THE DINNER PARTY
Still Life
Year 9 students undertaking the elective subject, “The Dinner Party” began by focusing on the idea of ‘visual thinking’. This involved both quick sketching and more developed observational drawings. Drawing is considered integral to all subjects, as it allows students to represent their ideas in visual form. For this unit, students selected from a range of artists who used ’still life’ as subject matter, utilising the inspiration gained to create a creative artwork, with bottles and as the primary forms. The skills gained through this unit enabled students to design and create their individual ceramic vessel, in which they explored the relationship between form and function. - Seth Seiderman
Year 9 students undertaking the elective subject, “The Dinner Party” began by focusing on the idea of ‘visual thinking’. This involved both quick sketching and more developed observational drawings. Drawing is considered integral to all subjects, as it allows students to represent their ideas in visual form. For this unit, students selected from a range of artists who used ’still life’ as subject matter, utilising the inspiration gained to create a creative artwork, with bottles and as the primary forms. The skills gained through this unit enabled students to design and create their individual ceramic vessel, in which they explored the relationship between form and function. - Seth Seiderman
Kate Taylor 9WMSJ2 |
Millicent Christiani 9CNMJ3 |
Carla Petrecca 9CNMJ1 |
Kate Taylor 9WMSJ2 |
Angelina Lo Presti 9WMSJ2 |
Macy Walsh 9WMSJ1 |
Cecilia Cooper 9OBNJ3 |
Edyn Diaco 9CNMJ1 |
Emma Cihangir 9OBNJ1 |
Jessica Pianta 9CTRJ1 |
Maddison McCoy-Blanco 9WMSJ1 |
Grace Sinnadurai 9OBNJ2 |
Kate Taylor 9WMSJ2 |
Angelina Colosimo 9OBNJ3 |
THE DINNER PARTY
Ceramic Vessels
Students of the subject Dinner Party received a ceramic kit and clay delivery from the school during remote learning. Following videos and online demonstrations students hand built their own ceramic vessel inspired by modern and traditional ceramic forms. Each student glazed their work with bright underglaze designs. - Hilary Breman
Students of the subject Dinner Party received a ceramic kit and clay delivery from the school during remote learning. Following videos and online demonstrations students hand built their own ceramic vessel inspired by modern and traditional ceramic forms. Each student glazed their work with bright underglaze designs. - Hilary Breman
Madison McCoy-Blanco 9WMSJ1 |
Emma Cihangir 9OBNJ1 |
Emily Ng 9WMSJ1 |
Elena Kirkotsios 9OBNJ2 |
Emily Ng 9WMSJ1 |
Edyn Diaco 9CNMJ1 |
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Cecilia Cooper 9DLYS1
RIOT OF COLOUR
Optical Colour Mixing
This Preliminary colour trial for the Pointalist assignment involves optical colour mixing. Optical colour mixing is a phenomenon that happens when a viewer perceives colour in an image as a result of two or more colours that are positioned next to, or near each other. The perceived colour is not actually on the surface. Instead, the colour that the viewer perceives is what colour (s) would result from the mixing of the colours that are actually on the surface. By placing yellow and red dots side by side, the eye views it as orange when viewed from a distance. - Hilary Breman
This Preliminary colour trial for the Pointalist assignment involves optical colour mixing. Optical colour mixing is a phenomenon that happens when a viewer perceives colour in an image as a result of two or more colours that are positioned next to, or near each other. The perceived colour is not actually on the surface. Instead, the colour that the viewer perceives is what colour (s) would result from the mixing of the colours that are actually on the surface. By placing yellow and red dots side by side, the eye views it as orange when viewed from a distance. - Hilary Breman
Sienne Brasher 9CTRJ3 |
Ai-My Vu 9DLYJ1 |
RIOT OF COLOUR
Pointillist Landscapes
Students in Riot of Colour experiment with optical colour mixing using pointillist techniques. Interchanging colour palettes for different tones allows the students to create the illusion of depth and separate forms. A circular composition was used as a framing device similar to looking through a keyhole into another world. - Hilary Breman
Students in Riot of Colour experiment with optical colour mixing using pointillist techniques. Interchanging colour palettes for different tones allows the students to create the illusion of depth and separate forms. A circular composition was used as a framing device similar to looking through a keyhole into another world. - Hilary Breman
Ai-My Vu 9DLYJ1 |
Alessia Mastromauro 9OBNJ1 |
Angelique Vaxalis 9CNMJ2 |
Julia Duggan 9CTRJ3 |
Kiana Filippidis 9CTRJ2 |
Laura Schwindt 9WMSJ1 |
Piashay Soler 9BRNJ3 |
Sienna Brasher 9CTRJ3 |
Zoe Dungan 9CTRJ3 |
Olivia Iliovski 9BRNJ3 |
Angelina Colosimo 9OBNJ3 |
Holly Barichello 9WMSJ3 |
Jasinta Candido 9CNMJ2 |
Annabelle Southan 9CHLJ1 |
Jenelle Scarr 9DLYJ2 |
Imogen Di Florio 9BRNJ1 |
Martine Kearney 9OBNJ2 |
