Visual Arts

All the sections listed below must work, as a starting point, from the concept of "the natural world" and the interface of people places and the environment they are living, working or relaxing in. We would like to encourage more entries in this category and have set aside a special award prize for 2004. Students may like to consider designing a drawing, painting, print, photography or sculpture which could be displayed inside or outside the Conservation Department Building that reflects the goals or activities of such a centre.

DRAWING AND PAINTING

This may include drawing in any medium or combination of media - charcoal, conte, pastel (chalk or oil), pencil, graphite, coloured pencil, aquarelle pencil on paper or on any other surface appropriate to the artist’s ideas. Painting may be in oil or acrylic on paper, card, canvas or any prepared surface appropriate to the ideas conveyed.

PRINT MAKING

Can include printed images in mono print, lithography, etching, dry point, screenprint or photo-silk screen printing, solar plate etching or any combination of the above media. Images/designs can be printed on various printmaking papers or any other surface including fabric, fibre and/or woven surface/s suitable and appropriate to the concept of the work.

SCULPTURE/ THREE-DIMENSIONAL STUDIES

Any three-dimension work in material suited to the artist’s concepts. This could involve a sculpture that reflects the environment of the Arthur’s Pass region.

PHOTOGRAPHY

May include photographs in black and white, photograms, colour photographs, photographic collage work or combinations of the above.

JUNIOR

Year 9, 10 and 11 students may choose from any of the above sections.

CATEGORY CRITERIA

Comply with all Conditions of Entry and Presentation Criteria.

Each student entering this category must write an aim for the work submitted. Your aim may come to you at the start of the project or it may evolve as the work progresses. You may find it sufficient to begin with a simple concept of drawing from the natural world or you may have a clearly defined and complex concept early in the project. Either way is an acceptable work practice. The aim should be clearly displayed in the presentation of your work.

Submissions must document all five aspects of the art making process. These are:

* aim
* research
* development of ideas through to the finished work
* finished work (clearly identified)
* analysis of finished work

Do not send photomechanical copies of drawings and paintings. Your originals will be returned in time for inclusion in your end of year portfolios.

JUDGING CRITERIA

Judges will be specialists in all the disciplines covered. They will assess the student’s ability to:

* develop an aim for the project which clearly outlines the intention of the art work.
* develop a body of research work from a broad range of source material relevant to the project’s stated aim and to collate and order that material.
* select from sourced material ideas which may be developed in answer to the aims of the project.
* extend a selected idea through a series of works in order to develop the work technically, stylistically and conceptually.
* reflect critically on their work and the project in order to learn from experience, identify weaknesses and build on success for the future.

Three-dimensional work will need to be submitted as a series of photographs to give maximum visual information for judging purposes. Student’s finished original work in the sculpture section should not be sent to Christchurch unless it is specifically requested following judging.

Curriculum areas: Photography, Fibre Arts, Painting, Drawing, Sculpture/Three-Dimensional Studies and Printmaking.

THE DESIGN BRIEF

This is a most important part of the design process. Briefs have been provided for each section. Each student must consider this and expand on it if necessary as a result of analysis. Students should tailor the brief so that they can work within their capabilities, yet allow a creative and innovative response. It is better to do a simple brief superbly rather than a difficult one badly.

The design brief should be the first thing the judges see in the design submission.

The Problem

The design brief should begin with a clear statement of the design request, challenge or problem that is to be solved.

The Solution

How will you know your design is satisfactory? If you can’t measure it, how will you know you have reached a satisfactory solution? Do not put your solution here, but describe the characteristics a successful outcome or solution will have.

It should also cover the following areas:

* a description of the situation.
* identification of any constraints that may exist (such as cost, size etc).
* what materials, components or processes may be suitable to be used.
* who the end users are.
* what functionality will be satisfactory to them.
* what the intended frequency of use is.

JUDGING CRITERIA

The judges, each of whom will be recognised designers or tutors in each of the categories, will be looking for a clear understanding and focus on the request or problem that is required to be solved. There should be consistency of development throughout the process, arriving at a solution that is appropriate to the situation or user requirements.

Design is not necessarily about being zany or off the wall (although at times such qualities may be appropriate) but about following a process that arrives at a solution that meets the brief.

The entry should demonstrate that the student has clearly identified the objectives of the project, understood the requirements, considered a variety of solutions, developed some of these in more detail and then selected the most appropriate one for development into the final solution.

Please note your submission will be judged against all the following criteria. If you miss one of the criteria you may damage your chances of being a winner. Make sure you cover every criteria.

Design Brief

Identification of:
* the desire, request or problem/s to be solved.
* the requirements for a successful solution.
* any constraints that exist (such as cost, size etc).

Research

Evidence of appropriate research into:
* the problem.
* the user requirements, ergonomics etc.
* the manufacturing processes, materials, costs etc.

Analysis

Thoughts and findings of what direction may be taken to meet the brief.
* analysis of the request/problem and what is required to solve it.
* analysis of the end user requirements.
* identification of possible solution options to explore.

Design Development

It is here that creativity and innovation are first visualised.
* Drawings and or sketches showing development and experimentation of possible ideas for several suitable options or part options, leading to the identification of the final proposal.
* Materials and processes should be considered.

The Solution

The solution should be relevant to the brief
* appropriateness/suitability - has the end user been understood?
- is it suitable for the end user?
* creativity/originality - is this a new approach to the problem or the execution of an existing idea/approach but showing further development?

Presentation

How well is the process and end result being communicated?
* drawing - sketching, rendering, technical drawing, over or under working, pen or marker work
* general layout - cleanliness, tidiness, spelling, detail, typefaces, colour, mounting.