ART UNIT 1
Emma Grogan 11CTRS3 |
Audrey Lumb 11WMSS3 |
Adriana Cilia 11CHLS1
Eliza Pitman 11BRNS1 |
Georgia Chard WMSS3 |
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Isabella Hernandez 11DLYS1
Rosie Grasso 11OBNS1
Mia Sobol-Day 11CNMS1
Milla Farrall 11CHLS1 |
Julia Williams 11CNMS2
Caitlin Horton-Crundall 11CTRS2 |
Senna Curcic 11CTRS3
Mikayla Pasqual 11CHLS3 |
Taylah Grech 11CNMS3 |
Julia Brock 11OBNS2
ART UNIT 2
Rosie Grasso 11OBNS1
Senna Curcic 11CTRS3 |
Kiara Versace 11CNMS2
Julia Williams 11CNMS2 |
Audrey Lumb 11WMSS3
Georgia Padula 11OBNS3
Julia Brock 11OBNS2 |
Taylah Grech 11CNMS3
Katherine Kopistinskij 11DLYS1
Adriana Vella 11DLYS3 |
Adriana Cilia 11CHLS1
Emma Grogan 11CTRS3
Milla Farrall 11CHLS1 |
Audrey Lumb 11WMSS3 |
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Caitlin Horton-Crundall 11CTRS2
Mikayla Pasqual 11CHLS3
Audrey Lumb 11WMSS3 |
Ciel Whittaker 11DLYS1 |
MEDIA UNIT 1
Form in Production
After analysing how media representations are constructed in various texts, Year 11 Media students were required to pitch their own idea for a new TV show and produce the opening title sequence and a promotional poster. Due to lockdown restrictions they used a combination of original footage and images along with creative commons material. - Scott Wiseman
After analysing how media representations are constructed in various texts, Year 11 Media students were required to pitch their own idea for a new TV show and produce the opening title sequence and a promotional poster. Due to lockdown restrictions they used a combination of original footage and images along with creative commons material. - Scott Wiseman
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Keely Forbes WMMS2
Eden Morano CNMS1
Ruby Pound OBNS1
Eloise Sexton CNMS3
Julia Silicia BRNS2
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MEDIA UNIT 2
Narratives in Production
After investigating the narrative structure, style and genre of existing media products, students were required to create their own short narrative, animation, music video clip or podcast. - Scott Wiseman
After investigating the narrative structure, style and genre of existing media products, students were required to create their own short narrative, animation, music video clip or podcast. - Scott Wiseman
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Meikah Mercieca DLYS2
Ruby Pound OBNS1
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Eden Monaro CNMS1
Alissa-Rose Probyn OBNS2
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Are you mad at me? - Adriana Cilla CHLS1
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Mysteries Unsolved - Annabelle Collier DLYS2
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Flashback - Keely Forbes WMSS2
K's Perspectives - Kristy Nicolaou CTRS2
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Hustle with Elissa - Elissa Guzzardi BRNS3
Chit-chatty with Miki - Mikayla Pasqual CHLS3
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STUDIO ARTS TEXTILES UNIT 1
Machine Embroidery Task
The students were encouraged to show line as a visual trail of energy that has been sewn across a surface. The idea was to use the lines as a manifestation of the life energy of the person in the portrait, and the person who made it. - Michelle Grant
The students were encouraged to show line as a visual trail of energy that has been sewn across a surface. The idea was to use the lines as a manifestation of the life energy of the person in the portrait, and the person who made it. - Michelle Grant
Annabelle Collier |
Caitlin Horton-Crundall
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Nickola La Bruna |
Eliza Pitman |
Georgia Chard |
Emma Gigliotti |
Hermela Eyasu |
Julia Williams |
Jessica Pane |
Julianna Cabanayan |
Larissa Zammit |
Laudia Santoro |
Laura Adams |
Lauren Andonovski |
Madeleine Baldacchino |
Natasha Walsh |
Olivia Lafontaine |
Rhiannon Pondeljak |
Ruby Damanti |
Senna Curcic |
Siena Capuana |
Tiana Mannarino |
Victoria Cananzi |
Face Masks
