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Art Conversations / Product Presentations 

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Art Conversations / Product Presentations 

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N(T) Art is particularly design- centric. Hence, in our efforts to make students understand that design is user specific, we do role plays where teachers (sometimes we invite MMs / SLs) to become the user and the students (designers) would present their solution (design idea) to us. Through this leaning experience, we hope to foster self confidence and a sense of achievement (SO1) and nurture a spirit of exploration and inventive thinking (SO2).

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Unlike learning journeys to museums where students see only final artworks, learning journeys to design studios are vital in allowing our N(T) students to see the design process that makes the product. Through this learning experience, we hope to nurture the spirit of exploration and creative expression (SO2) and cultivate awareness and appreciation on art (SO3) through a series of process, rather than just the final work.

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N(T) Art students in my school have lower self-esteem when it comes to creating individual works, as compared to students from other streams. As such, when I allowed them to create collaborative artworks, the shared ownership seems to empower the students and they show more more pride in creating the works. Through this experience, I aim to nurture the spirit of exploration and inventive thinking (SO2), and engage the 21st CC skill of Communication and Collaboration skills.

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We make sure our N(T) students experience digital journaling. The digital journal would then be personally and individually curated to become personal portfolios to equip them in their future pursuits. Through this experience, we hope to develop their understanding in the value of their personal experience, growth and art making (SO4).

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Curate exhibition of own works and present in front of school community and invited guests during exhibition launch.

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Learning Journey to STPI to visit Takashi Murakami's exhibition plus tour. Saw the in-house artists making papers, prints, etc. Was my first time knowing who Murakami is (yes, nie never covered syllabus. =p), read up on his background and artistic rationale. Brought students back to make lino print works. Some of them wanted to make their own papers but I have no knowledge of the process. They students were very motivated to make at least 2 layer prints. Maximum was 3 layersm

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Visit to Ahmad Abu Bakar’s (ceramicist) studio to learn from artist through dialogue and understand artistic processes of artists in the IJ the real world.

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Group or pair work is a must. Students feel more comfortable and energize when they don’t have to do it alone.

Project or assignment usually led to practical or everyday needs such as designing a costume for the Chingay parade or cosplay fest or Halloween night etc. as well as posters or related designs for school event or environment.

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Printmaking
Learners were engaged throughout the entire process! It was amazing how this artform was able to sustain their interest from initial til end. Cutting out shapes, planning to achieve precision with registration, layers of colors, endless editions, organizing their prints and cleaning up!

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Engage artists to work with students via the artist-mentor scheme. Eg. Students painted a mural in school with Speak Cryptic.

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I make my students do visual journaling. They get a small A5 sketchbook and have to fill in a page every week on top of their studio practice lessons. There are no rules, only that they have to fill the whole page. Once in a while I will give them prompts or themes. First lesson every week we will lay them out and do a simple comment and critique, so they get to see each other’s works. SO1, foster confidence because at the end of one semester if they are consistent they see a huge improvement (also the book is filled). SO2, they get a lot of freedom to pick their subject matter and content and what they want to explore. From the sketchbook I also get a good idea of their interests and skill levels. I prefer this as a start to digital journaling because it’s very hands on and then after they move on to digital they see the possibilities and how digital journaling helps.

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This year is our school 2nd group of 4NT, we were trying to use digital platform for submission so that we can print images for students to work on. We taught students how to take photo from their PLD/hp, use the apps and submit through the link (goggle drive).  They find the digital apps fun and easy to apply while playing with the filters. Teacher can then retrieve their images to print for them and apply art element in lesson. We then introduced print making.

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Learning journeys to NGS, ACM, etc.

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https://www.behance.net/itemotiongraphics

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Our course was established in April 2019. We equips our student in these 2 years with the skill of creating graphic animation together with images and video to produce engaging motion visuals for various visual communication purposes.