Traditional drawing evaluation

Six weeks of progress into my self portrait

  1. Evaluating skills

Although my artwork is still a work in progress, I’m delighted with the significant progress I’ve made throughout this course. I’ve managed to execute shading quite well, effectively highlighting the distinctions between different skin tones and shadows, although there is room for improvement in achieving smoother transitions. One of my main challenges has been capturing prominent facial features, such as the mouth and eyes, without relying on harsh lines that detract from the overall aesthetic. Additionally, I’ve encountered difficulties in shading the lighter areas of my face. Instead of leaving them blank, I attempted to darken them slightly by smudging the pencil, but I’m not entirely satisfied with the outcome.

Considering my historically poor drawing skills and limited artistic abilities, I’m actually quite pleased with my efforts. Previous attempts at self-portraits have been far from satisfactory, making my current work pleasantly surprising. While it may not be a masterpiece, I acknowledge that a more skilled artist could have produced something even better. However, based on my personal standards, I consider it a success and a testament to my progress.

2. Techniques

Throughout this course, I’ve had the opportunity to acquire a plethora of fascinating and invaluable techniques that have significantly elevated and advanced my artwork. I’ve gained a comprehensive understanding of shading techniques, mastering the art of using an eraser to create reflective light effects. Additionally, I’ve honed my skills in capturing various elements, including intricate hair, expressive mouths, and noses, as well as accurately depicting different perspectives and scaling in my drawings.

Among the myriad of techniques learned, the most captivating and beneficial to me has been the exploration of perspective drawings. Although it remains an area in which I face considerable challenges, the lessons and dedicated practice we engaged in proved to be remarkably helpful. As evidenced in my self-portrait, I’ve successfully implemented some of these techniques. Moreover, I’ve skillfully applied the rest of the acquired knowledge throughout numerous drawings completed over the course of this semester.

3. Process

The initial step in creating my self-portrait involved capturing a reference photo. To ensure optimal lighting, we conducted multiple attempts within a well-lit closet in the art room until we achieved a favourable angle. Once obtained, I printed the photo in A3 size and proceeded to mark the back of it with a thick black pencil. Placing the marked photo on top of the paper I would be using, I meticulously traced the outline of my face. This transferred a pencil outline onto the paper, providing a reliable reference for the placement of facial features.

Starting with the shading of my skin, I established the desired darkness for both the highlights and shadows. Progressing further, I focused on each individual facial feature, employing the techniques I had previously learned in class. Although not depicted in the photo above, I have recently commenced work on the challenging task of capturing the intricacies of my hair. This involved creating a darker base layer using a variety of pencil strokes, smudging it slightly with a blending tool, revisiting it with another pencil to refine the strands I had missed, and ultimately incorporating highlights using an electric eraser.

Throughout this intricate process, I confronted numerous choices regarding the level of shading, the order in which to approach different facial features, and where to initiate the work on my face.

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Keys for Life

RAC bstreetsmart excursion:

The RAC bstreetsmart excursion was an event which hosted schools from across the city which aimed to show future drivers the hazardous and dangerous behaviours they have to look out for when they are driving, and teaches them how to avoid them.

To me, the excursion really helped me visualise and identify dangerous driving habits and the lifelong impacts that can occur from them. While I knew what dangerous driving habits were the life re-enactment really helped show how these situations could arise in real life.

Dangerous driving habits:

Driving under the influence of drugs and/or alcohol: After parties sometimes people can drink more then they mean too, or take something they know they shouldn’t. If this situation ever arises make sure you do not get behind the wheel of a car, instead call your family and friends to come pick you up or call an uber of taxi. Drugs and alcohol seriously reduce your reaction time, which drastically increases the risk of a car accident. The RAC crash enactment discussed this detail in accident, and showed us how slow your reaction time can become and the damage it caused.

