Visual Art Planning - AS91912

 The theme for our work on this standard is Taonga. I am going to be breaking this down into these sections

1. School Taonga
2. Personal Taonga
3. Maori Taonga

We have started on school taonga first as we are lucky to have a sculpture out the front of the school and a school marae. We started this standard bt drawing these first so I could get the students drawing straight away as they start level 1 Visual Art.

We sat outside, in the shade under the trees, drawing the main sculpture in front of the school.

As a class we have broken down what we see as a taonga. We spoke about what is at school and the students came up with the ideas on the diagram, We then spoke about what could be included in the personal list and thype of thing they could use. When they write this one up they have to bulk out the idea with how it applies to them.

We were then lucky to have a visit from Mrs Moore who is one of our deputy principals. One of the things that she is in charge of is the school archive. She came and spoke to us about all the things around the school that we treasure.

This presentation shows the notes that were made while Mrs Moore was talking and the images we looked at at the same time.

Pages that we have worked on so far are included here in this presentation. This standard is a research based standard but I want them to include some drawings too.

The first job was to present the diagrams in a clear way, with details of what they are thinking about for their personal taonga.

The students then had to cut out the photos and there drawings and arrange them into a double page spread in their A3 sketchbook. Then they had to decide which notes to use to annotate the images.

Here is the link to my Visual Art class site - this is DEFINITELY a work in progress as this is completely new this year.

I have been putting photographs of my sketchbook pages on this page so the students can have access to my examples all the time. I have been working on them at the same time as them so they can see the progress.

Our next steps are -

1. Visit to the Auckland Museum where we are getting a guided tour round the marae and then time to draw in the artefact exhibition.
2. Taking / finding pictures of personal taonga and doing some drawings from them
3. Printing patterns from our own cultures that can be used as page backgrounds.
4. Analysis of how these areas of research intersect to where we are personally.

These will all be translated into more pages in our A3 sketchbooks ready for the 8 pages we need for this assessment.

Inquiry 2024 - Question 1 and 2

1. Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.
2. From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

The Tamaki College CoL teachers team met with senior management to discuss what our inquiries are about this year.

I explained that my inquiry this year was going to be a continuation of what I worked on last year, which was reading for understanding in research tasks. 

I had a lot of learning to do my self last year and then I trialled a few things with my Year 9 Food Tech class before working with my Year 11 DVC class. This meant that the time spent using the inquiry focus with that Year 11 class was short and sharp last year and focussed at a very particular task, which was materials research reading. Link to the label with last years inquiry posts is here.

The feedback from SLT this year has been positive and they like the fact that I am continuing an inquiry for a longer period of time instead of picking up something completely different. They like the fact that I am able to try my inquiry out on two different curriculum areas this year, Year 11 DVC and Year 11 Visual Art and would also like me to include my Y12 DVC group as a lot of those students were included in my class last year. They would like to see the effects of using the same inquiry focus for two years with the same students.

Having a focus on literacy, especially reading, fits perfectly with both the cluster and the school goals.

Next steps for me :-

• Getting student voice about how they feels about reading in subjects that are very hands on and practical.
• Understanding where there needs are by analysing the PAT results.