Sienna Micalleff 9BRNS1 |
Harriet Hart-Di Rosa 9CHLS3 |
Amelia Mercuri 9CNMS2 |
Katya Hernandez 9WMSS2 |
Tessa Coleman 9BRNS3 |
Madeleine O'Brien 9CTRS2 |
RIOT OF COLOUR
My House
Students of Riot of Colour study colour mixing and scientific theory while exploring different styles of painting. These include the work of the Fauves, Howard Arkley and the French Pointillist artists. The process of experimenting, developing and refining techniques include watercolour painting, colour mixing, stencilling and drawing with different technical studies. - Hilary Breman
Students of Riot of Colour study colour mixing and scientific theory while exploring different styles of painting. These include the work of the Fauves, Howard Arkley and the French Pointillist artists. The process of experimenting, developing and refining techniques include watercolour painting, colour mixing, stencilling and drawing with different technical studies. - Hilary Breman
Arianna Distefano 9CTRJ1 |
Kaja Perkovic 9CTRJ1 |
Julia Duggan 9CTRJ3 |
Piashay Soler 9BRNJ3 |
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Sarah Grunden 9BRNJ1 |
Angelique Vaxalis 9CNMJ2
BEAUTY & THE BEAST
Shell Drawings
Remote learning was challenging for the Visual Arts Textiles students as they did not have access to the usual range of materials and tools they use in the classroom like still life drawing objects, light boxes and sewing machines. So, the planned Machine Embroidery task was converted into a Canvas Embroidery (or Needlepoint) task. The students were asked to source a photographic image of a shell on Google Images and create a realistic drawing of this shell complete with lines and tone. Next, they were encouraged to create their own expressive drawing of this shell utilising colours and patterns. The students’ coloured drawings were then used as a study for a canvas embroidery artwork that could easily be completed at home in front of the TV – a very therapeutic and mindful, creative activity! - Michelle Grant
Remote learning was challenging for the Visual Arts Textiles students as they did not have access to the usual range of materials and tools they use in the classroom like still life drawing objects, light boxes and sewing machines. So, the planned Machine Embroidery task was converted into a Canvas Embroidery (or Needlepoint) task. The students were asked to source a photographic image of a shell on Google Images and create a realistic drawing of this shell complete with lines and tone. Next, they were encouraged to create their own expressive drawing of this shell utilising colours and patterns. The students’ coloured drawings were then used as a study for a canvas embroidery artwork that could easily be completed at home in front of the TV – a very therapeutic and mindful, creative activity! - Michelle Grant
Charlize van de Griendt 9CHLJ3 |
Rachel Duquemin 9CHLJ3 |
Serena Cooper-Nolan 9BRNJ2 |
Serena Cooper-Nolan 9BRNJ2 |
Serena Cooper-Nolan 9BRNJ2 |
Lucinda Cossio 9BRNJ3 |
Elisha Khoury 9WMSJ2 |
Mia Powarchuk 9BRNJ3 |
Annie Saundry 9OBNJ3 |
Charlotte Doheny 9CHLJ2 |
Kata Jugovic 9DLYJ3 |
Lily Jones 9CNMJ1 |
Tessa Coleman 9BRNJ3 |
Kate Loeliger 9OBNJ1 |
Mia Powarchuk 9BRNJ3 |
Sacha Goodear 9CNMJ1 |
Taylor Watson 9CTRJ2 |
Emily Patton 9CTRS3 |
Emily Patton 9CTRS3 |
Angelique Vaxalis 9CNMJ2 |
Eloise Miller 9WMSJ1 |
Emily Saburido 9DLYJ1 |
Grace Sinnadurai 9OBNJ2 |
Isabel Grizelj 9DLYJ1 |
Martine Kearney 9OBNJ2 |
Jacinta Cicciarello 9BRNJ1 |
Millie Christian 9CNMJ3 |
Stella Vu 9WMSJ2 |
Sienna De Lullo 9CNMJ3 |
Riley Firman 9CHLJ2 |
Sarah Hausfeld 9CHLJ2 |
Alara Gul 9DLYJ3 |
BEAUTY & THE BEAST
Fabric Design and Boxer Shorts
Due to the purchase of a Dye Sublimation printer, St Columba's College students now have the opportunity to design and create their own fabric. The Year 9 Beauty and the Beast textile students created a design they wished to have printed onto fabric to make into Boxer Shorts. After the students had created their hand drawn artwork they were given to the Year 10 iDesign students who then used this artwork as a guide to creating a digital version using Adobe Illustrator. Students tweaked the designs, colours and layout knowing that it would end up being created into a repeat pattern. Once the artwork was complete it was sent back to the Year 9 students for approval and finally to be printed. - Michelle Grant
Due to the purchase of a Dye Sublimation printer, St Columba's College students now have the opportunity to design and create their own fabric. The Year 9 Beauty and the Beast textile students created a design they wished to have printed onto fabric to make into Boxer Shorts. After the students had created their hand drawn artwork they were given to the Year 10 iDesign students who then used this artwork as a guide to creating a digital version using Adobe Illustrator. Students tweaked the designs, colours and layout knowing that it would end up being created into a repeat pattern. Once the artwork was complete it was sent back to the Year 9 students for approval and finally to be printed. - Michelle Grant