Mobile phone distractions: Looking at a mobile phone while driving can significantly increase the risk of accidents as it diverts your attention from the road. It takes only a split second of distraction to cause a catastrophic incident. By keeping your eyes off the phone and focused on driving, you prioritize your safety and the safety of others sharing the road with you. To limit the risk of distraction always place your phone in a holder and set your phone to do not disturb before driving. If you need to use a feature on your phone, use voice activation and keep your eyes on the road.

Fatigue driving: Driving while tired can impair your reaction time, judgment, and ability to stay alert, putting yourself and others at risk. Fatigue can cause microsleep episodes, where you momentarily doze off without even realizing it, leading to dangerous situations on the road. Prioritizing rest and ensuring you are well-rested before driving helps maintain your concentration, decision-making skills, and overall driving ability. Always make you get at least 7 hours of sleep before driving, and don’t drive after being awake for more than 17 hours.

Speeding: Speeding increases the likelihood of accidents and reduces your ability to react to unexpected situations, as it limits your stopping distance and control over the vehicle. It also magnifies the severity of injuries sustained in a crash. To avoid speeding, it is crucial to obey posted speed limits, stay mindful of your speedometer, and practice self-discipline by consciously choosing to drive at safe and legal speeds at all times.

Reflection:

The most impactful part of the entire excursion to me was the highlighting of the serious effects car accidents can cause. Various powerful emotional testimonies from surgeons, police, first responders, and victim accidents all opened my eyes to the severity of road accidents. If you are behind the wheel during an accident you can lose your licence for a very long period of time, sustain serious life long injuries, end up in jail or have to pay a very high fine, and potential deal with the emotional guilt of seriously injuring or killing your friends. The testimonies of people who were in accidents was particularly powerful. I will never forget the man who was the only survivor in his group of friends and who ended up losing both his legs, or the man who ended up paraplegic after being sent flying from a car.

If I could pass down one piece of advice I learnt from this experience it would be to fully understand the risks and responsibilities of driving before you start driving because the effects of road accidents can ruin your life, and the lives of your passengers.

When I start driving I pledge to drive safely, empathetically, and patiently. I will always follow road rules and government guidance. I will always drive carefully, with the lives of my passengers and myself in mind. I will not make rash decisions, or let myself get angry, or let myself get emotionally influenced by my passengers. I picked these commitments because the RAC Street smart excursion really hammered home the effect of not adhering to these beliefs. I will do my best to never let this happen to myself or those in my car. I will stick to these commitments by getting my family and friends to hold me accountable. I will remind myself of the consequences of not adhering to this pledge, and I will constantly remind my family and friends to do the same.

Road Safety Campaign:

Following the eye opening experience of the RAC excursion we were assigned with creating an informative poster/ad about one of the dangerous driving habits we learnt about. I chose to structure my campaign around fatigue driving as I think it is an extremely important topic which is not discussed nearly as much as it should.

This was the final design poster I decided to go with. I chose this because I thought that it was shocking and memorable, and that it would grab the attention of a viewer really easily. After all of the research and planning I did around this issue I would highly encourage everybody to do some further research into the impacts and effects of fatigued driving, and to learn how to effectively prevent crashes.

In conclusion the RAC Arena bstreetsmart excursion was an extremely helpful and informative excursion which was engaging, interesting, and fantastically run. The testimonies and stories told are not ones that I will soon forget and I would highly encourage everybody my age to attend this wonderful event if they have the opportunity.

Engineering Challenge: Earthquake-resistant buildings

Project overview:

For our final assessment in Science this year we were put into groups and instructed to design and construct an earthquake-proof tower made entirely out of spaghetti and bluetack.

Our tower also had to meet the following set of criteria:

  • Is quick and easy to assemble
  • Has a minimum height of 60cm
  • Has a maximum base of 30cm by 30cm
  • Has a flat platform on the top level of at least 5cm by 5cm
  • Remains standing after an earthquake, as simulated by shaking a table for 10 seconds. (This includes the motion of primary and secondary waves)
  • Is constructed from the materials supplied by the teacher
  • Costs less than $60 to build. 10cm of spaghetti costs $1 and 1 gram of bluetack costs $1.

