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737 - Assignment 2 Muhammad Ali

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.

Different perceptions and perspectives


Coming from varying lifestyles and involvement in the community, students can bring this into their
work.

Exposure to multi forms of design


Students on a daily basis are exposed to many forms of design and can bring this exposure into
what they do in the classroom.

Keeping up with the latest design trends


Students follow celebrities and pop culture to keep up with the latest trends. This ties in well with the
multiple design trends they are exposed to and can identify on a daily basis.

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

Student Needs How Game Fosters

Relevance Game allows students to see aspects of art


Boys need to be able to link what they are design such as contrast, perspective etc. which
learning in class with the world around them. they will notice in the graphic design they are
Being able to identify design conventions and exposed to on a daily basis.
visual clues in their daily lives and interactions
with media.

Basics of Design Game covers basics of design such as:


I found that the boys at Year 12 and 13 lacked - Contrast
basic design knowledge such as how to identify - Grid
and apply contrast, negative space, - Colour
transformation etc into their design work. - White space
- Negative space
- Shape
- Simplification
- Perspective
- Transformation
- Rotation
- Layers
- Abstract
- Minimalism
- Image Construction

Visual Learners The game allows students to visually see how


I found that most of the learners in my class their design develops from stage to stage. They
were visual learners. It was important for them also get to visually see each aspect of design
to be able to see how an aspect of design was being explored to understand the underlying
applied in order to understand it fully to be able concepts. Diagrams are also provided on the
to apply it themselves. It would be difficult for instruction cards to help visual learners.
them to work off just written definitions or
instructions.

Managing Self Game teaches time management and working


I found that the students were unable to with time constraints. Being a race, students
manage themselves especially when it came to must think on their feet and come up with
deadlines and completing boards. The boys design solutions and quick decision making; a
would procrastinate and wait till the last minute transferable skill to all projects. To be
to complete their designs in a rush producing successful in the game, students must plan
work not to a high standard. ahead with the restrictions given to them and
foresee what the design would look like before
they make cuts etc.

Literacy Literacy is incorporated in the game as


This was a school wide student need to tackle students need to carefully read and follow
low level of literacy among the boys. Courses Instructions. They must talk about their design
737 - Assignment 2 Muhammad Ali

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.

Design Vocabulary Design vocabulary is slowly introduced


Many students did not utilise design vocabulary throughout the game through the instruction
when talking about their work. cards in the stages and by the teacher.

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.

Lack of hands on experimentation Game allows hands on experimentation and


I found students do not get to practice physical idea generation.
art and design making that would help in their
digital design especially in the initial idea
generation stage.

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.

Learning and Engagement

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

I would adapt this game for:


- Visually impaired
Use layers on Photoshop that can be cut, moved and rotated. Students can zoom in to
see better if need be.
- Online
I can create this as an online resource that students can work on from anywhere.
- Groups
Students can learn collaboration and team decision making maybe working in pairs or
small groups to enhance the race feel and working together.
- Extension
For students who would want to go further, I can introduce an aspect of colour which
they have to incorporate into their design. Many other aspects can be introduced over
many lessons of added design conventions.
- Peer Review
Students can review each others work and move on through different stages by
swapping works and working on it. They could also interpret each others designs.
737 - Assignment 2 Muhammad Ali

Bibliography

Adamson, G. (2007). Thinking through craft (English ed..). Oxford; New York: Berg.

JoAnne W Putnam. (1998). Cooperative learning and strategies for inclusion: celebrating diversity in

the classroom (2nd ed..). Baltimore, Md.: PHBrookes Pub.

John B Biggs. (1982). Evaluating the quality of learning: the SOLO taxonomy (structure of the

observed learning outcome). New York: Academic Press. Retrieved from

http://ezproxy.auckland.ac.nz/login?url=http://www.sciencedirect.com/science/book/9780120975

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Key competencies / Kia ora - NZ Curriculum Online. (n.d.). Retrieved November 17, 2016, from

http://nzcurriculum.tki.org.nz/Key-competencies

Level 1 Visual arts / Visual arts / The arts / Resources for Internally Assessed Achievement

Standards / NCEA on TKI - NCEA. (n.d.). Retrieved November 17, 2016, from

https://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/The-arts/Visu

al-arts/Level-1-Visual-arts

Lewin, M. (2005). The art of teaching the arts. 3, Addressing the diverse needs of students a

workshop for high school teachers. Burlington, VT: Annenberg Learner. Retrieved from

http://ezproxy.auckland.ac.nz/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;182

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Salle, D. (2016). How to see: looking, talking, and thinking about art (First edition..). New York:

WWNorton & Company2016 2016.

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