Delivery
Barbara Knight:
The main purpose of the Te Papa visit was to give each student the background to choose a market and a product. The target market choices were interesting- some chose children, others the older arty group or the more mainstream. But some girls identified a gap in the teenage market - that there was nothing really aimed at their own age group - and about ten picked up on that and took that through in the development of their brief.
Term 2 weeks 2-3: Barbara introduced the project and the Te Papa visit to the class. Students investigated New Zealand / Wellington tourist attractions / icons / themes, the nature of souvenirs and the Te Papa context, and set out an initial timeline. A set of key factors were developed. Each student was assigned a question to ask Te Papa staff, who were sent the questions in advance so they could prepare their answers. A list of guidelines for student behaviour and procedure when carrying out the surveys was developed and coached, and a minute-by-minute plan was prepared for the visit.
At the Te Papa store visit, staff introduced Te Papa and its souvenirs. This was followed by a question-and-answer session and discussion of business practice for marketing and purchasing for the Te Papa store. Students explored the children's Treasury Store to identify niche gaps for children’s souvenirs products, then Te Papa itself to look for inspiration and ideas. Meanwhile, four girls did a market survey in the Te Papa foyer.
Term 2, weeks 4-6: Concept design and evaluation, and working through the 1.2 achievement standard written work, including needs and opportunities analysis. All concept designs were to be completed and evaluated against their brief before a visit by Te Papa staff - the second design consultation with the client - in early Term 3. Two types of evaluation were done - one against their brief, and a P/M/I (plus / minus / interesting) analysis. Students were also asked to evaluate their planned prototype with their targeted consumer if they could, and formulate Individual questions for the client visit to the school.
In consultation with the class, it was decided at this point to extend this second project through to the end of the year.
Term 2, weeks 7-9: Students undertook practical skill-building activities to give them a wider range of options in their prototype development, including screen printing, machine embroidery, hot plate plastic moulding, Fimo, felt and pewter.
Term 3, weeks 1-2: Concept and development sketches were finished. Students had one-on-one consultations with the teacher checking their books, in preparation for the second school visit from Te Papa staff in week 2. Each student had 5-8 minutes of individual consultation, showing their designs, talking through their brief and specifications, the type of souvenir and target consumer, and getting feedback.
Barbara Knight:
Te Papa's staff pitched things at just the right level - they told the girls up front if their work wasn't sellable and suggested improvements. The girls learned how important quality was and that if their work was good enough, it may be displayed - and the girls were keen to impress the clients. The girls knew they weren't working for me - they were working for Te Papa and I was just helping them do it well.
Term 3, weeks 3-8: After revising their briefs in response to client feedback, students developed a final brief and constructed the prototype souvenir.
Term 4, weeks 1-2: In week 2 Te Papa staff re-visited - the third and final design consultation with the client - to see the finished prototypes and gave final feedback in short individual sessions.
Term 4 weeks 3-5: Bookwork was completed for external assessment, and the students prepared for the Year 11 Technology contribution to the Senior Art and Technology exhibition held in week 4.