This project really gave me a real-world example of the effect of earthquakes and the innovative approaches engineers have taken to reduce their possible damages. This project also really encouraged communication and collaboration and pushed me out of my comfort zone by teaching me how to effectively utilise my strengths best and the strengths of my group members for the good of the group. These are really useful skills that I will certainly use in all facets of life.

Engineering process:

Our groups design mindmap

Before we were allocated our groups we underwent a 50-minute design sprint with no prior planning or strategy. My initial design had a square shape and lacked support, so it, unfortunately, collapsed under its own weight without even making it to the earthquake simulation. This experience showed me that I had to rethink my structural design and that I needed more forms of support. Once we got into our final groups we discussed our results from the design sprint and compared what worked and what didn’t. After further discussion, research, and planning we decided on a triangular pyramid design with an extensive system of cross braces, modelled loosely on the Transamerica Pyramid in San Francisco. The building’s triangular structure would distribute the building’s weight evenly on all three sides while also funnelling itself self-upwards without risking serious damage or collapse. The cross braces supported the building’s structure while distributing energy from an earthquake throughout the building, it also limits lateral movement. These features worked and we were successfully able to meet almost all of the assessment criteria. Unfortunately, one of the sides of the top level of the pyramid was on an incline and our teacher ruled that we were a centimetre or two short of the height requirement.

I think our engineering process went perfectly and I am very proud of my group’s work. We worked collaboratively and our final product was an apt representation of the hard work we put into this project.

Footage of how our spaghetti structure fared against the P and S waves

Global Goals and Innovation through STEM

Introduction to the course

Global Goals is a class that teaches students how STEM can be used to foster innovation and develop their capabilities. Students will then use these newly learnt skills to contribute to 1 of the United Nations sustainable development goals. I chose to enrol in this elective because I am passionate about the Global Goals and want to contribute to them and help the world in any way possible. I believe this course can help me do just this while teaching me valuable skills about innovation. I also really enjoyed the work I had done on a similar topic.

Who are the United Nations?

The United Nations (UN for short) is an intergovernmental organization founded by 51 countries after the end of the Second World War. The UN strives to maintain international peace and security, protect human rights, deliver humanitarian aid, promote sustainable development and uphold international law. All countries except a minority of countries such as Taiwan, Palestine and the Vatican are a signatory.

What is sustainable development?

Sustainable development is economic development that meets the needs of the people of the present without compromising the ability of future generations to do the same. In order to do this, we must use the right quantity of sustainable resources to keep our planet intact for future generations. Currently, we practice a lot of environmentally harmful practices such as overfishing, extreme fossil fuel usage and plastic pollution. While these practices may seem almost impossible to eradicate some countries have proven that this may not be as hard as some think. For example, Iceland and Tajikistan both get the majority of their energy sustainably from hydroelectric and geothermic energy respectively. They both have the potential to sustainably supply almost 100% of their energy needs. Some African nations are also making staggering progress when it comes to sustainability. For example, in 2009 Rwanda became the first plastic-free country in the world. In 2017 after plastic bags were increasingly being found in Kenya wildlife and farm animals the government decided to ban all single-use plastic bags.

What are the Sustainable Development Goals?

Commonly described as “The Worlds To do list” the United Nations Sustainable Development goals are 17 of the biggest issues facing the world right now. They cover everything from corruption and poverty to climate change and plastic-free oceans. The UN hopes that by having a set of clear goals and objectives of what it wants to achieve it can rally the world together and encourage international collaboration to solve these issues, together, by 2030. Each Global Goal has sub-targets that gives the public a clearer view of the goal and gives countries easier targets to aim for.

Why are these goals important?

The United Nations sustainable development goals are important because they give the world something more tangible to work towards and prioritise. The issues covered in the goals are indiscriminate in their impact on every country and person on earth. While these goals are highly ambitious they are far from impossible if we work together and put enough resources into fixing them. Co-operation, trust, innovation, hard work and investment, if done right, are the key factors that could turn the world as we know it into a self-sustaining utopia that will last for many many future generations.

Outline any progress on the Sustainable Development Goals?

The Sustainable Development Goals are some of the biggest issues on earth right now. So naturally, there is no easy solution, nor only one way to fix them. To many, the Global goals may seem too optimistic and virtually impossible. But as John F. Kennedy said, “We choose to do these things not because they are easy, but because they are hard.” But while massive breakthroughs are rare and slowed by the pandemic that does not mean no progress is being made. Some notable progress includes; the invention of sustainable plastic made from banana peels, floating bins that clean up rubbish in the ocean, solar panel roof shingles, lab-grown furniture, landfill-friendly coffee capsules, skateboard wheels made from gum and houses made from old shipping containers. There is lots of hope of innovation and invention that could move the progress of the global goals forward decades.

 What goals do you believe have relevance to All Saints’ College and its community?

I believe that every UN global goal has relevance to All Saints and its community. The college works to progress almost every goal from machines that turn plastic waste into household items or dolls made by students for Ugandan orphans to pride celebrations for the school’s LGBTQIA+ students. Many of these goals are being touched on in this course. Two of the central goals in this course are Goal 9: Industry, Innovation and infrastructure and Goal 17 Partnership for the goals. This course, among many others offered at the college, aims to foster innovation and creativity in students. The skills learned in this course could help students with innovating, potentially creating something in the future that could be massively important to the environment or society as a whole. Secondly, this course enhances co-operation on the global goals and raises awareness about them to students and the wider community.

Semester 1 Year 8 Aquaponics

Me and my friends at aquaponics

For Semester 1 we worked with the school to create an aquaponics area at All Saints College. Our goal was to revive the dead area that we were given and to turn it into a flourishing part of our community that produced fresh produce for the members of our community to enjoy.

Aquaponics is a system of sustainable farming that uses the waste of fish that are also being farmed to supply the plants with the nutrients it needs to grow. The fish we had were summer perch and rainbow trout. Using these fish we grew basil, rhubarb, cherry tomatoes, parsley, and broccoli.

In term 1 we introduced a worm farm to our garden. A major problem we faced right away was that ants were climbing into our worm farm and attacking our worms. In order to combat this we put bucket filled with ant killer in the bottom of the legs. This worked and stopped any further attempt from the ants.

At the end of the term we did a showcase to parents, teachers and our peers about how Aquaponics worked and our learnings. We even served some of the food that we grew to parents and teachers. We had great feedback and everyone seemed to love it.

Fixed & Growth Mindset

My Fixed Mindset:

My fixed mindset is Art, specifically paintings. I always hated going to art museums because I felt like the artists didn’t put much effort into the paintings and just painted random shapes and called it art and then sold it for like 2 million dollars. I don’t blame them tho if I could paint a black square and call it a metaphor for society and sell it for 2 million dollars I could. With that being said though I do enjoy some painting and other aspects of art such as photography and drama.

My Growth Mindset:

I think that my growth mindset in maths. Throughout my entire school life, I have never liked maths and I even consider it my least favorite subject. Since I have joined All Saints, however, I have improved at maths a lot and even moved up a math group. I still have a while to go but I am hopeful that I can improve even more in the future.

Christmas Market Reflection

Our last project for Year 7 was our Christmas Market, this project combined HASS, English & Innovated. For this project we had to make a product with a thirty dollar loan from the school and then sell that product to the rest of the school. All the profit made from this market would be donated to the Salvation Army. This would teach us first hand about business and advertising. In order to attain the loan that we needed to start our business you would have to present your business pitch to the teachers, in this pitch you would need to state your target audience, if your product is sustainable and how it is innovative. If the teachers where impressed by your pitch they would give you the loan which you pay back once you made your money. In order to spread the word about your product the school allowed you to hang up one advertisement, we learned a lot about the persuasive devices used in ads today and what elements to include in order to create the most persuasive ads possible.

This is the ad my group made for our product

For our product we decided to sell popstick phone holders, we sold them at a 177% markup price and made about 30, and we didn’t even spend the whole budget to create them. On the actual market, we ended up selling out of our products and making a profit of $10.60c which was pretty good for our first business. I learned a lot about teamwork, advertising, and marketing strategies, the different types of producers and consumers, and how businesses work. 

Project: Utopia

In the second semester of Year 7, we were tasked with building a fictional Utopian society as our main HASS assignment. Before it even began, a lot of the work we were doing in other subjects was leading up to this, particularly the novel study we completed in Term 2 on The Giver by Lois Lowry.  This introduced us to the idea of a Utopia, which means a perfect society. During Science in the same term, we built a house that had 25 sustainable features. For a society to be Utopian, it needs to be sustainable. The Science project encouraged us to think about what our fictional Utopian city would need in order to decrease our carbon footprint and protect the environment. These projects laid the groundwork and taught us the content we needed in order to create our own utopian society.

When constructing our Utopian society, we used the United Nations global goals to help us outline the major problems in the world that we would need to address in our society. The teachers created accreditations to make sure that we are trying our best to help achieve these global goals. An accreditation is a symbol that signaled to teachers that you had thought about what the goal meant to you, how you were going to change it in your society, and the possible positives and negatives of your proposed strategy. I was surprised about how much I enjoyed acquiring these accreditations. In the end, my partner and I ended up with twelve of these accreditations. Before we had started this assignment I had very limited knowledge about the global goals or even the United Nations as an organization. Researching the global goals helped me realize that parts of the world are struggling with issues I’m probably never going to have to face in my lifetime. This helped me learn to appreciate what I have and to not take anything for granted. I think discussing these important issues is a big part of why I loved to get accreditations, and maybe working for the United Nations is a job that I would enjoy in the future.

Throughout the course of Project: Utopia we had multiple people from different areas of expertise who used the UN global goals in their jobs, come and advise us on how we can improve aspects of our utopia that we might not have thought about. One of the people I had the pleasure of talking to was Shaz Rind who is the managing director of Arra Energy. He talked to us about TAFE and apprenticeship for people who prefer manual labor. This was a very important subject that we hadn’t consider up until he mentioned it. The next guest who talked to us was Greens senator Jordan Steele John. We discussed different forms of renewable sources of energy and the pros and cons associated with each method. He also helped us fine-tune the scripts for a couple of the accreditations we were going to go up for the time. I am really thankful that I had the opportunity from such prestigious guests as these and I felt like I learned a lot from them

To show how our utopia would look and the features that would accompany it we had to build a model of our utopia. To appropriately visualize the vision we had imagined every group had the choice of building a physical model or doing an online version on CoSpaces. We chose to make it on CoSpaces. It was less time consuming than doing a physical model but it was not without its challenges. For one because it was an app there were limited items to create our world with, we were able to fix this by combining items to look like the desired item. The next problem was that some of the buildings weren’t able to load in on my laptop, but they were able to load on my partner’s laptop so we used that when showing people our model. CoSpaces was not perfect but in the end, we were able to overcome most of our obstacles and I’m proud of my end product.

The entirety of Project: Utopia was a fun and enjoyable process, it introduced me to new exciting topics, I got to know new students and I was able to talk to a lot of reputable guest speakers who helped me polish a few aspects of my utopian village. The very few road bumps that I did experience I was able to overcome and I was able to learn how to avoid them in the future. The entirety of the Project: Utopia assignment was an interesting way to learn about the global goals and to use the ASC capabilities in real life. I felt proud of my end result and I’m sure if my city was real the citizens would feel proud of it too

Me and my partner talking to Greens senator Jordan Steele John
Shaz Rind talking to us about TAFE