Lecture 11 - Homework - Final development

Colour Scheme - Poster 2 - Refinement:

Now after seeing my poster like this I believe the red colour I did try with my poster is actually more successful and I believe it stands out more as a poster design. 

The red is slightly harder to read, but I believe the poster really has much more impact as it is brighter. The key words in red also show the importance of this message and the main words link to the call to action of the hashtag. 

FINAL POSTERS:

These two posters I am happy with, they both go cohesively with one another saying the same idea, but have different visual styles. They both express the idea of New Zealand's education system giving people an equal opportunity at getting a good education and learning to read compared to the rest of the world.

The left poster is predominantly photographic with the use of overlays and illustrative eyes to add texture and depth to the design, eyes are commonly seen as a representation of literacy, but in the way I have manipulated them I believe they look more to be the way you read and how you use your eyes to see and learn and your eyes are the things which make direct contact with the pages. 

My second poster uses threshold techniques to turn images into something similar to drawings, with the use of the children in school uniforms which appear to be hand drawn enforcing the idea of learning and drawing being a convention of literacy. The use of happy children relates to Pathos as you react and feel as though these children from different backgrounds have equal opportunities at a good education in New Zealand. 

These posters have developed far and I believe now I am happy with the final products I will take them to the printers.

Print ready - 

Lecture 9 - Week 5 - Interim Critique 2

Critique - 

This class critique is very mixed ideas, they are very contradictory and I am feeling more confused than I felt going into this critique.

Critique by class feedback:

The eye poster is un-clear about the topic, you can't tell until you read the smaller body text. 

Imagery is not clear and the posters are advertising more something similar to diversity, need to make the poster imagery more specific to education.

The eye poster is visually engaging as it draws in the eyes. 

The kids aren't in scale and don't really pull you in enough.

The kids poster is too complicated you don't understand without body text. 

Look at your alignments.

Too many font sizes.

ALSL CAPS.

Personal Crit:

Going through other class's works I think that they have really amazing colour schemes with strong type. From their type I have come to the idea that I now need to try some different compositions and really refine my type stronger. The use of CAPITALS is also a technique other posters have which would make my poster more engaging. 

The type and colours in this stream are really bold and successful.

For next Monday - 

I need to have my poster down packed, all the type and ideas need to be really well visually refined. 

You have to mount your poster on card with the rationale on the back, need to contact printing companies and find turn-around time for an A2 poster. 

Also try photoshopping poster onto wall - on stream, giving some context to the poster and seeing if it will stand out against other presidents. 

Developing ideas post - critique: 

This poster is a development from my previous critique, I think it makes a lot more sense than 'hello' and works much more successfully. The use of the pencil also gives a further link to the idea surrounding literacy, writing etc.

I went and got a critique from Matt on this, he thinks the composition is nice but the eyes are nearly boring and too simplistic as you loose their impact as you just read the green colour. This is something I can develop further as well.

With my second poster which I am yet to develop Matt thinks I need to really refine and make sure my threshold on each of my characters works well. Also work on the scale and the composition of the children. Also change up the colour and develop this further.

For class on Thursday:

- These two ideas should really be refined in their final stages. They need to clearly represent my topic and bang through the ideas.
- Maybe it will be helpful even to go back and look at more research.
- Also here I am at the point I need to go back through the design brief and check I am fulfilling the requirements and have executed all the learning outcomes.

Lecture 6 - Week 3

Short lecture - type/image relationship - Inspiration vs. plagiarism.

Top works get published on the streets! 

Provoke - What is the relationship between the imagery and the text. Text re-inforces image but provokes a thought. 

Elaborate - The type and image works together to tell something together. 

Reinforce - The type re-inforces the image. With a call to action - do this.

Contradict - The image says the oppose type says we need to stop this. 

Elaborate/Provoke - Brutal/Gruuesume. The type sinks it back down to the image. 

Contradict/provoke - Take the opportunity and reach for the stairs. 

You need a heading, call to action and a tagline. Backing with a statistic. body copy. 

Inspiration vs. plagiarism -

 Bring ideas together into a new idea, take three things you like and then use parts of each to create a composition together. 

Blogs - 

Direct marking criteria. Synthesis - the entire process. It isa bout your processing and what you’re doing. 

Tutorial - 

Settle on a design idea and use this to tease out two designs from, you need to be moving forward and thinking about your key words and imagery then develop and refine this.

You have a concept/concept idea then show how you will show this. 

You have a lot of time to create this poster and make it look nice and well resolved. 

After this I am now thinking I would really like some statistical facts to incorporate into my poster. 

Further research - Facts to incorporate:

95% of children go to an ECE service - This is not compulsory 

free between the ages of 5 and 19 at state schools

Schooling is compulsory from age 6 to 16. Your child can start school on the day they turn 5 years old (they do not have to wait until the start of a new school year). Most children stay at school until they are around 17.

http://www.radionz.co.nz/news/national/310025/middle-class-holidaymakers-add-to-school-truancy-rates

Overall, 69.4 percent of children attended school regularly in term two last year, up slightly from 68.7 in 2014. - This is people who attend school over 90% of the time. 

