Teaching Talia

X-DIS LECTURE 2

Jona Piehl

Land Design Studio

Stories told in a spacial context

Studied: Creative Practice for Narrative environments

Content lead- just finding the right way to tell the particular story.

The different situation of a project will provide you with a different entry point.
Visuals, materials, Era you’re replicating, media relating to it etc.

Use illustrations and time lines. Codas to make the exhibits make sense.

CONTEXT

Work closely with the curator.

similar outcomes for all projects.
With graphics you’re aiming for:
accessible
legible
content is clear
Open for everybody
Clear. Main aim is to get the story across.

Graphics can serve as an additional layer of information
Graphics can be the storyteller, the atmosphere maker, decoration…

Use the topic as a catalyst for the graphics. It has to be specific to the work you’re exhibiting, but at the same time a broad enough concept that it can be made into 500 different pieces.
Graphics should help tell the story, not take away from it.
Graphics can also be representative of the timeline.

Concept- present idea. Share how you can extract elements from the one idea to create a large number of graphic items.
Explore that concept. Concept has to be solid enough for 500 pieces of graphics and none of them be boring. In the same way, set up certain rules and generic things so that you don’t have to come up with a brand new idea for every piece.
Set up idea and then set up systems from it. You should be so familiar with the systems that if another piece is asked for, you will know how it should look.

Visual language can extend all boundaries. Pictograms.

Concept is a sketch. You want the discussions about it to be centred around the idea and concept, not on the technicalities of the exhibit.
You want to trigger inspiration and the WHOLE visual concept.

Next stage is testing if things work from the concept you’ve suggested.

Then you’ll get real images and text and you amend and tweak and always stay in constant communication with the project organisers and curator.
Interative Process
Everybody is part of the process.

Start with your passion.
Learn, learn, learn.
Thinking outside the box.
Identify a gap and fill it creatively.
Themed.
Creative marketing- finding a point of difference and a point of interest.
“We have a healthy disregard for the way things work”
‘different types of designers’
Digital design- bridge between designing something beautiful and the sign post telling you where it is.
Passion to tell stories and be creative

Being specialised on how that story is told- this will effect the message.
It colours the importance, order, and the viewer’s reaction.
You can use that in your design when you x disciplines. The variation in disciplines can add to the experience.

The web doesn’t work well in isolation. No one nowadays gets info in isolation. They IM while they watch TV etc.
People today do things in a multi-discipline way, and expect messages, branding etc to join up with all the other areas about the product.
This is the basis.

All the areas on your product need to emulate each other.
Your point of difference is your ‘extra-curricular’ activities. They are the things that make you different and give your personal edge.
What normally isn’t taught- collaboration. People are generally competitive, but in reality we rarely do projects on our own. Who has ALL the skill sets they need, and is an expert in all of them?
People need to have the language to speak to people from other disciplines and understand how they can link together, so that they can work as a cohesive team.
Use to do things singularly- one thing, then the next thing, then the next etc.
It’s a necessity to now do things quickly and work easily with other people who have the skills we need to finish a project.
Everyone needs to a multifaceted designer, continually learning new skills and understanding how different processes work.
At the core- I’m a story teller. It’s about communication.
Getting people to work together is an art. Sometimes the most interesting people are the quitest.
Being a good communicator doesn’t necessarily make you a good designer, and vice-versa.
The skills aren’t normally in the same package. That’s why you need a group of different people, who don’t have the same skill set.
When you see a new, X-dis project you have the ‘awe’ you had a child, and you’re generous with your praise. If you see something that you know you could do yourself, then you will either see it as something better then what you could do, or worse.
You need good-will and good spirit to work together properly as a team. Everyone needs to work together.

Increase in offline creative skills becoming content for online creative skills.
Community online. “Community is Kinger”.
99% of the online awesomeness is ‘found’ work- collections of things people have found on the web. Only 1% is created work.
The difference between collation and creation has never been this big.
Ex: Buying a new font vs. making a new font.
Ex: Buying new packaging vs. making new packaging.
Things you have DONE.
Creativity OUTSIDE design studios is at the top.

I’ve been watching through Simon’s lecture and keep getting new bits of information each time! It’s interesting how I heard things I agree with first, before other things I hadn’t considered before. For example, one of the main messages I got from the lecture was to learn, learn, learn! Simon himself did a lot of formal learning, but is also continually learning from the people he’s collaborated with.
Learning is one of my passions, so that’s something that really struck a cord with me, and that I’ve taken from the lecture.

One of the things Simon mentions over and over again is about telling stories, so I hope that I too can tell stories with the projects in this course. Kate, it so interesting what you said about achieving goals rather then going with what you know.

Kate Dooley – Postgrad Student – Mon 7 Mar 2011 – 14:05 EST

This suggests that as long as you’re open-minded and ready to learn, picking disciplines to work with should be more about achieving goals than ensuring that you go with what you know.

At first when I read your comment I was confused, because I understood what he was saying to be the exact opposite, but the more I thought about it, I realised where you were coming from, and agree.

When I’d first listened to the lecture I’d understood that starting from your passions/knowledge area was the best way to proceed. But you’re right- once you come up with an end goal/project what you know shouldn’t influence that. Just get in people who DO know about that area!!

