Thursday, May 25, 2023

Point of Order: Go to Galatea.......

.......if you want to differ from other schools and be inspired by a celebrated Dutch artist

A bit of googling was necessary to find out about Galatea School – Te Kura o Kuhawaea. Its website says it is a small rural school, opened in 1935 and nestled under the Te Urewera Ranges, opened in 1935, among lush green dairy farms and beside various forest plantations.

It has 120 students.

Last year, the school applied for – and secured – funding under the Creatives in Schools programme.

This programme funds schools and teachers to collaborate with professional artists to deliver engaging learning experiences for students. It has supported more than 500 creative projects since 2020.

The Creatives in Schools programme is delivered by the Ministry of Education in partnership with the Ministry for Culture and Heritage and Creative New Zealand.

Applications will close on 21 August 2023 for creative projects to be implemented in 2024.

Funding up to $17,000 per project is up for grabs.

Point of Order notes these answers to commonly asked questions about this trough.

Can I do this project for free or less than $10,000?

No, you cannot. $10,000 is a fixed remuneration which a creative practitioner will get to deliver a creative project in a school/kura. Fair remuneration for creative(s) is a key part of the programme.

Can private schools participate in this programme?

The Creatives in Schools programme is only for state and state-integrated schools and kura.

Information about 2022 winners of funding for creative projects to be implemented this year suggests modern-day teachers and students are encouraged to mix English and te reo in their applications.

Bringing Maori gods into considerations is rewarding, too.

In Arrowtown, the kids will be saluting Tāwhirimātea, god of the weather, for example (someone who has much explaining to do in recent months, by the way).

A total of 216 schools and kura were selected for Round 4 (the 2022 round) of the Creatives in Schools programme.

Among them were –

Ākonga will develop skills in Visual Arts to create a waharoa from clay tiles that represent personal identity and important ideas that contribute to whole-school identity.

We will write a story that navigates the four winds of our school compass/community, using the standing Pou in the garden and the characters of Tawhirimatea as our anchor. Our collaborative story will be dramatised using a multi-disciplinary approach to create a performing arts experience that will be performed for the community.
We will create a full stage performance of a popular musical; a localised version of Shrek, including an aspect of our local mythology, pūrākau and history of our school area to give our students a window into the Arts and increase engagement.
For Bayfield students to be supported and inspired by mana whenua and local Māori artists to bring our Cultural Narrative to life in our kura, through kaupapa Māori research, design and performance.
The aim of the project is to allow all students to experience harakeke weaving within a Kaupapa of Te Ao Maori lens so that they are able to successfully produce a piece of work. And for a smaller regular group to also further explore weaving in order to produce a collaborative piece of art to share with the school.

The aim of this project is to support the greater appreciation, integration and value of the Pacific cultures within our school through its visual presence, using Te Whai Urungi, or Wayfinding as a concept. The creative outcome will be visual symbols created by the children through and with the guidance of our creatives and the project lead. These visual symbols will be located around the School to guide people and will effectively form a “map” to help others navigate their way through our School.

For too long our whare, Te Kupenga a Te Huki, has been left partially clothed and not fully adorned. The aim of this project is for our ākonga to gain skills and capabilities in tukutuku weaving by creating tukutuku panels for our new ‘Houses’ so that our whare can be completed in the future.
We are on a journey to develop Te Maara o Te Waka Hauora for ākonga to continue to connect with the environment and build a sense of belonging through the carving and painting of three small to medium pou.

Our goal is to create a community mural on one of the exterior walls of the bi-lingual classes that embodies the essence of Ngā Hau e Whā and our school pepeha, and represents our tamariki, whānau, kura and wider community. This would be a taonga for us to connect to and value for many years to come.

The creation of our Kura Kowhaiwhai patterns/panels to adorn our Tuhua building will translate our Kura Pepeha to our ākonga, whānau, community and visitors. With the support of our creative, and Greenpark School Art and Māori Specialist Kaiako, our ākonga will co-design a symbolic pattern reflective of our Kura Pepeha to the front entrance of our art suite building called Tuhua.

We will visually recreate the values of Te Kura o Hāpuku by showing a day in the life of ākonga/students. We aim to bring to life what is normally written in a school prospectus, honouring the school’s history and whakapapa and past principals and whānau that have helped sustain the school’s character so that students and whānau today can participate in Māori curriculum.

The Galatea School project is very different:

The main aim of this programme is to explore the life and work of Piet Mondrian through glass. Not only will students learn about this famous artist, they will also learn the skills and science of glass-fusing; a unique art medium with skills that carry over into other parts of life, culminating in a student-led exhibition of their work.

Pieter Cornelis Mondriaan, known as Piet Mondrian after 1906, was a Dutch painter and art theoretician who is regarded as one of the greatest artists of the 20th century.

His work was chosen for the Galatea project because his abstract art using geometric shapes and primary colours lends itself well to replication in glass and will appeal to children and adults.

That he was a celebrated Dutch artist should give comfort to schools that might want to look to overseas cultures for their inspiration.

Point of Order is a blog focused on politics and the economy run by veteran newspaper reporters Bob Edlin and Ian Templeton

1 comment:

Robert Arthur said...

Some of those I think I have actually grasped. Presumably done during breaks and after hours. Objective non wishy washy teachers must be flumoxed. Why the emphasis on stone age weaving? Why not also teach spinning? I seem to recall some loom weaving in my day. Both major devlopments as cultures emerged from the stone age.