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Statement of Inquiry - Stylized filmmaking techniques can be used to communicate meaning in new and creative ways.

Task Summary - Plan and execute a filmed sequence of a mundane task that can be filmed in a way to make it seem exciting and dramatic in the style of Edgar Wright.

Some of the cinematography & editing techniques you will use are: crash zoom, whip/swish pans and smash cuts. (Example from 20-21, 21-22) You will need to incorporate Wright’s trademarks - rapid fire montage, repetition, sound effects, music synchronization.

Re-design of task

In the inquiry stage - I will be moving away from students research and making notes and directly teaching the filmmaking skills from the front of the room - but rather flipping it - to have students watch specific tutorial videos at home before class - then immediately be given cameras to practice and master the skills - then they will move into applying these skills to make a montage in the style of Edgar Wright.

For the action stage - rather than focussing simply on the final product of the montage, students will now present a portfolio documenting their learning through the inquiry and action stage.

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In pursuit of HDOAC, create a visual tool to represent an assessment rubric & criteria for an upcoming U1 summative.

Students will:
- be given notecards with phrases from the rubric
- order the steps to acquire skills needed to ascend/move from lower to higher levels
- on blank cards, extract from the rubric the criteria needed for 7-8
- students will be required to handle, discuss, order and analyse their data
- hopefully this will enable students to conceptualize their assessment task

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Take students to Dragon Kiln for creating process links to final.
Take students to the garden to explore nature textures and features. Log in process portfolio.

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I thought of creating a visual thinking strategy for DP students to better understand the Exhibition rubric. I am considering printing out images of artworks and rationales. Then asking the students to first arrange them according to the 4 criteria- to help them better understand:
Criterion A - Coherent body of works
Criterion B - Technical competence
Criterion C - Conceptual qualities
Criterion D - Curatorial rationale
Then students could organise these in relation to sub categories of their own creation, for example Coherent body of works could be divided into subject matter, theme, media & materials, colour, size etc...
Students could also try and divide the criteria into the different marking bands from low to high and justify.

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Students brainstorm the SOI and its links to the task/final artwork. In groups about the natural world. evidence in process portfolio. Then link ideas to features and explore. Then focus on textures of the features then expand on that. Students then take their ideas and experiment creating their found textures and features on clay tiles while exploring different items/tool to help them create them.

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Film Grade 11  - Script Writing artist in residence

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Film Grade 11  - Script Writing artist in residence

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Visual Arts Grade 9 - Observational Drawing; Jurong Chinese Gardens, Community Garden

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Visual Arts Grade 9 - Observational Drawing; Jurong Chinese Gardens, Community Garden

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Visual Arts Grade 8 - Singapore Ku (print-making)

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Visual Arts Grade 8 - Singapore Ku (print-making)

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Description: students create crafts for Cambodia. Together, the school is raising money to build a school, and help the lives of those in need

Purpose:
Developing a sense of compassion, empathy and courage... students work hard each week to produce crafts to sell at our events.

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CCA - Visual Arts Community Garden; murals

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CCA - Visual Arts Community Garden; murals

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Description: To build an operational, and sustainable garden

that creates a sense of community & belonging. Grade 11 students have designed a CAS that designs and creates artwork for the space.

Purpose: the garden and artwork will contribute to wellness of others & the planet.

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Description: the  Memory Project  is a non profit organisation that invites students, teachers, and the community to create portraits for youth around the world who face many types of challenges.

Purpose: "Together we are using art to reach a distant destination: a kinder world in which all youth see themselves in one another regardless of differences in their appearance, culture, religion, or circumstances." - Ben Shumaker

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2) Then, based on your desired timeframe, we match you with children on our waiting list and email their photos to you.

4) Finally, you mail the artwork to us, and we deliver it to the children! We then provide you with updates after the children receive it.

Running this program involves many costs in international coordination and logistics. We cover these costs by asking every school group that creates artwork to also contribute participation fees, and the standard fee has been $15 per person ever since 2006. (We've worked hard to keep this fee low despite the pressure of rising costs and inflation.)

Most art teachers submit their group's fees by card or check when they send us their students' finished artwork. However, we don't want these fees to prevent the participation of art students in under-resourced schools. If your school is in a low-income community, you can request a fee reduction in the signup form.

Overall, our funding model is similar to a group of friends pitching in money for a pizza party. If no one pitched in any money, the party wouldn't happen. But as long as most people contribute, the party can go on. If a couple friends aren't able to contribute financially, we would never turn them away at the door.

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Information about participating in the Memory Project, including steps and instructions to follow.