Today's session was really productive for me.
We did another random input exercise where we had to pick an image of a sheet that was given to us and pull it apart and relate it to our topic.
My image was a vector milk bottle.
There was a lot I was able to come up with in relation to this and I had a good discussion with Jacquie over it's reference to the idea of milk being provided in schools.
We then had studio time and got to talk to Jacquie and Phoebe and people around us to progress our work.
I had a good discussion with Phoebe in terms of where I was going now.
I definitely had a favourite concept, and it was shared by my peers but I was worried that I would have nowhere further to take it but Phoebe helped to show me that developing it doesn't mean you have to always see where the idea came from initially sometimes as you go through the process your ideas change dramatically and through the process you can see how you came to an outcome but looking at it solely it may not appear to be like your initial idea at all. We got some words and ideas together for me to take away and work with in the coming week.
Tuesday, 28 July 2015
Monday, 27 July 2015
Week 3, session 1
This morning we all came prepared with 4 concepts from different angles within our stance.
I took the approaches of:
public schools celebrating the arts
public schools saving parents money yet providing equal education
private schools restricting children
public schools providing co-education
We shared our 4 concepts in table groups and used de Bonos hats to feedback each other.
After this we selected each individual's top 2 concepts to display for the class/Phoebe/Jacquie to examine.
I found the feedback really helpful as all the other people at my table were designing pro or against flag change so they all looked at my work with completely clear minds as it was on the other topic of schooling.
We then completed an exercise of Word + Image.
Choosing one of our concepts and playing with the tag line/text. (say it in 1 sentence, then in 3 words, then in different tones etc.) This was really hard!
Then we drafted up a couple of thumbnails using our same original concept but altering it accordingly and using different words.
We went to the presentation room to watch a video to finish up our learning for the day. It was a really interesting and effective video where a women changed a blind homeless man's sign, and how the power of her words gained him a lot more generosity and response from the public. Definitely highlighted the importance of making a definite strong statement/approach.
I took the approaches of:
public schools celebrating the arts
public schools saving parents money yet providing equal education
private schools restricting children
public schools providing co-education
We shared our 4 concepts in table groups and used de Bonos hats to feedback each other.
After this we selected each individual's top 2 concepts to display for the class/Phoebe/Jacquie to examine.
I found the feedback really helpful as all the other people at my table were designing pro or against flag change so they all looked at my work with completely clear minds as it was on the other topic of schooling.
We then completed an exercise of Word + Image.
Choosing one of our concepts and playing with the tag line/text. (say it in 1 sentence, then in 3 words, then in different tones etc.) This was really hard!
Then we drafted up a couple of thumbnails using our same original concept but altering it accordingly and using different words.
We went to the presentation room to watch a video to finish up our learning for the day. It was a really interesting and effective video where a women changed a blind homeless man's sign, and how the power of her words gained him a lot more generosity and response from the public. Definitely highlighted the importance of making a definite strong statement/approach.
Friday, 24 July 2015
Visual research
We were also asked to start looking at some art/design that interested us and we thought was effective to use as inspiration.
Jacquie suggested a really awesome website called typographicposters.com which I found really cool.
Guy Vickerstaff is one of the artists on this website that caught my eye:
He did this cool series for alcohol awareness week.
I liked the simplicity, the way they all worked together as a series, the style was consistent - loose watery, hand type font/text, the structure of the flat colour background; centred element and grounding strip at the bottom holding the text.
And this really cool eco aware poster for natural Scotland. using the texture of the rubbish bag as the fill for the image and text.
Another piece that caught my eye was by Stefan Romanu:
But my favourite campaign would have to be Fiat's 'don't text and drive'.
Jacquie suggested a really awesome website called typographicposters.com which I found really cool.
Guy Vickerstaff is one of the artists on this website that caught my eye:
He did this cool series for alcohol awareness week.
I liked the simplicity, the way they all worked together as a series, the style was consistent - loose watery, hand type font/text, the structure of the flat colour background; centred element and grounding strip at the bottom holding the text.
And this really cool eco aware poster for natural Scotland. using the texture of the rubbish bag as the fill for the image and text.
Another piece that caught my eye was by Stefan Romanu:
I particularly liked this because of the clever subversion; using the book and text to create this look of a paintbrush. The black and white is also very appealing.
But my favourite campaign would have to be Fiat's 'don't text and drive'.
This was just simple and clever subversion of imagery in type, and it really took my fancy!
Thursday, 23 July 2015
Research!