Rachel Newman – Postgrad Student – Sun 6 Mar 2011 – 18:41 EST

He spoke about a diversity in the collaborative team to ensure the creation of something “new”. I think this is a valid point that struck me. The label ‘Social Suicide’ shows such bravery in design, by taking inspiration from unconventional places and creating something no one has been brave enough to do before in the commercial environment. Taking risks.

Rachel, this was a big thing that i took away from the lecture as well- diversity I think is really critical. I know this to be true even from other interactions I’ve had. If my husband and I are both working on websites together, then it just ends in conflict, because we both know what we’re doing, but our levels of skills clash.
If we’re working together on something cros-disciplinary, like a clock we made together, then we both just use our individual skills, and appreciate what the other person contributes!!

Briefly discuss how the video might inform or influence your thinking on which two creative disciplines you want to work with during this Core course.

The lecture has made me thinking about who I know with skills I don’t have, and how I can call on them to work with my on a project, or at least learn from them. It has also prompted me to look at the creative areas I’m already interested in as one of the disciplines. I got the impression from Simon’s lecture that passion and interests played a big part in successful projects, and can add a point of difference.

Does the video raise questions about the relationships between disciplines you may be considering?

I think it has just made me realise that the two disciplines need to work together, but have a unique perspective. I don’t think there are limits to what you can choose, in fact, I think creativity is really important in choosing disciplines. Therefore, I think you can choose more ‘common’ disciplines and have a really creative project. It’s about what you do with the disciplines, not so much the disciplines themselves.

Reflect on which two disciplines you would like to work with during the course.

Based on Simon’s lecture I am starting by looking at my passions, and areas of interest.
Patchwork, sewing, quilting, fabric, colour, installations…

I’ve also looked for disciplines people I know are skilled at (that I have some sort of understanding of already) so that I can learn from them. These include: Technology, electronics, music (various instruments + singing), creative writing…

That being said, I think the two disciplines I would like to work with are electronics and quilting/textiles. They’re fairly diverse, so it should be exciting to see what comes of it!

Well,

Here I am at the first day of Uni 2011. Ready to continue on from where I left off in my Masters.

 

Wish me luck!

Monday was my first day relief teaching! I was amazed at 1) How rusty I am, but also 2) How easily things flowed and how I did ‘teacher things’ without thinking!

Sometimes it is so interesting how God makes life work out. This first day of relief teaching was for my friend, Rachel’s class. She was sick (*sad face*), but had left me a heap of things for them to do. It was great because I texted/twittered her questions through the day. The perfect ease-in to full time teaching.

The things that I keep thinking of is how natural it felt to be solely responsible for the class. I gave the teacher-aide instructions, directed the kids, etc. etc. Overall it was a really positive experience. I hope Rachel is happy with the work we did, and the her schools asks me back the next time someone is sick!

Reflections of the day. Year One:

 

Behaviour Management:

I used the ‘clapping’ technique a fair bit to get their attention. This worked super well first thing in the morning, because every child knows it, and responds almost without thinking.

I tried to use positive reinforcement. It worked a fair bit, but when they were restless it wasn’t so effective.

The kids seemed to respond REALLY well as soon as we did something the same way their teacher does it. For example: They explained that when they have sheets to hand out someone stands at the front and hands it to kids who are sitting up nicely. Well, I wish I knew this trick at the beginning of the day, because they all just popped up out of their slouches and smiled brilliantly at the student I’d picked to hand things out!! It was amazing!

Note to self: Next time spend a few minutes before each activity asking, “How does Mrs W get you to hand out sheets?” etc.

I used the teacher’s stickers and prizes system that was already in place (the children explained it to me, as had the teacher in their notes for the day).

Context:

Half way through the day I realised that I was giving too many instructions at once. I guess I wasn’t thinking about how young they are. In the last session, when we were doing an activity I explained the activity, then gave them one instruction. This seemed to work well. They responded well to be very strict instructions, which was interesting, and makes sense. They’re still learning how to actually BE  student, and how to manage their learning, so giving them specific instructions for learning is important.

 

 

On twitter we were having a discussion about the colours of clinkers, a much loved lollie/chocolate.

Carly linked to the Cadbury site which sited 102, 123 and 133 as the colours used.

To find out what the colours were exactly I did a bit of digging and found this site which gave me this information about the colours used:

Colour 102
Tartrazine
A real Long list. In summary, causes Asthma, concentration & learning  difficulties, depression, swelling of lip and tongue, insomnia, not reccomended for children and carinogenic

Colour 123
Amaranth
Hyperactivity, hives, asthma, rhinitis, carcinogenic, may affect reproduction, liver, kidney.

Colour 133
Brilliant Blue
Not Recommended for children. Causes  Asthma, Hive, Hay Fever, allergic reactions. Carcinogenic.

So yeah, never eating clinkers again…

clinkers

accuracy
apply past knowledge to new situations
communicating with clarity and precision
creating, imainging and innovating
Thinking Flexibly
Finding Humour
Managing Impulsivity
Thinking Interdependently
Listening with Understanding and Empathy
Remaining open to continuous learning
Persisting
Questioning and posing problems
Taking responsibly risks
Gathering knowledge through all the senses
Thinking about thinking
Responding with wonderment and awe

Talia

Just finished my Graduate Certificate in Cross Disciplinary Art and Design with UNSW.

Love.

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