Lecture 5 - Week 3 - Interim Critique

Critique:

Selected poster for critique - 

Class critique:

From here I know that this topic is really good and that this idea will work. Using imagery with different races and riches this topic will really extend. The image expresses my topic well for a very initial concept. I will from here want to create portrait posters and maybe make a contribution of children of all races and of different social classes.

I may also want to really develop my research and clarify what I really want to say. Peoples feedback is valuable and the feedback that the writing is strong is useful. I could even cut it down to kids are kids or something simpler.

To Do:

- Lecture on Thursday
- Develop ideas further
- Come up with more conceptual ideas that are stronger and refine topic

Lecture 4 - Inital concepts for Monday interim critique

Poster 1 - Concept 1:

This poster is a good first concept, it has the symbolism of the ring around the children's heads showing they are godly, they are all equal and of different genders and race. The composition with the text stands out as you read every child gets free education understanding that all children have the same rights to education in New Zealand.

Poster 2 - Concept 1:

This second poster is playing on the minds of children and their drawings, visually it has a lot of work to be done with design principles being very unclear and not too attractive, but this poster is interesting as I have used the medium of children's drawings.

Poster 3 - Concept 1: 

This third poster focuses on kids and their rights to free education in new zealand. By removing their faces and covering it with the words it shows that every child no matter what background gets free education. This is a very simplistic design which relies heavily on the photographic background and if I will continue to use imagery like this I would be needing to produce my own images. 

Poster 4 - Concept 1:

This final concept I am thinking is similar to an eye chart with the simplistic composition easily legible with impact on the eyes. The wording really needs working on and really this is an average poster design.

Poster 5 - Concept 1:

This poster us a very clean look with simplistic words and the use of the happy children. The poster has a good visual flow and the circles help you to flow around the page with you reading through and on bottom right the word equality which leaves you thinking of this poster meaning equality. 

Lecture 4 - Homework - Topic change - Research

Research on educational equality in New Zealand:

http://www.dw.com/en/what-does-educational-equality-mean-anyway/a-15927951

Across the world - Millions of children can't attend school
 Among the population lacking school qualifications, Maori have nearly double the incidence of people lacking school qualifications as Pakeha/Europeans and quadruple those of Asians, and conversely they show much lower rates of tertiary attainment. Whereas Maori and Pacific Islander tertiary attainment rates have been rising, they are not catching up to those of other ethnicities (Chapter 2).

New Zealand Law:

Right to free primary and secondary education

Except as provided in this Act or the Private Schools Conditional Integration Act 1975, every person who is not an international student is entitled to free enrolment and free education at any State school or partnership school kura hourua during the period beginning on the person’s fifth birthday and ending on 1 January after the person’s 19th birthday.

Restrictions on enrolment at primary school

(1)

No person under 5 shall be or continue to be enrolled at a primary school, or in a class below form 3 at a composite school.

(2)

No person who turned 14 in any year shall be or continue to be enrolled at a primary school, or in a class below form 3 at a composite school, in the next year.

(3)

No person who, in the opinion of the Secretary,—

(a)

has completed the work of form 3; or

(b)

has completed work equivalent to the work of form 2,—

shall in any year be or continue to be enrolled at a primary school, or in a class below form 3 at a composite school.

(4)

Notwithstanding subsection (1), at any time before 1 January 1993, this Act shall apply to children attending pre-school classes at any school specified in section 3(2) of the Education Amendment Act 1990 as if they are enrolled at the school; but on that day, all those classes shall be deemed to have been disestablished.

(5)

Nothing in subsection (4) limits or affects section 308(4).

Restrictions on enrolment at secondary school

No person who, in the opinion of the Secretary,—

(a)

has not completed the work of form 2; and

(b)

has not completed work equivalent to the work of form 2,—

shall in any year be or continue to be enrolled at a secondary school, or in a class above form 2 at a composite school, unless the person turned 13 before 1 April in the previous yea

Equal rights to primary and secondary education

(1)

Except as provided in this Part, people who have special educational needs (whether because of disability or otherwise) have the same rights to enrol and receive education at State schools as people who do not.

(2)

Nothing in subsection (1) affects or limits the effect of Part 2 (which relates to enrolment schemes and the suspension, expulsion, and exclusion of students).

New Zealand citizens and residents between 6 and 16 to go to school

(1)

Except as provided in this Act, every person who is not an international student is required to be enrolled at a registered school at all times during the period beginning on the person’s sixth birthday and ending on the person’s16th birthday.

(2)

Before a child’s seventh birthday, the child is not required to be enrolled at any school more than 3 kilometres walking distance from the child’s residence.

Students required to enrol must attend school

(1)

Except as provided in this Act, every student of a registered school (other than a correspondence school) who is required by section 20 to be enrolled at a registered school shall attend the school whenever it is open.

(2)

Every board and every sponsor of a partnership school kura hourua shall take all reasonable steps to ensure that students who are required by subsection (1) to attend the school whenever it is open do so.

(3)

For the purposes of this section, a student attends a school on any day if, on the day,—

(a)

it has been open for instruction for 4 hours or more; and

(b)

the student has been present for 4 hours or more when it was open for instruction.

(4)

Nothing in subsections (1) to (3) applies to a participating student who is enrolled at a registered school for the purposes of the secondary component of his or her secondary-tertiary programme, but he or she must attend the school for any portion of the programme as notified by the provider group or lead provider under section 31J.

(5)

Nothing in subsections (1) to (3) applies to an affected student.

(6)

An affected student must attend school for the whole of the time period (or periods) each day during which the student’s timetable is running.

(7)

A board or a sponsor that is running a multiple timetable arrangement must take all reasonable steps to ensure that an affected student attends the school for the whole of the time period (or periods) each day during which the student’s timetable is running.

