.

Once you have all of this down, I would expect you to create a blog post.


Please note, Level one, I am expecting you to complete a further document called themes, subject matter and ideas. I want to be able to see a copy of this in your drive.

Critiques for year 13's commence this Thursday at interval

What is a Critique?

Starting in 2012, and 2013, we did critiques with our Year 13 students. These were not done in class, it was an interval break. The students who refused to participate, interestingly, had less than satisfactory folio grades. we then started moving towards our multi level classes and wondered if we still needed them with this new environment. Based on last year's mixed bag of results, I feel we do.

A critique is a discussion strategy used to analyse, describe, and interpret works of art. Critiques help students hone their arguments, information-gathering, and justification skills.

Thank you google. 

We will be doing this once a fortnight, at interval on Thursday. This will be pulling all three year 13 class students together at once. If this is not a good time due to prefect commitments, we will change it. 

If you choose not to participate, then it is unlikely to be appropriate for you to sit the folio. These are skills that are required of students working on a standard that expects as much as it does and is 14 credits (it is huge when you think about your other courses).

Achievement Criteria

Achievement	Achievement with Merit	Achievement with Excellence
·    Produce a systematic body of work that integrates conventions and regenerates ideas within photography practice.	·    Produce a systematic body of work that purposefully integrates conventions and regenerates particular ideas within photography practice.	·    Produce a systematic body of work that synthesises conventions and regenerates a depth of ideas within photography practice.

I have taken the photography schedule, but it is the same for all fields. 

It may seem easy to make your work systematic, but you have only done this over two panels previously. Three is harder. Having others to help tease out ideas is useful.

If you can explain and justify how your work integrates conventions of an artist model, then you are likely doing it, however, if you cannot then you need some help. 

Regeneration is also something you need to be able to help each other with. Sometimes it is hard to know where to go next. Discussing your work helps you move your ideas along. 

If there were ever any foolish children who thought they were not going to need to put in more than class time to complete level three practical art in any field, then I would like you to unlearn that now. Consider this 25 minutes of homework and class time in one. 

This is from the explanatory notes for this standard:

"...1           Produce a systematic body of work that integrates conventions and regenerates ideas involves bringing conventions together to revisit ideas from the student’s previous work in order to re-form and extend ideas into new work..." 

That is for an achieved. 

For an excellence:

"...Produce a systematic body of work that synthesises conventions and regenerates a depth of ideas involves bringing together critically selected ideas and methods from different sources to integrate the conventions and to critically revisit and refine ideas from the student’s previous work in order to re-form and provide options for the extension of ideas into new work and achieve an intended outcome..."

It means it should look like your body of work could go on and on and on, as well as look like it all belongs together, uses at least 6 Artist model influences, which then interweave into new ideas and that your WHY is really clear. 

We need to make sure you are all focussed on doing this stuff really well. 

Our "Why"

Following Simon Sinek's theory of drawing people in, we are starting with the "why", followed by the what and the how.

Monday and Tuesday are going to be a very cool group exercise. Can't wait for you all to see this next bit :-)

Imagine a flower emerging from this centre...

Re linking the video we already watched as a class. Remember; Limbic brain, homo-sapien brain? super important. 

and this for those who have that need to know more: