Timeframe

The timeframe for this Assessment Activity will be affected by the teaching and learning programme. You should give guidance and check progress on:

• gathering visual material
• researching established practice
• developing concepts and imagery
• planning, developing, and producing a zine.

The final artwork should be completed in approximately 20 hours of class time, but this timeframe can be adjusted for the learning needs of your students.

Your students will need to submit a resolved zine, with supporting evidence showing research and development.

The teaching and learning programme will need to include time for students to explore ideas and generate their skills with established processes, materials, and techniques associated with zines.

Teaching and learning programme

Note: The emphasis of the assessment is to use key conventions of established practice to produce a significant resolved artwork.

This Assessment Activity could be taught concurrently with other Visual Arts Achievement Standards. Note that the resolved artwork for this Achievement Standard cannot be used as evidence for Achievement Standard 91915.

This Assessment Activity allows the student to engage in learning that connects to local contexts, and to demonstrate an understanding of connections that can exist between people, places, and objects. Students should investigate established practice from traditional, contemporary, and emerging Aotearoa New Zealand and international photography and design artwork. They should use this to produce a zine informed by appropriate photographic, design, and zine conventions.

Established art conventions

Teachers should:

• provide examples that show how works are created in relation to specific sites, places, or concepts. Examples should also include techniques for combining text and image to help students with their proposal.
• facilitate students to use Visual Art processes, materials, and techniques to develop their imagery and text and clarify their ideas
• facilitate students to identify and analyse key conventions of the appropriate established practice and how these can be used to add meaning
• support students to share ideas and support iterative decision-making.
• Before engaging students with the Assessment Activity, you will need to explore the following:
• Digital editing — you will need to conduct a tutorial focusing on type tools and use of layers in digital editing software.
• Māori kupu — discuss with your students the ideas or message that their whakataukī/whakatauākī or kupu Māori convey, and how they could visually portray this through purposeful selection of text and imagery. Refer to the Glossary and Teacher Guidance attachment.
• Zine folding — provide students with instructions on how to fold a zine. Diagrams are available online.

Site selection

The ‘Before you start’ section of the Assessment Activity outlines the steps your students could follow during the teaching and learning programme. You can adjust these steps to suit your programme and the needs of your class.

As part of this section, students will need to select a site that they can visit to record imagery, photograph or film, and collect objects. If you organise a class fieldtrip to a site, you will need to follow your school’s guidelines with appropriate permissions and safety measures.

To develop good practice around cultural safety, teachers should ensure that students have full understanding of the relevant tikanga and cultural milieu by accessing appropriate expertise.

Teachers should also help students develop good practice around referencing and attribution of third-party content images included in their work, and guide students on how to conduct themselves visiting public spaces.

Helpful resources

Established practice from an Aotearoa context include: 

• Joseph Churchward
• Klim Type Foundary
• Colin McCahon
• Michael Mulipola
• Johnson Witehira.

Established practice from an international context include:

• Neville Brody
• David Carson
• Adam Frutiger
• Bauhaus
• Swiss typography.

New Zealand Zine artists:

• Wellington Zine Fest
• Isobel Joy Te Aho-White
• Louie Zalk-Neale
• Inside OUT KŌARO
• Darcy Woods Art.

Books:

• Biel, Jo (2017, January, 1). Make A Zine! (3rd Edition): Start Your Own Underground Publishing Revolution.
• Biel, Jo (2003, January, 16). Stolen Sharpie Revolution: A DIY Resource for Zines Book.
• Victionary (2018, December, 3). Flora & fauna: Design Inspired by Nature.
• Watson, Esther (2008, January, 1). Whatcha Mean, What's a Zine?: The Art of Making Zines and Mini-comics.