Tahlia Panuccio 9CHLJ3 |
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Macy Walsh 9WMSJ1 |
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Georgia Griggs 9WMSJ1 |
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Jacinta Cicciarello 9BRNJ1 |
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Sarah Hausfeld 9CHLJ2
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Toni Morabito 9WMSJ3
Martine Kearney 9OBNJ2 |
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Alara Gul 9DLYJ3 |
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Alyssa Munari 9CTRJ2
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Isabel Grizelj 9DLYJ1
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Giulia Taranto 9CNMJ2
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Mia Mecca 9WMSJ1
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Sienna De Lullo 9CNMJ3
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Riley Firman 9CHLJ2
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Ella Kavanagh 9DLYJ1
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Kiara Longo 9CHLJ1
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Ella Young 9CNMJ1
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Charlotte Rayner 9CHLJ1
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Charlotte Leighton 9BRNJ3
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Elena Schaber 9DLYJ3
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Madeline Ierino 9BRNJ1
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Emma Dawson 9OBNJ1
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Grace Sinnadurai 9OBNJ2
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Brielle Sankovic 9WMSJ3
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Millie Christian 9CNMJ3
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Vaishnavi Navaseelan 9CHLJ3
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Angelique Vaxalis 9CNMJ2
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Taylor Watson 9CTRJ2
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Jessica Pianta 9CTRJ1
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Alessia Mastromauro 9OBNJ1
REALITY CHECK
Self Portrait
Students of Reality Check explore ways of seeing reality. Using, drawing, photography and painting, students learn the tricks of visual illusion to make pictures. Some of these 'tricks' include perspective devices, forced perspective, different composition studies and the rule of thirds. Students used artwork of Chuck Close as inspiration for their painted portraits. They carefully studied tonal areas of the face to translate into a monochromatic (one coloured) image.- Hilary Breman
Students of Reality Check explore ways of seeing reality. Using, drawing, photography and painting, students learn the tricks of visual illusion to make pictures. Some of these 'tricks' include perspective devices, forced perspective, different composition studies and the rule of thirds. Students used artwork of Chuck Close as inspiration for their painted portraits. They carefully studied tonal areas of the face to translate into a monochromatic (one coloured) image.- Hilary Breman
Kate Loeliger 9OBNJ1 |
Leah Simos 9CHLJ2 |
Sienna Amato 9DLYJ2 |
REALITY CHECK
Photograms and 35mm Portraits
Students in Reality Check experience making silver gelatin prints using found flora and 35mm negatives. First, they pressed flowers and leaves, which were placed onto light-sensitive photo paper in the darkroom under red light. Light from the enlargers exposed the paper through the flora to create unique "photograms". The prints were then developed in chemistry baths and dried. For the next task, students had their portraits captured with a 35mm film camera. Students used the enlargers to project their portraits from the 35mm negative onto photo paper, on which they had applied the pressed flowers to partially block the image. They also experimented with different chemistry applications, such as using a brush and spray bottle to selectively develop the image. - Hilary Breman
Students in Reality Check experience making silver gelatin prints using found flora and 35mm negatives. First, they pressed flowers and leaves, which were placed onto light-sensitive photo paper in the darkroom under red light. Light from the enlargers exposed the paper through the flora to create unique "photograms". The prints were then developed in chemistry baths and dried. For the next task, students had their portraits captured with a 35mm film camera. Students used the enlargers to project their portraits from the 35mm negative onto photo paper, on which they had applied the pressed flowers to partially block the image. They also experimented with different chemistry applications, such as using a brush and spray bottle to selectively develop the image. - Hilary Breman
Edyn Diaco 9CNMJ1 |
Verona Augello 9CHLJ3 |
Jessica Nadde 9OBNJ1 |
Kiara Longo 9CHLJ1 |
Mia Mecca 9WMSJ1 |
Holly Docherty 9CHLJ2 |
Julia Duggan 9CTRJ3 |
Kiara Longo 9CHLJ1 |
Matilda Lawrie 9CHLJ2 |