Today, many science books are full of detailed photos that reveal the intricate parts of plant life, but prior to the invention of photography (and macro photography), it was up to botanical illustrators and researchers to record the fascinating forms of flora and fauna. One scientist who recorded his findings with drawings is Ernst Heinrich Haeckel, a German biologist, naturalist, philosopher, and physician. Made during the late 19th and early 20th centuries, his brilliantly colourful and highly stylized drawings, watercolours, and sketches reveal how different forms of plant life appear under the microscope. Using his work as inspiration, the students used the technique of silk screening to transfer Haekel’s images onto fabric and then created Face Masks. The perfect union of Science and Art! - Michelle Grant
Today, many science books are full of detailed photos that reveal the intricate parts of plant life, but prior to the invention of photography (and macro photography), it was up to botanical illustrators and researchers to record the fascinating forms of flora and fauna. One scientist who recorded his findings with drawings is Ernst Heinrich Haeckel, a German biologist, naturalist, philosopher, and physician. Made during the late 19th and early 20th centuries, his brilliantly colourful and highly stylized drawings, watercolours, and sketches reveal how different forms of plant life appear under the microscope. Using his work as inspiration, the students used the technique of silk screening to transfer Haekel’s images onto fabric and then created Face Masks. The perfect union of Science and Art! - Michelle Grant
Annabelle Collier |
Claudia Santoro |
Emma Giggliotti |
Caitlin Horton-Crundall |
Hermela Eyasu |
Jessica Pane |
Julianna Cabanayan |
Larissa Zammit |
Laura Adams |
Lauren Andonovski |
Madeleine Baldacchino |
Nickola La Bruna |
Olivia Lafontaine |
Rhiannon Pondeljak |
Ruby Damanti |
Siena Capuana |
Tiana Mannarino |
Victoria Cananzi |
Petri Dishes
This task assigned to the students was to replicate little moments of nature and science in petri dishes. Inspired by the technique of Marbling and the artist Klari Reis, who frequently collaborates with biomedical companies, the students created a swirling microworld of colours and shapes on fabric nestled in Petri dishes. - Michelle Grant
This task assigned to the students was to replicate little moments of nature and science in petri dishes. Inspired by the technique of Marbling and the artist Klari Reis, who frequently collaborates with biomedical companies, the students created a swirling microworld of colours and shapes on fabric nestled in Petri dishes. - Michelle Grant
Annabelle Collier 11DLYS2 |
Caitlin Horton-Crundall 11CTRS2 |
Claudia Santoro 11CTRS3 |
Eliza Pitman 11BRNS1 |
Georgia Chard 11WMSS3 |
Emma Gigliotti 11CTRS2 |
Hermela Eyasu 11DLYS2 |
Jessica Pane 11WMSS1 |
Julianne Cabanayan 11DLYS2 |
Julia Williams 11CNMS2 |
Larissa Zammit 11WMSS1 |
Laura Adams 11CHLS1 |
Lauren Andonovski 11BRNS1 |
Natasha Walsh 11OBNS1 |
Madeleine Baldacchino 11CNMS3 |
Nickola La Bruna 11OBNS3 |
Olivia Lafontaine 11CTRS2 |
Rhiannon Pondeljak 11CHLS1 |
Ruby Damanti 11CHLS1 |
Senna Curcic 11CTRS3 |
Siena Capuana 11CHLS3 |
Victoria Cananzi 11CTRS3 |
Jellyfish
Jellyfish or sea jellies are the informal common names given to the medusa-phase of certain gelatinous members of the subphylum Medusozoa. Jellyfish are mainly free-swimming marine animals with umbrella-shaped bells and trailing tentacles. The students used images of these fascinating sea creatures and the silk organza installation sculptures of artist Lisa Kellner as inspiration for creating individual jelly fish made from Shibori dyed (traditional Japanese resist dye technique) translucent fabric. The jellyfish were then suspended from the ceiling to allow for an immersive non-static interaction with visitors to the Textiles room.
Jellyfish or sea jellies are the informal common names given to the medusa-phase of certain gelatinous members of the subphylum Medusozoa. Jellyfish are mainly free-swimming marine animals with umbrella-shaped bells and trailing tentacles. The students used images of these fascinating sea creatures and the silk organza installation sculptures of artist Lisa Kellner as inspiration for creating individual jelly fish made from Shibori dyed (traditional Japanese resist dye technique) translucent fabric. The jellyfish were then suspended from the ceiling to allow for an immersive non-static interaction with visitors to the Textiles room.