After talking to Jacquie in my last studio session I felt the real need to do some research behind my topic. Below I've put the links which I found valuable and some snippets from the page that I found interesting.
http://blogs.stthomas.edu/theleaderletter/
"data suggests we take a step back from all these negative perceptions regarding public schools and take a closer look. A study by Sandra Glass (1993), showed that public and private schools experienced similar constraints – they had to deal with the same state and federal laws, limited funds, the demands of parents, college admission requirements, the same College Board examinations and so forth. Moreover both exhibited a high level of administrative autonomy and a high level of student achievement."
"When private schools can control the selection of their students giving them more opportunity to choose the more talented ones with economical and educational support at home, enforce disciplinary standards and create a sense of ‘community’ why is the difference in achievement so marginal? By contrast, public schools must enroll all students, even those from impoverished backgrounds who lack a support structure at home to give them educational direction."
http://www.education.com/reference/article/Ref_Top_10_Reasons/
"9. Education reduces costs to taxpayers. For every dollar spent to keep a child in school, the future costs of welfare, prison, and intervention services are reduced. It can cost less to educate a child now than to support a teenage parent or a repeat offender in the future. Education monies help to secure the future of all citizens."
"7. Public schools foster interactions and understanding among people of different ethnic, religious, and socioeconomic backgrounds."
http://www.divinecaroline.com/life-etc/ten-reasons-love-public-schools
"How do families find the love when public schools are their destination of last resort and not their first choice?"
"1. Neighborhood school
Your child can go to school with her pals—the kids she plays with at the park and tumbled around with as a toddler. When families choose private schools, the kids scatter. Parents who send their child to public school say they love the proximity—some can walk to class—and the sense of community.
2. Choices
If your neighborhood school isn’t up to par, you may have alternatives. Many districts now offer choices such as charter, theme, or magnet schools. Some districts will allow you to transfer to a school in another neighborhood that has open seats.
3. Teachers
Don’t assume public school teachers are less capable than those at private schools. Many teachers choose public schools, motivated by a conviction in public education or a desire to teach all kids. They may also want to make more money. On average, public school teachers made $51,000 in 2007, according to the American Federation of Teachers. Teachers at academies belonging to the National Association of Independent Schools made $47,280 on average.
4. Parents have a voice
You can join the PTA or PTO and there are other ways to get involved. Many schools have advisory councils, where elected parents, teachers, and community members have a voice in decisions such as the hiring of a new principal. Diplomacy is required, but it is possible to get your voice heard.
5. Curriculum
Public school teachers follow a curriculum dictated by the state and local district. While some parents long for their child to be in a free-spirited environment, others praise the structure in public schools, which are held accountable through their test scores. Speaking of test scores, school-wide averages are publicly available and can give you an idea of the level of achievement. (Test scores don’t, however, tell the whole story. For that, you have to visit.)
6. Diversity
Private schools work hard to diversify their student bodies, but they often remain homogeneous. Advocates for public schools praise the real-world environment. They believe their kids will be better prepared as adults.
7. Supplies
Don’t laugh! Some parents who have experienced private and public schools swear the public schools have more good stuff. Many schools qualify for additional federal or state aid as well as foundation grants and other
10. Price tag
Public schools are not free. You pay with your tax dollars. The thing is, you pay whether you send your child there or not. If you pay for private school on top of public school, you’re shelling out a bundle.. Some PTAs raise $100,000 a year or more."
http://www.eastonbh.ac.nz/2003/09/singlesex_vs_coed_is_one_better_than_the_other/
this was just really interesting article - didn't actually provide me with anything for my stance.
I also sourced this excel spreadsheet from educationcounts.govt.nz which gave me the basis of my co-education angle. Here's a screenshot seeing as I can't see how to upload an excel doc:
http://blogs.stthomas.edu/theleaderletter/
"data suggests we take a step back from all these negative perceptions regarding public schools and take a closer look. A study by Sandra Glass (1993), showed that public and private schools experienced similar constraints – they had to deal with the same state and federal laws, limited funds, the demands of parents, college admission requirements, the same College Board examinations and so forth. Moreover both exhibited a high level of administrative autonomy and a high level of student achievement."
"When private schools can control the selection of their students giving them more opportunity to choose the more talented ones with economical and educational support at home, enforce disciplinary standards and create a sense of ‘community’ why is the difference in achievement so marginal? By contrast, public schools must enroll all students, even those from impoverished backgrounds who lack a support structure at home to give them educational direction."
http://www.education.com/reference/article/Ref_Top_10_Reasons/
"9. Education reduces costs to taxpayers. For every dollar spent to keep a child in school, the future costs of welfare, prison, and intervention services are reduced. It can cost less to educate a child now than to support a teenage parent or a repeat offender in the future. Education monies help to secure the future of all citizens."