Charlotte Doheny 9CHLJ2 |
Ella Young 9CNMJ1 |
Mikaela Ellery 9CTRJ3 |
REALITY CHECK
Pinholes
Students in Reality Check experience making images with a pinhole camera. For this task, students made their own camera by punching a tiny hole in a Milo tin. Light-sensitive photo paper was placed in the Milo tin in the darkroom under red light, and closed up tight. Students covered the pinhole with their hand or a piece of black paper, chose a scene around the school to photograph, and exposed the paper for a few seconds by lifting their hand away. The prints were taken back to the darkroom to be developed, fixed and washed in chemistry baths. After drying, students scanned and inverted their work digitally to make a positive image. - Hilary Breman
Students in Reality Check experience making images with a pinhole camera. For this task, students made their own camera by punching a tiny hole in a Milo tin. Light-sensitive photo paper was placed in the Milo tin in the darkroom under red light, and closed up tight. Students covered the pinhole with their hand or a piece of black paper, chose a scene around the school to photograph, and exposed the paper for a few seconds by lifting their hand away. The prints were taken back to the darkroom to be developed, fixed and washed in chemistry baths. After drying, students scanned and inverted their work digitally to make a positive image. - Hilary Breman
Sienna Amato 9DLYJ2 |
Ella Young 9CNMJ1 |
Kiara Longo 9CHLJ1 |
Mia Mecca 9WMSJ1 |
Imogen Di Florio 9BRNJ1 |
Laura Cuce 9BRNJ2 |
Mikaela Ellery 9BRNJ3 |
Matilda Lawrie 9CHLJ2 |
DESIGNER LIFE
Monsters
The Year 9 Designer Life class worked on a design brief that required them to use Adobe Illustrator to create a monster character for a kids’ clothing label. - Sandra Boicos
The Year 9 Designer Life class worked on a design brief that required them to use Adobe Illustrator to create a monster character for a kids’ clothing label. - Sandra Boicos
Sienna Ferrara 9CNMJ1 |
Isabel Grizelj 9DLYJ1 |
Elisha Khoury 9WMSJ2 |
Matilda Lawrie 9CHLJ2 |
Lara Pravica 9BRNJ3 |
Bridie Synan 9CHLJ1 |
Emma Cihangir 9OBNJ1 |
Tara Werden 9OBNJ1 |
Arianna Distefano 9CTRJ1 |
Kasey Ward 9CNMJ1 |
Baylee Sequenzia 9WMSJ3 |
Alyssa Munari 9CTRJ2 |
DESIGNER LIFE
Monster Badges
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DESIGNER LIFE
Halloween Cards
The design brief for this task was to create a new range of Halloween Cards - Sandra Boicos
The design brief for this task was to create a new range of Halloween Cards - Sandra Boicos
Tara Werden 9OBNJ1 |
Sienna Ferrara 9CNMJ1 |
Sophia Saifert 9CTRJ1 |
9BRNJ1 Charlotte McInnes |
Lucinda Cossio 9BRNJ3 |
Elisha Khoury 9WMSJ2 |
Bridie Synan 9CHLJ1 |
Vita Mullane 9BRNJ3 |
Isabel Grizelj 9DLYJ1 |
Arianna Distefano 9CTRJ1 |
Baylee Sequenzia 9WMSJ3 |
Alyssa Munari 9CTRJ2 |
Emma Cihangir 9OBNJ1 |
Matilda Lawrie 9CHLJ2 |
Lara Pravica 9BRNJ3 |
WHAT'S THE STORY?
Short Films
The Year 9 What’s the Story? (Media) class created short films that demonstrated their understanding of important filmmaking concepts, including ‘establishing shots’, ‘shot size’, action calls, ‘marks’ and ‘continuity editing’. Their first production task was an opening sequence for a sitcom. This was followed by short films based on scripts that were supplied, titled: The Shoe, The Timetable and The Chocolate Bar.
Just as our students began to understand these concepts, we went into our first lockdown. This meant our girls had to use their iPhone's to film themselves and use their family members to create their media products. Thank you to all our families for supporting their daughter/sister in the creation of their product.
The Year 9 What’s the Story? (Media) class created short films that demonstrated their understanding of important filmmaking concepts, including ‘establishing shots’, ‘shot size’, action calls, ‘marks’ and ‘continuity editing’. Their first production task was an opening sequence for a sitcom. This was followed by short films based on scripts that were supplied, titled: The Shoe, The Timetable and The Chocolate Bar.
Just as our students began to understand these concepts, we went into our first lockdown. This meant our girls had to use their iPhone's to film themselves and use their family members to create their media products. Thank you to all our families for supporting their daughter/sister in the creation of their product.
Holy Scream
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The Timetable
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The Odd Bunch
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The Chocolate Bar
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The Chocolate Bar
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The Chocolate Thief
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The Chocolate Bar
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Coolio Schoolio
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The Cliche
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The Shoe
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