Curriculum links: Level 5/6
'Values' education and developing 'Key competencies'
Values
Students explored a range issues associated with values in order to develop and present prototypes of souvenirs appropriate for sale at Te Papa, their client organisation. Not only did they need to research and develop an understanding of what New Zealanders' 'valued' as being significant to their heritage and identity, but also they needed to understand the 'values' of potential customers to Te Papa across a broad range of ages and cultures (workbook p5, p6, p7, p8, p9) . The students also needed to appreciate the expectations inherent in working with a high profile client organisation. Issues associated with such things as intellectual property, corporate identity, economic worth and profit margins were critical for students to understand for the discernment and development of high quality but affordable souvenirs.
Key competencies
Thinking
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Ongoing decision-making informed using Plus/Minus/Interesting (P/M/I) analytical technique (workbook p29, p30, p31, p32, p33)
My own trip to Te Papa
Today I took a trip to Te Papa to look at their shops – The Te Papa Store and the Te Papa Treasure Shop. I went to these shops to get some ideas on what writing to put on the packaging for my souvenir gift item. I looked at similar existing souvenirs that were packaged similarly to how I had packaged my hat and scarf. I looked at these so I could get an idea of the writing they put on their packaging to help me think of some writing to put on my packaging. What I saw was things like "100% Natural", "NZ Grown", etc ...There were also the brand names written on the packaging, but I didn't have a brand name to put on. Some possibilities for my packaging are: "Native Wool"; "Hand made, hand felted for you"; "Nature Felt"; "Fuzzy Felt"; "NZ Felt"
"Naturally Felt"Student workbook extract
- Identification of key considerations that needed to be addressed in terms of Te Papa management, souvenir shop workers, potential purchasers, Te Papa's corporate image, etc. (workbook p9)
- Reflecting on the technological practices of others (workbook p6)
- Planning out own technological practice and undertaking it (workbook p76)
- Analysis of existing products (workbook p7)
- Addressing copyright issues (workbook p70)
Using Language symbols and text
- Annotating own sketches and class photographs (workbook p44)
Managing self
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Regular self review built into the development process (workbook p66)
"Tomorrow morning our clients from Te Papa are coming to view our products all finished and give final feedback, so I had to make my box label tonight so that it was all finished for tomorrow..."
"... I just had my talk with Clare, from Te Papa – she liked mine very much and said it had 'saleability'. A point she brought up was that in The Te Papa Shop the souvenirs that are in boxes are the most expensive, so I have to watch that my packaging doesn't make the value too expensive – otherwise teenagers may not buy it because they cannot afford it. Clare also suggested that a range could be made out of my product so that there are different bits and pieces that look similar, but are sold separately..."
Student work book extract
- Planning ahead in terms of tasks to be done, resources and time required (workbook p10)
- Ongoing review of brief (workbook p64)
- Individual research planned and undertaken
- Reflection integrated into process (workbook p3, p16)
Relating to others
- Obtained regular feedback from key stakeholders and selected target audiences (workbook p63)
- Accepted constructive critique of concepts and final prototype from representatives of client organisation
Participating and contributing