"7. Public schools foster interactions and understanding among people of different ethnic, religious, and socioeconomic backgrounds."
http://www.divinecaroline.com/life-etc/ten-reasons-love-public-schools
"How do families find the love when public schools are their destination of last resort and not their first choice?"
"1. Neighborhood school
Your child can go to school with her pals—the kids she plays with at the park and tumbled around with as a toddler. When families choose private schools, the kids scatter. Parents who send their child to public school say they love the proximity—some can walk to class—and the sense of community.
2. Choices
If your neighborhood school isn’t up to par, you may have alternatives. Many districts now offer choices such as charter, theme, or magnet schools. Some districts will allow you to transfer to a school in another neighborhood that has open seats.
3. Teachers
Don’t assume public school teachers are less capable than those at private schools. Many teachers choose public schools, motivated by a conviction in public education or a desire to teach all kids. They may also want to make more money. On average, public school teachers made $51,000 in 2007, according to the American Federation of Teachers. Teachers at academies belonging to the National Association of Independent Schools made $47,280 on average.
4. Parents have a voice
You can join the PTA or PTO and there are other ways to get involved. Many schools have advisory councils, where elected parents, teachers, and community members have a voice in decisions such as the hiring of a new principal. Diplomacy is required, but it is possible to get your voice heard.
5. Curriculum
Public school teachers follow a curriculum dictated by the state and local district. While some parents long for their child to be in a free-spirited environment, others praise the structure in public schools, which are held accountable through their test scores. Speaking of test scores, school-wide averages are publicly available and can give you an idea of the level of achievement. (Test scores don’t, however, tell the whole story. For that, you have to visit.)
6. Diversity
Private schools work hard to diversify their student bodies, but they often remain homogeneous. Advocates for public schools praise the real-world environment. They believe their kids will be better prepared as adults.
7. Supplies
Don’t laugh! Some parents who have experienced private and public schools swear the public schools have more good stuff. Many schools qualify for additional federal or state aid as well as foundation grants and other
10. Price tag
Public schools are not free. You pay with your tax dollars. The thing is, you pay whether you send your child there or not. If you pay for private school on top of public school, you’re shelling out a bundle.. Some PTAs raise $100,000 a year or more."
http://www.eastonbh.ac.nz/2003/09/singlesex_vs_coed_is_one_better_than_the_other/
this was just really interesting article - didn't actually provide me with anything for my stance.
I also sourced this excel spreadsheet from educationcounts.govt.nz which gave me the basis of my co-education angle. Here's a screenshot seeing as I can't see how to upload an excel doc:
Tuesday, 21 July 2015
Week 2, session 2
We started class today in pairs; showing each other our 2x a5 sketches and giving feedback to one another. I am personally really rough with thumbnails and sketching and I felt overwhelmed when we moved to look at some other people's. I also felt like I was probably a bit behind in terms of reasearch as my ideas pool was a bit dry which is not good at the start of the paper! I am thinking about creating a "pro-public logo" to use on my poster designs to make it like it's coming from an organisation. I also find that pastiche/parody are really effective - and remembered the image from yesterday with the google search bar - and I think using things that have familiarity to audiences is a good strategy. In terms of my composition I definitely need to consider the FADP's more and the rhetoric devices we've been learning.
We then moved onto another fun exercise. This time being grouped with people we hadn't worked with and being given a kitchen utensil and then having to write down all the things it could be or do. Not just practical but impractical, and not human (eg. what could it be to a bug), and it was really bizarre but also kind of interesting. My group had a whisk and we came up with some really cool and whacky things like an amputee leg for animals, or a bubble blower, or a playground for an ant. We shared these on the board and then looking at a different groups list had to thumbnail sketch their utensil being used with their new idea.
Next we discussed "making the familiar unfamiliar". One of the ideas for doing this was zooming so we then proceeded to do a few more thumbnail sketches trying to use this technique. The next hand out was about Word + Image and how the 2 need to work together and interact. With 3 key mentions of: achieving synergy not redundancy, letting the audience do some of the work, and staying on strategy. Then it was time for individual studio work with Jacquie and Phoebe coming around to talk to each of us individually about how we are going with the project.
Jacquie sat down to talk to me and we discussed my experience at public school as that influences how/why i feel the way I do. She then suggested that I get into doing a lot more research both about my argument (the pro's) and the counter argument (the neg's).