Removing barriers through equity funding

Equity funding provides additional targeted funding to make early learning opportunities equally available to everyone. It also helps services to raise educational achievement regardless of people's cultural background, socio-economic status or location.

How equity funding works

Equity funding is paid to the early learning service. There are 4 components to the funding.

1. Funding for lower socio-economic communities
2. Funding for special needs or for children from non-English speaking backgrounds
3. Funding for languages and cultures other than English (including sign language)
4. Funding for isolation

Presidents surrounding this topic:

After searching for presidents there really isn't many posters surrounding the ideas that we do have equal rights and that things are equal, by creating a poster surrounding equalities I am going to be creating something new from a new perspective that hasn't been done much before...

My research has really explained that New Zealand law gives everyone an equal chance in primary schooling, yes with some people at schooling facilities which aren't as high as other places but everyone has the right to free education and everyone must attend schooling in NZ. 

Lecture 4 - Week 2

Lecture/Demo:

End of this class must -
- Series of rough posters
- Making and reacting
- MONDAY: First interim critique and marked component.

Noun project -> use for concepts, no further

Resource -> random images, usable images for the concepts.

Quick fast agile thinking.

- Your ideas should start at sketches and develop into compositional posters.

Tutorial:

Creating more poster to present in front of class as initial ideas -

Critique - 

Critique with Matt, this critique went really badly with my topic and after discussion with Matt my topic really doesn't meet the brief requirements and I need to change my topic.

I am happy this happened in the early stages of week two where my topics haven't developed too far.

The topic I really need to do is a societal issue that is an argument either for or against equalities in New Zealand.
With my environmental topic - what causes environmental equality/in-equality in New Zealand... This isn't an ideal idea and really can't fit with the brief's intentions.

Topic change - 

From here I am changing my topic and re-thinking ideas. 

I am going to argue that New Zealand is an equal place and that we as a country do have equal rights within our country. 

Brainstorm with Matt surrounding new topic:

From here I am going to go back and research the new topics and come up with a new idea... 

Starting with developing some conceptual initial ideas... for presentation in class - then I will go back and further research New Zealand being an equal society with everyone having the same educational and health rights.. 

Posters mock-up - Initial thoughts with this new topic:

To Do:

- Research new topic 

- 4 posters for interim - printed, 2 education and 2 health - all about equalities 

Lecture 3 - Homework - Continued topic research + presidents

Topic research -

Working on my topic, creating something simple and easy to understand and follow, with an idea that is going to provoke an action from people and viewers - sticking with them over time.

http://climate.nasa.gov/effects/

Global climate change has already had observable effects on the environment. Glaciers have shrunk, ice on rivers and lakes is breaking up earlier, plant and animal ranges have shifted and trees are flowering sooner.

forecasts a temperature rise of 2.5 to 10 degrees Fahrenheit over the next century.

By the end of this century, what have been once-in-20-year extreme heat days (one-day events) are projected to occur every two or three years over most of the nation.

Global sea level has risen by about 8 inches since reliable record keeping began in 1880. It is projected to rise another 1 to 4 feet by 2100. This is the result of added water from melting land ice and the expansion of seawater as it warms.Sea level rise will not stop in 2100 because the oceans take a very long time to respond to warmer conditions at the Earth’s surface. Ocean waters will therefore continue to warm and sea level will continue to rise for many centuries at rates equal to or higher than that of the current century. 

The Arctic Ocean is expected to become essentially ice free in summer before mid-century.

http://climate.nasa.gov/interactives/climate-time-machine
- an interactive tool surrounding climate change and what will happen over time.

http://www.theatlantic.com/business/archive/2012/10/how-to-make-sure-the-next-generation-is-better-off-than-we-are/263579/

- Specific article on next generations and how the world will be in the future... 

It doesn't need to be like this. There are immediate steps that can -- and should -- be taken by governments to reduce the real and present danger of declining living standards. 

It is about initiating proper reforms, setting sensible priorities, sticking to multi-year commitments, and nurturing a more enabling environment. 

 We also need to do more to help the next generation stand a better chance of overcoming the real threat of declining living standards - and this is even before we take into account critical sustainability issues that have to do with the multiple abuses of our environment and natural resources. 

http://www.nationalreview.com/article/425746/social-inequality-matters-much-or-more-economic-inequality-oren-cass

- Social in-equality / Economic in-equality 

Presidents that provoke action:

 This poster is interesting as it provokes thought and you to think about what leaders are saying and whether they are just pumping toxic thoughts into our minds, the simplistic texture with the style of drawing is a different technique which may have been hand created.

This poster is reliant on type and strong typography to draw people in to read and understand the writing of the poster, there is some nice simplistic illustrations growing off the type showing the difference between the problem and the solution.

 This illustration is interesting as it draws on the familiar icon and creates the idea that this may happen if we don't make a change. It is a nice way to present a poster with a photograph and nice illustration over the top. The background textures is another layer in the composition which makes the poster have more impact.

A very interesting style which I could use a similar technique for my ideas, the composition is very balanced and has interesting thoughts of rich vs. poor, which could be the same dynamic I could use for my composition with the idea of now on top and below being what is left for the future.

This is an interesting food for thought, you plug things in and then don't think where you're actually plugging into and what is actually being caused by electricity use and how your small actions contribute to a larger picture.

 "He loves me, he loves me not?" I though as soon as I saw this image... It is thought provoking and I like how it relates to something as a child you would be able to relate to.

This is another illustration which I could use the style of and adapt to fit better to my theme and idea, I like how it shows over time and develops through the steps of animals etc.

 This is an interesting poster showing how we are treating the environment and how as a consequence of this animals are indeed suffering, and becoming extinct.

Food for thought.. Racial in-equalities. Concentrating on what is the same and what isn't different..