Natasha Walsh 11OBNS1
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Victoria Cananzi 11CTRS3
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Madeleine Baldacchino 11CNMS3
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Annabelle Collier 11DLYS2
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Siena Capuana 11CHLS3
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Senna Curcic 11CTRS3
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Caitlin Horton-Crundall 11CTRS2
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Rhiannon Pondeljak 11CHLS1
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STUDIO ARTS TEXTILES UNIT 2
In this unit of work the students focused on establishing and using a studio practice to produce artworks. The studio practice included the documenting of sources of inspiration, exploring and developing ideas and subject matter and creating aesthetic qualities through the use of materials and techniques. - Michelle Grant
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Madeleine Baldacchino 11CNMS3Saint Joan of Arc was canonized in 1920 for being a national heroine who led the French army to victory during the Hundred Years War when she was 16 years old. Joan of Arc is a symbol of mental and physical courage all over the world and people look to her as a sign of strength as she was a female visionary and revolutionary woman and military leader. I chose this theme because I think that Joan of Arc is a very inspirational individual who was sure of herself and her purpose even though she knew that it was unusual and even looked down upon. She showed me that we shouldn’t let people get the way of our dreams and we should never give up on doing what is right. She also showed me that women can be just as strong and fierce as men. Joan of Arc is a symbol of power for all women since then as she teaches not to give up or stand down. My final piece is not just an homage to her, but also a representation of strength in the female gender.
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Tiana Mannarino 11CNMS2
I wished to explore the theme of feminism in regards to the role of women in society and the way in which it has evolved overtime. In particular, I was inspired by the way in which women were oppressed within society in the 1950s, reduced to the role of the housewife. I was intrigued by this theme as I am a passionate feminist myself who is constantly challenging my own place as a woman within a patriarchal society and am disturbed by the long tradition of misogyny and oppression of women. I hope to convey the message that women aren’t here to clean up everyone’s mess. Rather than the subject of a man, their children or their home, women are human and should be treated as such.
Victoria Cananzi 11CTRS3I have always been fascinated by blazing colours, intense fabrics and striking designs which can be created into a garment that reflects the idea of thinking ‘outside the box’ and going ‘above and beyond’ the expectations of ordinary garment design. The theme of ‘Bright and Bold’ intrigued me as there are essentially no limits to this theme. I communicated this theme by creating a using a dress design that clearly exceeds the idea of everyday clothing, instead, a design that is only seen in large fashion events and worn by high class celebrities. I created a mock up of such a design using a small-scale model.
Natasha Walsh 11OBNS1Inner demons more specifically the demons I or we as a collective face in everyday life, is the theme I wished to explore. I wanted to explore how inner demons present themselves. Is it through a person's anger or their cries, or do they just lie behind the surface of somebody's smile, undetectable? What do they look like? What are they created from? Is it jealousy, loss, anxious thoughts?
Caitlin Horton-Crundall 11CTRS2I was extremely interested in exploring the deep-rooted hatred of traditionally feminine elements and ideas from a masculine viewpoint and how this is presented in fashion, and the movement of which the idea of feminine fashion for men/mascs is being normalised. Personally, due to the social-constructs I was previously taught to understand, masculinity and femininity have often been defined in a very restrictive manner where people should adhere to traditional gender roles and traits. As I have come to understand more about the restrictive manner which these definitions place upon people, I have also learnt that the qualities which people associate gender with are unnecessary and outdated. I was keen to explore this idea through a garment which represents the ideas in a way which draws from traditional ideas and techniques, but is also altered to comment on a more contemporary standpoint as well as tying in new techniques and ideas.
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Georgia Chard 11WMSS3
Siena Capuana 11CHLS3The idea that I wanted to explore the idea of an Enchanted Garden this year. I wanted to create a piece that communicates the beauty of nature, whilst also adding a magical element. I am interested in this theme because I would like to explore the beauty of many different types of flowers, other foliage and perhaps small insects or animals. The petals on a flower are all shaped differently, but come together to create a soft and delicate piece of natural artwork. The combinations of pale, pastel colours and vibrant, bright hues of petals ensure that a flower stands out from the surrounding green and brown foliage. Admiring the imperfect areas of the flower helps you to understand the compelling and complex beauty of nature.