Homework:
4x A3 concepts for interim
We then moved onto another fun exercise. This time being grouped with people we hadn't worked with and being given a kitchen utensil and then having to write down all the things it could be or do. Not just practical but impractical, and not human (eg. what could it be to a bug), and it was really bizarre but also kind of interesting. My group had a whisk and we came up with some really cool and whacky things like an amputee leg for animals, or a bubble blower, or a playground for an ant. We shared these on the board and then looking at a different groups list had to thumbnail sketch their utensil being used with their new idea.
Next we discussed "making the familiar unfamiliar". One of the ideas for doing this was zooming so we then proceeded to do a few more thumbnail sketches trying to use this technique. The next hand out was about Word + Image and how the 2 need to work together and interact. With 3 key mentions of: achieving synergy not redundancy, letting the audience do some of the work, and staying on strategy. Then it was time for individual studio work with Jacquie and Phoebe coming around to talk to each of us individually about how we are going with the project.
Jacquie sat down to talk to me and we discussed my experience at public school as that influences how/why i feel the way I do. She then suggested that I get into doing a lot more research both about my argument (the pro's) and the counter argument (the neg's).
Homework:
4x A3 concepts for interim
Monday, 20 July 2015
Week 2, session 1
We all brought in our A3 examples for ihi/wehi and on-topic issue. The first thing we did this morning was pin them up and analyse them as a large group. We started with the ihi/wehi examples and there were a few that definitely stirred something within me.
This one particularly connected with me. The use of the very familiar google search box, and it's placement suggesting that women don't have a voice, the close cropped image, everything about it I resonated with. In my physical workbook are the examples that I looked at and analysed individually.
After this we spoke specifically around our topical posters. It was really interesting to see the divide within the group. It became apparent that the majority of the class is examining the flag change - in one stance or the other. I had been thinking of looking into the schooling debate anyway so this helped me solidify that it would probably be the better option.
This one particularly connected with me. The use of the very familiar google search box, and it's placement suggesting that women don't have a voice, the close cropped image, everything about it I resonated with. In my physical workbook are the examples that I looked at and analysed individually.
After this we spoke specifically around our topical posters. It was really interesting to see the divide within the group. It became apparent that the majority of the class is examining the flag change - in one stance or the other. I had been thinking of looking into the schooling debate anyway so this helped me solidify that it would probably be the better option.
We then got into quite a fun exercise called Random Input.
It started with Phoebe and Jacquie running us through an example of symbols and their individual meaning and then what they mean when put together. So they displayed a zig zag on many angles and we were all asked to blurt out whatever associations came to mind. They then did this with a rook, and then with a crown. Then they showed us a symbol where the rook and the crack were combined and we discussed how it's meaning had changed. And then they introduced the crown above it and how the meaning changed again. Then they introduced text (slogan) and then colour and it was a really interesting process. The task they set us was a lot harder.
The first one was about symbols. So we picked a number between 1-99 and were allocated a symbol.
I was given a Skull. We then had to write down all the associations there are with this symbol. We then had to thumbnail some ideas embracing our symbol or its associations but related to our topic. So for me I was combining skull and pro public schooling which was interesting and frankly, quite difficult.
As if that wasn't hard enough, we then completed the same exercise but this time with metaphor. So again, picking between 1-50. I was given "a double-edged-sword". So I looked up the meaning and tried to write down some associations. And that was then followed by more thumbnailing. Really difficult but kinda interesting too.
Homework:
10 thumbnails on your chosen topic
2 drawn up to a5 size ready to discuss in class tomorrow.
Tuesday, 14 July 2015
Week 1, session 2
The start of today's session allowed us in our groups to prepare and finalise our presentation for the debate. Troy, Bobbi and I were relatively prepared for our individual 'speeches' but no one had prepared a close. I was the 3rd speaker and therefore the job of closing was given to me. What was awesome though was that one of the team members who wasn't having to speak very generously helped me to write an excellent closing statement. I was super nervous about the debate and it really didn't help that I was one of the last speakers. Unfortunately for me public speaking does make me nervous and those nerves show - the whole time I was speaking I could feel my hands shaking and my voice wavering a little but I pushed through and think I actually got some really good points across. As a team we were not expecting a win as we know there is a majority of people that are anti changing the flag but we were stoked at the end when Phoebe asked whose minds had been changed by the debate and we could see that 2 people had changed their minds from anti flag change to pro flag change. It just shows that there is definitely validation to both sides of the argument. The critique afterwards definitely helped if we were ever in that situation again. And the chocolate fish we were given after the debate even though we didn't win was awesome! :D
From there we moved on to mind mapping and word lists. As a class we created word lists for the flag change theme. Then in groups we created a word list for the public/private schooling theme. I personally found these a bit confusing.