Overall 77% of New Zealand students achieved NCEA level 2 or above in 2014, compared with 68% in 2009.

63% in the most disadvantaged areas still did. 

13% of students leave high-school with no qualifications. 87% of students leave high-school with some form of qualification. 

I am looking at child poverty stats in New Zealand and although there is always going to never be full equality, to have 87% of students leaving school with a qualification, and everyone must be enrolled in schooling this is a pretty good statistic. 

According to UNESCO, 61 million primary school-age children were not enrolled in school in 2010. Of these children, 47% were never expected to enter school, 26% attended school but left, and the remaining 27% are expected to attend school in the future.

The African continent, however, has areas with less than 50% literacy among children ages 18 and under. Where as New Zealand has between 90-100%.

Everyone has a right to education, just not everyone gets to take up that right all over the world. In New Zealand its a right and its compulsory. All children in New Zealand MUST attend schooling. 

Statements to use/incorporate in my posters - Looking at heading, tagline and call to action.

These facts are really interesting and will help me to come up with some new ideas, I think I need to be focusing more around factual information. 

Further concept - idea branching from statement I thought of - 

Looking at facts and headlines which I could use. I have decided I need to focus on finding a clear argument to use and then really go in-depth with this argument before starting to visually refine my ideas. 

I liked one of the headlines I thought of so did a quick mockup of this - 

This is a really quick mockup idea being of a child from a homeless background still having the equal access to an education with schooling as he gets onto a school bus. This idea is something that I think is quite interesting as it shows that all children in New Zealand have the same ways to get into education. If I were to continue this idea I could use the idea of the school bus to relate the two posters and have one concept from a poor view and one from a rich view and express the ideas that whatever background you can still have the same rights to the one school and education. 

In class critique - 

Discussion - notes:

My discussion/critique with Jacquie:

We talked about my topic and my concept ideas, from these Jacquie said I need to really figure out where I stand and my position as my posters put more of a questioning on this topic.

My position: 

In New Zealand we all have equal access to state funded education. 

All children residing in New Zealand have to go to school, and have access to state education. 

The best way to say this:

A statement - globally focused

A counter statement - New Zealand focused

With an action/message/celebratory statement

For example:

47% of the worlds children are never expected to enter school. 

100% of New Zealand's children are. 

Let's celebrate our privileges globally. 

What I am saying I must use logos and ethos predominantly. My topic is commonly argued so therefore I need to have strong factual information that convince and endorse what we have, so readers see my posters and think, yes we do. 

You can quote sources on your posters, so really source the information I find. 

New Zealand is an equal society - everyone has the same access to the same stuff. This is a logical argument that needs to be told through comparisons. 

Target audience:

People in their early 20's going onto raising children, to make them aware New Zealand is a good place for people to raise children. 

I should keep my work race and gender neutral. 

To do from here:

- Go back to the statements, these concepts have helped me to come up with some ideas but now I am needing to go back and really refine the statements, information and wording on the posters. 

- Create 10 comparative statements - fact, counter fact and message/action + organisation. 

- Create 10 developments from these new 10 statements

Lecture 5 - Homework - Researching more presidents

Going back and researching topic/topics further -

Education: 

After class on Monday some people brought up to me that school is not actually free and that people do not get education equality.

In research it is true that people must pay donations, but if they do not have the money to pay for them they are entitled to apply for financial support through this to ensure their children still have a chance at the same education every other student is receiving - 

School fees

It’s free to go to a state school — but the school can ask for donations towards their running costs.

State-integrated schools can charge fees called ‘attendance dues’ for building costs or building maintenance.

Schools can also ask you to help with the cost of:

• school trips
• take home items
• events
• other activities not covered in the standard curriculum. 

You need to agree to pay these charges. If you’re asked for a donation or fee from a state school and can't pay it, contact the school principal — you might be entitled to financial support.

You'll also need to provide exercise books, pens and pencils for your child to use at school.

Print

Ensuring a good education for all is part of the Kiwi concept of 'giving everyone a fair go'. New Zealand is comfortably in the world’s top 20 nations for the quality of our schools according to the OECD in 2015. All eight of our universities are ranked in the top 500 QS World University Rankings 2015/16. 

Most children here - 95% of them - get some form of ECE, usually for 20-22 hours a week. For three and four year olds, the first 20 hours are fully funded by the government.

ALL CHILDREN - NO MATTER WHAT THEIR VISA SITUATION.

State schools are the choice for the vast majority of New Zealand children (85%). Schooling is free at these schools, although parents are asked for a contribution to help cover costs of activities that are outside of the core curriculum. Typically this will be around NZ$250- $650. There will also be other charges for sports, school trips, special tuition, exam fees, and other course related costs. - 

Extra costs occur when children do things outside the typical curriculum - these fees are for this, but the base education is free for all children in New Zealand.