Julianne Cabanayan 11DLYS2A fantasy world can be produced from an endless imagination and there are no limits to these worlds, which encourages exploring many creative paths. I was interested in exploring this theme as when I was younger, I looked into worlds illustrated in many films and stories which gave a sense of magic. I was drawn to worlds with the “enchanted forest” look. These environments generally exhibited many mythical creatures or beings such as dragons, fairies/elves or wizards/witches, most with the plot in which the protagonist of the world is sent on an adventure or quest. These worlds are very important to me as they were the main focus in the games or stories my younger self and childhood friends would create. As I’ve grown older these stories have now become a way to connect with my childhood and to keep that imaginative outlook in modern society. My artwork exhibits a cross structure where each end supports a fantasy environment connected by bridges to illustrate a singular world.
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VISUAL COMMUNICATION DESIGN UNIT 1
Unit 1 Outcome 1
In this task students were required to create a new lunchbox as part of their drawing folio. Their folio consisted of manual and digital drawings including observational drawings, full colour render drawings, orthogonal and perspective drawings. - Scott Wiseman
In this task students were required to create a new lunchbox as part of their drawing folio. Their folio consisted of manual and digital drawings including observational drawings, full colour render drawings, orthogonal and perspective drawings. - Scott Wiseman
Victoria Cananzi 11CTRS3
Alannah Giurdanella 11OBNS3
Giorgia Puopolo 11DLYS1 |
Siena Capuana 11CHLS3
Marie Ioannou 11CHLS1
Ciel Whittaker 11DLYS1 |
Unit 1 Outcome 2
In this task students investigated and analysed the prominent design elements and principles used in 1950s and 1960s storybook illustrations to inspire their own culinary designs. - Scott Wiseman
In this task students investigated and analysed the prominent design elements and principles used in 1950s and 1960s storybook illustrations to inspire their own culinary designs. - Scott Wiseman
Ashley Bonello
Emma Grogan
Madison Ostrowski |
Alyssa Calderone
Marie Ioannou
Stella Power |
Alana Delinaoum
Lea Mirabella
Holland Stanway |
Unit 1 Outcome 3
In this task students researched and analysed various design movements to inspire their recreation of a Violence Against Women poster in that style. - Scott Wiseman
In this task students researched and analysed various design movements to inspire their recreation of a Violence Against Women poster in that style. - Scott Wiseman
Ashley Bonello
Siena Capuana
Sienna Premier |
Alyssa Calderone
Ella Doolan
Giorgia Puopolo |
Victoria Cananzi
Alannah Giurdanella
Holland Stanway |
Unit 2 Outcome 1
In this task students designed a temporary retail, hospitality, or sleeping space for a shipping container as part of a proposed CBD marketplace called 'CrateLane'. - Scott Wiseman
In this task students designed a temporary retail, hospitality, or sleeping space for a shipping container as part of a proposed CBD marketplace called 'CrateLane'. - Scott Wiseman
Ashley Bonello
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Alyssa Calderone
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Emma Grogan
Stella Power
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Victoria Lim
Giorgia Puopolo
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Unit 2 Outcome 2
In this task students were required to create the packaging for a product of their choice thinking about how text and imagery work together. - Scott Wiseman .
In this task students were required to create the packaging for a product of their choice thinking about how text and imagery work together. - Scott Wiseman .
Siena Capuana
Emma Grogan
Holland Stanway
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Madison Ostrowski
Ella Doolan
Matilda Wellington
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Unit 2 Outcome 3
In this task students created their own design brief and followed the design process documenting each stage in their folio and developing a number of manual and digital designs. - Scott Wiseman
In this task students created their own design brief and followed the design process documenting each stage in their folio and developing a number of manual and digital designs. - Scott Wiseman
Victoria Cananzi
Emma Grogan
Giorgia Puopolo
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Alannah Giurdanella
Madison Ostrowski
Holland Stanway
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