Homework:
Pick a stance and draft some thumbnails using the rhetoric devices of juxtaposition, pastiche/parody, and subversion.
Collect at least 1 ihi/wehi image and 1 topic related image, analyse each, print at A3 and bring for Monday's session.
From there we moved on to mind mapping and word lists. As a class we created word lists for the flag change theme. Then in groups we created a word list for the public/private schooling theme. I personally found these a bit confusing.
Homework:
Pick a stance and draft some thumbnails using the rhetoric devices of juxtaposition, pastiche/parody, and subversion.
Collect at least 1 ihi/wehi image and 1 topic related image, analyse each, print at A3 and bring for Monday's session.
Monday, 13 July 2015
Week 1, session 1
Today started off with a lecture presenting us with the project.
This paper is looking at ihi and wehi; complementary terms associated with emotional and psychological behaviour. Ihi can be described as an individual’s essential force, charisma, power or charm – which emanates throughout the creative process. Wehi, on the other hand, highlights the internalised feelings that occur in response to ihi and is taken to mean the emotional response on the part of the viewer.
We were introduced to visual rhetoric (tools of persuasion):
Juxtaposition - pairing of 2 elements
Rhetoric - persuasion in pursuit of an outcome
Metonymy - language of colour and its symbolism
Parody - humorous imitation in a 'mocking' a style
Homage - creation using a style in a way that pays respect to the original
Subversion - manipulation of an existing design
Satire - use of irony, humour, or sarcasm
Pastiche - imitation in a celebratory style
Dynamism - use of diagonal lines, texture, pattern to infer movement
We then moved back to our class area and were put into groups where we were given a set of images to discuss and determine the visual rhetoric. This felt like being thrown right into the deep end and was quite difficult, it definitely helped to be in a group to discuss as we all remembered different elements from the lecture.
Jacquie and Phoebe then introduced us to our topics for this paper; the NZ flag change, private/public schooling.
Tbh, I wasn't exactly inspired by either of these topics. Neither of them were something I was personally invested in. So when we were put into teams to prepare a debate I wasn't all that phased by what I had to argue.
I was put on the team that was pro changing the NZ flag. We all got together and put pen to paper to come up with ideas and finalised 3 points (1 for each speaker). Our 3 points are; cultural inclusion, national identity, and global identity. Whilst we were discussing I did a little research on my phone and found a bit about Canada's flag change in the 60's and so offered up that I would be happy to take on Global Identity. I am not very keen on public speaking but I could see that most of our group was uncomfortable with the idea and I felt like even if I was nervous I could get a strong point across in the minute and a half allocated. We created a facebook page to help each other gather information and prepare for the debate tomorrow.
This paper is looking at ihi and wehi; complementary terms associated with emotional and psychological behaviour. Ihi can be described as an individual’s essential force, charisma, power or charm – which emanates throughout the creative process. Wehi, on the other hand, highlights the internalised feelings that occur in response to ihi and is taken to mean the emotional response on the part of the viewer.
We were introduced to visual rhetoric (tools of persuasion):
Juxtaposition - pairing of 2 elements
Rhetoric - persuasion in pursuit of an outcome
Metonymy - language of colour and its symbolism
Parody - humorous imitation in a 'mocking' a style
Homage - creation using a style in a way that pays respect to the original
Subversion - manipulation of an existing design
Satire - use of irony, humour, or sarcasm
Pastiche - imitation in a celebratory style
Dynamism - use of diagonal lines, texture, pattern to infer movement
We then moved back to our class area and were put into groups where we were given a set of images to discuss and determine the visual rhetoric. This felt like being thrown right into the deep end and was quite difficult, it definitely helped to be in a group to discuss as we all remembered different elements from the lecture.
Jacquie and Phoebe then introduced us to our topics for this paper; the NZ flag change, private/public schooling.
Tbh, I wasn't exactly inspired by either of these topics. Neither of them were something I was personally invested in. So when we were put into teams to prepare a debate I wasn't all that phased by what I had to argue.
I was put on the team that was pro changing the NZ flag. We all got together and put pen to paper to come up with ideas and finalised 3 points (1 for each speaker). Our 3 points are; cultural inclusion, national identity, and global identity. Whilst we were discussing I did a little research on my phone and found a bit about Canada's flag change in the 60's and so offered up that I would be happy to take on Global Identity. I am not very keen on public speaking but I could see that most of our group was uncomfortable with the idea and I felt like even if I was nervous I could get a strong point across in the minute and a half allocated. We created a facebook page to help each other gather information and prepare for the debate tomorrow.
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