ARTS MATTERS

YEAR 9 CERAMICS 

Year 9 Ceramics, a Semester 2 elective, started in Term 3 this year and students have been working remotely during this time. 

In Term 3 students completed their Research & Analysis theory task. This term students have been researching, planning and designing a character for their Year 9 Wally (Wall-ee). Wallies are ceramic characters that hang on the wall and are inspired by the work of Ceramic artist Sara Swink. Students have completed some fantastic designs that they are ready to make when we are back at school.

With on-site classes resuming for Year 9s this week students are very excited about working with clay and creating their pieces. Students have shared some thoughts on how they found working from home in ceramics and what they are looking forward to when they are back in the classroom: 

“I have enjoyed remote learning for ceramics, because it has given me more time to work on planning and doing other things. When we get back, I want to get started using the clay”. Korben Brough

“I found that remote learning for ceramics went well for planning our ceramic pieces and our research task. Although it was difficult because we couldn't do any hands-on activities. So I am looking forward to being able to make my ceramic piece when we are back at school”.  Jessica Iida-Reid

“I found remote learning for ceramics a bit sad because I would've liked to have had more time to make my ceramic pieces rather than having to do both of them at the same time. I am definitely looking forward to making my ceramic pieces when we are back in the ceramics room”.  Chantelle Ho

“I guess remote learning wasn't bad, I am just looking forward to being able to play with clay instead of just planning everything”. Betty Zhang 

“I found online learning for ceramics quite alright, I did however miss being in the ceramics room and being able to make the ceramic pieces. I enjoyed being able to plan out my designs for both my Wally and Functional Vessel piece. I can't wait to go back to the ceramics room and be able to make my pieces from clay as well as glaze them”. Fatima Lazo Rodriguez  

“It was hard because we couldn't use any clay, but I am excited to go back and start my piece”. Bianca Sguario

My Year 9 Ceramic students are amazing and were very adaptable under the given circumstances. I would like to thank them for working so hard on their theory and planning. I think it is a very unanimous decision that we are all looking forward to being back in the classroom working with clay and doing practical work for the remainder of the term. 

Mrs Griffith

Art/Ceramics Teacher

REMOTE LEARNING IN YEAR 10 CERAMICS

Throughout Semester 2 in Ceramics, we focused on researching, designing and constructing totem poles. We explored the culture and history of various countries, to bring together our ideas and findings into a monumental totem pole which represented the values and cultures of our chosen countries. 

With covid-19 putting a stop to face-to-face learning, we had to think outside the box, being resourceful to use materials from home to create our totem poles. I looked forward to ceramics everyday as we got to get off our screens and spend time at home to experiment with clay. Despite being difficult, it was a great challenge and a new experience that gave us the opportunity to expand our creative minds. Although remote learning has been interesting and eye-opening I’m excited to be back in the classroom and begin our new project on teapots.

Shanti Nair

Year 10 Ceramics Student

YEAR 9 VISUAL COMMUNICATION

So far in Year 9 Visual Communication, we have worked on two Assessment Tasks, the first being, Packaging, Symbols and Logos (Written Report), while the second is an Explanatory Diagram drawing. 

The Packaging, Symbols and Logos Task, explored different overseas food or drink branding with the intention of selecting one example to redesign for the Australian market. Components of packaging, type, design elements and principles were discussed regarding the overseas selected packaging. 

Aspects of effective food and beverage packaging marketing, branding, the usage of colour, texture, shape, target audience, age group and socio economic profiles, in order to draw attention to a particular product were explored. Discussion of the selected examples of overseas food or drink packaging and the ability of designers to make products that stand out in a store context, to enable improved sales. 

The class chose products from a particular overseas country, and found five different brands of a similar product, each with different creative packaging. We looked at how the different packaging designs helped the products reach a specific target audience and how they were made to “stand out”, among others in a competitive market. Finally, we picked one of the five branded packaging products and were required to develop a “Pitch”, to enable a new marketing design format. 

The “Pitch” to the prospective company, whose packaging was selected, was to enable sales into Australia as a new product. We had to provide reasons behind our choice of pitch, propose changes to the existing packaging that would help the product to reach a wider range of consumers, when sold into the Australian market. Changes included adding symbols or logos often seen on packaging in Australian supermarkets; such as organic etc., as well as changing other aspects of the design to appeal to Australian consumers. 

The second task which we are currently working on, is an explanatory diagram, using six images to show a simple, everyday process in steps. The title of the Explanatory Diagram is “How to _____”. Once returning to school, we will use pencil to create an A3 landscape design on our chosen explanation, ensuring to provide clear visual directions without including worded instructions on the Task. We look forward to our classes return, to Mr Perry’s Year 9 Visual Communication class and task.

Jasmine Appleford (9B)

Selected overseas products for Packaging, Symbols and Logos research written report.