From age six to 16, schooling is compulsory.

In-equality article saying that education is not actually free in New Zealand:

http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11390477

In recent years, the Government had increased operational grant funding rates in line with, or slightly above, general inflation, to help schools cover any cost increases, said Katrina Casey, the ministry's head of sector enablement and support.

Over the next four years, school operating grants in New Zealand would increase by $85.3 million, bringing the total amount spent on school operational grants to $1.23 billion during 2014.

Last night, Education Minister Hekia Parata emphasised that all students between the ages of five and 19 were entitled to a free education, and parents could not be forced to pay donations. However, boards could ask for donations for extra activities or projects.

Education is free - people cannot be forced to pay donations. 

Some interesting articles sent through by Matt -

http://www.stuff.co.nz/national/76475500/Exodus-to-New-Zealand-Kiwis-fleeing-back-home-joined-by-Australians

Their ideas surrounding how New Zealand really isn't a bad place and we are a really good country where everyone can really make something of themselves no matter where they come from. 

Previously, the high wages and mining boom of Australia were drawcards but then economic fortunes changed and tensions increased over entitlements offered to New Zealanders.

Most New Zealanders moving to Australia must apply for a Special Category Visa, which denies them the benefits of permanent residency. 

There are more people moving back into New Zealand than those leaving for Australia. 

http://www.stuff.co.nz/business/76785336/Streuth-Aussie-professionals-moving-to-New-Zealand-in-droves

Where the bloody hell are you? Well it turns out one in three Australians are considering ditching their motherland to set up home among their Trans-Tasman rivals. 

Australian families and high earners are among those most willing to consider crossing the ditch for the right opportunity, a survey by recruitment company CareerOne found.

New Zealand has career opportunities, the strong economy, cheaper living and a better lifestyle in New Zealand.

The lure of a good job opportunity and the Kiwi lifestyle attracted her across the Tasman, she said.

The top five reasons Australians move to New Zealand

- Improved lifestyle: It can be a rat-race in Auckland at times, but nothing like Australia's big cities. Most Kiwis still have time to smile. 

- Strong economy: Australia's economy has taken a hit from falling resource prices while New Zealand's remains strong. New Zealand businesses are outperforming their Aussie counterparts in some areas. 

- Political stability: Love him or hate him, at least New Zealand can keep up with who the current Prime Minister is. A revolving door of Australian leaders makes it hard to follow. New Zealand's progressive policies are also attractive. Gay marriage is legal here, while the Australian Government has buried its head in the sand over the issue.

- Attractive place to live: Skifields, beaches, mountains and bush. Take your pick. You'll find most are within driving distance.

- Cost of living. You think Auckland house prices are high? Try living in Sydney where the median house price is AUD $800,000 (NZD $850,000).

New Zealand really isn't a bad place, we have a great economy, a stable affordable housing and a great friendly vibe welcoming to many different cultures throughout the world. 

Good key points:

Artist Model Presidents - 

Looking specifically at symbolisms and illustrative ideas around broader topics which I could take specific parts of and incorporate into my designs.

This poster is a positive one, promoting equality with the simplistic use of the old style pen with the new technology showing the difference between then and now and that still children can access even now, no matter where they are from a great education. The wehi you respond to this is the information and simplistic use of it makes you think about this idea.

I like the visual balance and the simple colour scheme with the nice layout of the type at the top.

This poster I like the use of the typography to create a shape and an idea. I could use this technique also in some of my concepts and see how this works in my ideas.

Using a fairy-tale type idea? Playing on children and their innocent ideas to express the ideas through a simple relatable form. These posters use really good simple layouts with clear negative space, and simplistic illustrations.

Learning - symbolism of what learning means and what learning is.

Another pro-education. This expresses how important it is with the use of a visual pun. Although something like this is expressed to target more of a broad audience, this poster has food for thought which I think is really interesting and an interesting way to look at things.

Looking specifically at the simplistic composition with the use of a pencil to represent education.

Cute illustration ideas - different ways to present my work/create it.

I like the simplistic layout of this poster with the many symbols and ideas and showing all the different ideas of home. Maybe I could use something similar to this and draw up many different types of children or something similar and say educated. With the idea that every child in New Zealand is and will be educated no matter the circumstances they have to attend schooling aged between 6 and 16.

Further plays of children's fairy tales.

This is a negative look on education but it is something that I could turn around and look at a way to use a similar technique to this for my work.

Conquering - becoming educated.

A cute child type illustration technique.

I really like the layout in this poster with the clear typography and the bold tree standing tall.

Posters in "Real life":

Looking around Wellington as I walk examining posters, their positioning and their type and layouts making legibility, and successfully drawing in the eyes. 

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.