GAME / RESOURCE
PART 1
Overview
My game is targeted at students entering into the first year of NCEA Level 1 Art Design in the Visual
Arts learning area of the New Zealand Curriculum. It is designed to introduce students to
fundamental design conventions that they will learn in further detail during the year. This game sets
students up in starting to practice good project management and design practice for future design
projects. The game can also be used at the end of a unit to check for understanding and students
can see how they have progressed and how their design thinking has developed from their first
attempt at the beginning of the year.
During my practicum at Kelston Boys HIgh School I had classes of Year 11, 12 and 13 boys so I
have centred my resources around them which included meeting needs for boys, deaf students and
visual learners specifically. I will talk more about how my resource caters for these needs later in my
assignment. I had identified across the different year levels what the initial knowledge they were
lacking and so I have designed this game for students to learn at the beginning of their design
journey in Year 11 so that they can apply it all the way to Year 13 and beyond.
Student Strengths
Creative
Students are creative and have the ability to come up with great ideas.
Cultural Diversity
Coming from many different cultural backgrounds allows students to incorporate this into their design
work.
Access to technology
Students have access to technology such as phones, tablets, cameras etc. which allow them to
utilise this in the creative process of their design work easily.
737 - Assignment 2 Muhammad Ali
Student Needs (Art Design Boys) and how the game fosters successful learning and engages
students with these needs
needed to incorporate literacy into their and using correct vocabulary describe what
programs Students need the ability to be able they see. They also have to interpret from the
to articulate and talk about their designs. definitions provided.
Thinking outside the square Students have to make choices fast and with
Most of the boys were not able to think the given restrictions, this forces the students to
abstractly and outside the square. They were work with what they have and this usually
not able to push their designs further to create makes students think outside the square and
unique works. how abnormal shapes combined can create
abstract images that can still be recognisable.
Not copying but being inspired Students would be Inspired by their previous
Most students were simply copying designs designs through the stages. Restriction on
that they found from the internet or from their using specific shapes as opposed to any shape
artist models instead of being inspired by them forces students to not be able to copy from
to create variations of their own take on the what they had made but be inspired by it.
modelled works for their own original design.
Creative block due to computers I made sure this game was not on computers
I believe that because most lessons are spent and the students can get a hands on
on computers, students are not able to think experience with design and be directly in
creatively and are restricted by the computers. contact with what they are creating.
Varying skill levels Simple game that gets harder slowly through
I found that across the entire class there would the stages and does not require a computer.
be varying levels of computer skills. This would
affect the boy's ability to design well as if they
had a really good idea, they would be able to
produce it as they do not have the skillset to
produce it on Photoshop etc.
Lack of development At the end students will get handed all the tiles
I noticed across the classes that the boys were they created and can visually see their design
not able to grasp what a development in the development.
creative process meant and how they could
show it. This lead to their marks being lower
than their potential as their work did not
showcase much development to the markers.
They were rather individual pieces.
737 - Assignment 2 Muhammad Ali
Students with disabilities This game does not require any form of verbal
I have many deaf students in my classes and I communication. Students must communicate
found that they would only interact with other through their design and so can suit deaf
deaf students or their interpreter. Some of the students and normal students alike. This allows
activities the class was doing, they were not the deaf students to work with and do the same
able to and so were doing something else. as the rest of the class.
How the game can attain high levels of cognitive engagement and ensure success for all
students
Prestructural
In the initial stage, students are given no restrictions and so they are able to do whatever they want
with the provided black strip in terms of constructing an image. They are not restricted and is fairly
easy and fun. Students cover idea generation, working with crafts and basic formation.
Unistructural / Multistructural
In stages 2-3, students start to get restrictions. They must now think first before they make cuts as
they are limited on the number of cuts and they must not let the strips overlap. This allows them to
use their imagination and plan out their ideas.
Relational
In stage 4, they have mastered the game. They know how it operates even though there are added
restrictions. They are familiar with the process and are able to think faster and manage their time
well even though the task is harder by the introduction of angles.
Extended Abstract
Stage 5 is extended abstract as the students would have had a good understanding of formation by
now and now they must apply all they have learnt to negative space. This allows students to apply
acquired knowledge and use different perspectives to grasp a new concept following processes they
are well familiar with.
737 - Assignment 2 Muhammad Ali
Surface to Deep
From stage to stage the tasks get harder whilst still keeping a consistent theme. Students start to
understand broadly aspects of applied design and by the end move on to deeper thinking when
faced with restrictions and fully grasping design conventions. By the end they must apply all what
they have learnt to negative space getting them into deeper cognitive learning.
Key Competencies
This game addresses all of the key competencies outlined in the New Zealand Curriculum. Students
must critically think about their designs, relate to others if working in groups or through competition,
using the correct language, symbols and text, manage themselves from time management and they
would definitely be participating and contributing throughout the game.
I have made this game as simple as possible to be able to cater for all student abilities and allow
success for all students. Simple resources are used throughout this activity with simple instructions.
To engage students, this game is fun and fast paced with a competitive nature even though students
are learning throughout.
Adaptations
Bibliography
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Key competencies / Kia ora - NZ Curriculum Online. (n.d.). Retrieved November 17, 2016, from
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Level 1 Visual arts / Visual arts / The arts / Resources for Internally Assessed Achievement
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