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From Sharon Stafford - Loyola College. Hello from Sharon.
iDeas -10 Visual Arts – Zines – Little Magazines
Introduction
In Zines, students discuss, investigate and evaluate popular print and online media and publish their own work. Building on their interests, students develop skills in researching, gathering information, and writing and presenting different kinds of texts and images through the publishing process.
Students use information and communications technology, including the Internet, for researching and for publishing their own work online or in ‘hard copy’ publications.
1 - What are you trying to change?
I am trying to change the influence of newspapers, magazines and other pieces of print media on the absorbing student mind into a more informed, evaluative, critical and self-reflective process. I am also hoping to empower the “voice” of the individual student by the publication of original photos, drawings and writings in the form of a zine.
2 – How do you plan to achieve it?
We will start by examining the pieces of print media that students currently look at and read. We will share these between Australia and Indonesia and look for similarities and differences. The notion of “target audience” will be discussed and analysis of how the piece has been created to appeal to the “target audience”. The ethical honesty of the piece will be evaluated. This discussion should be expanded into pieces of print media commonly in circulation in the different countries and in the world at large.
In pairs or groups students explore possible themes for the class to discuss as a whole. This could include historical, environmental, political, social and cultural topics.
Teachers and students will negotiate the scope and duration of the publishing project and set ways of recording evidence of planning and designing the zine. A deep understanding of the chosen theme will depend on research and appropriate acknowledgement of resources used. A publishing deadline with negotiation and delegation of tasks will need to be detailed.
Exchange of zines between students, classes and countries could be interesting and each student should reflect on his/her personal self-learning.
3 – What will students gain?
Work collaboratively, negotiate roles and delegate tasks
Allocate appropriate time and identify and utilize appropriate resources
Effectively use a range of traditional and contemporary media, equipment and technologies.
Identify multiple purposes for which text is created
Proofread and edit their own writing for accuracy, consistency and clarity
Appraise different strategies for organizing and managing resources involved in problem solving and creating information products.
Discriminate in the way they use a variety of sources.
4 – What value will you add to system knowledge?
This unit provides opportunities for students to demonstrate achievement against the VELS standards in Interpersonal Development, Personal Learning, English, the Arts, Information and Communications Technology and Thinking Processes. The focus of assessment will depend on whether this unit is taught as an Arts unit, a language unit or a combination of both.

June 5, 2012
Just sharing what the students did for their project: X2 iDeas Wiki and X3 iDeas Wiki.
- Josephine
30 November - SMA Santa Laurensia Unit Plan (proposed)
{SMA Santa Laurensia - project outline.pdf}

12th April 2012
Rubric for Arts Project
No
CATEGORY
1
2
3
Whoops!
Hmm…
Cool…!!!
Research, Planning and Written Work
1
Resources / History / Evidences
Collects and presents minimal evidence that is not always relevant or accurate. Uses fewer than three book sources. Missing scholarly article. Little evidence presented.
Collects and presents evidence that is not always specific, relevant or accurate. Little use of at least three varied book sources, electronic sources, and one scholarly article.
Collects and presents specific, relevant, and accurate evidence. Relies on leading historians in the field. Use of key primary documents. Very effective use of at least three varied book sources, other sources, one scholarly article, and at least one primary source.
2
Grammar / Spelling / Presentation
Any of the following
Grammar mistakes;
Spelling mistakes;
Typos;
Inconsistency in fonts, spacing, or organization of information.
No grammar mistakes;
No spelling mistakes; No typos; Consistency in fonts, spacing and organization.
No grammar mistakes; No spelling mistakes; Consistency in fonts, spacing and organization; Visual cues; Easy to read and comprehend.
3
Structure
Writing is unclear and disorganized. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response.
Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
4
Graphic Pictures
Graphics do not go with the accompanying text or appear to be randomly chosen.
Graphics go well with the text, but there are too few, distracted and seems “text-heavy”.
Graphics go well with the text and there is a good mix of text and graphics.
5
Depth of Reflection
Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
Final Artwork
6
Design Basics
The use of proximity, alignment repetition and contrast are not all evident or thoughtfully applied.
The use of proximity, alignment repetition and contrast are somewhat visible and acceptable.
The use of proximity, alignment repetition and contrast are easily seen and very well done.
7
Elements and Principles
Completed the project, but it shows little evidence of understanding; also no evidence of planning.
Did the assignment adequately, lack of planning and but using space effectively.
Planned carefully, showed awareness of elements and principles of design, chose colour scheme carefully and uses space effectively.
8
Creativity / Originality
Finished the project, but gave no evidence of trying anything unusual.
Thought one idea and carried it out adequately, but lacked originality, substituted “symbols” instead of original thought, also might copied someone else’s work.
Thought many ideas, tried unusual combinations, make connection to previous knowledge, demonstrated outstanding problem solving skills.
9
Alignment (Goals and Objectives)
No alignment between goal and objective; No alignment between objective and assessment; Inconsistency between objective and assessment
Goals and objectives are aligned; Objectives and assessment are aligned; No inconsistencies between objectives and assessment
Goals and objectives are clearly aligned; Objectives and assessment are directly aligned; No inconsistencies between objectives and assessment; More than one objective
10
Craftsmanship / Quality / Skills
Incomplete
and/or
no evidence of craftsmanship
Average art production, use of media and techniques. Overall appearance contains some neatness, limited detail, not quite finished.
Excellent art production, use of media and techniques. Overall appearance is exceptional, neat, detailed, and finished.
11
Communication
Main message of artistic response presented in an unclear or ineffective manner.
Main message of artistic response indicated reasonably and with some authority.
Main message of artistic response indicated clearly and with authority.
12
Use of Materials
Materials and tools used inappropriately and foolishly.
Needed lot of reminding on proper material use.
Use materials appropriately with no reminders.
Team Work and Communication
13
Participation
Tasks are undefined. Few members participate or project completed by one person. There is no follow-up
Tasks are defined informally and most but not all members understand them. Most members contribute. Follow-up is sporadic
Group agrees on a clear definition of all tasks. All members take an active role. Team engages in follow-up activities to monitor progress.
14
Team Member Support
The team atmosphere is competitive and individualistic rather than cooperative and supportive.
There is a general atmosphere of respect for team members but some members may not be heard as much. Acknowledgements are sporadic. Not all members feel comfortable asking questions or for help from other group members.
All team members are treated with respect. All members listen to and acknowledge all ideas presented by other members. All members feel free to ask questions or for help from the other members.
15
Communication Skills
Failed to exchange ideas. Did not use brainstorming. Had difficulty getting a commitment to a common goal. Team had difficulty planning a course of action at all.
Exchanged ideas but with some difficulty. Used brainstorming to a limited degree. Had commitment to a common goal by most members. Team had a small degree of difficulty planning a course of action.
Effectively exchanged ideas. Used brainstorming for creative solutions to issues. Had group buy-in and commitment to a common goal. Effectively planned a course of action.
16
Over side Communication
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every 3 days.
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every 2 days.
Shows evidences (text msg, Facebook, Skype conversation, YM Conversation, email, etc) of communication between Loyola / Santa Laurensia students once every day.
Individual Effort / Perseverance
17
Effort / Perseverance
Completed the project with minimum effort.
Finished the project, but it could have been improved with more effort; know how to do the project but yet chose an easy way and worked carelessly.
The project was continued until it was as complete as I could make it; gave effort far beyond required; and also took pride in going well beyond the requirement.
2nd November 2011 Loyola Art Unit Project
INDAUS Art Unit Plan