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Judges’ Comments ~ Posters and Creative Writing ~2008

(Please also read Judges Comments  2007 in our Research Page for standard basic comments)

POSTERS

Overall numbers of entries were down a little this year, but I believe this was due mainly to teachers being more selective in choosing entries to submit, so indeed the overall standard was probably higher, and a record number of Commendation Certificates was awarded and a slightly higher number of prizes allocated, which is very pleasing.

The concept of “change” was viewed from a wide range of aspects, both physical (e.g. geological, weather, technology..) and biological (e.g. evolution, endangered species, environmental degradation, climate change..): all reflecting a wonderful range of topics being investigated within classrooms, as well as encouraging diverse discussion of the overall topic before “doing the entry”. Teachers and students must always remember that the “journey” (the discussion, learning and reflection) is probably of greater significance long-term than the finished product, though the entry itself serves as tangible evidence of the child’s journey. It would appear that teachers encouraged a range of topics, perhaps to increase the wider learning within the class, with subsequent follow-up sharing between students, rather than everyone doing the same …excellent teaching strategy! However, obviously some topics are more significant scientifically and hence more successful. e.g. Different entries on technological change: in transport; communication; medicine etc. would rate higher than changes in fashion trends!

Also, students need to realize a “poster” is NOT a scientific project on a poster sheet. The message should be easily read from a distance, so simplicity usually gives greater impact, rather than cluttered excess information. Should the teacher or student wish to show how much they have researched and learned in investigating a particular topic, maybe a Power Point show in the Computer Presentation section would be more appropriate. I would ask teachers to emphasise to students the need to check and evaluate their work at all stages to ensure maximum effect. Poor spelling or grammar in the slogan can have a very negative effect, taking away significantly from its impact. E.g. “Don’t wait till it’s to_ late”…”enviro_ment” . These could’ve so easily been prevented by checking each stage before finally colouring in. Similarly, stuck-on lettering must be very secure. “G obal warming” is very off-putting and disappointing. Also, time spent checking the effect of coloured lettering on coloured sheets, to ensure it is easily read from a distance, is time well spent.

Click here to view some winning posters from the 2008 TSTS

CREATIVE WRITING

The improvement in this section is very pleasing, especially at Upper Primary level where students have acquired considerable language skills but also have flexible time within the classroom routine to hone these to craft a piece of excellence. This section also allows the students to express their opinions and emotions on the topics, which in this case, affect their futures (personal and world-wide) considerably, and as teachers we SHOULD be evoking a personal response to these issues. An ability to express one’s ideas and understanding is essential in any field of learning, even more so perhaps in science where the concepts may be difficult at times to describe.

As for the posters, the best entries reflect considerable time spent BEFORE crafting, to allow for research of the necessary background information, brainstorming of the appropriate vocabulary and/or images to be portrayed, and the desired flow of ideas to develop the required outcome. I feel it is important to refer back often to the core concept of change, to keep focus in the piece.

The concluding line or sentence can be very powerful in this way. Similarly, repetition of form, can be very powerful in emphasising the main point of the piece. If telling a story, the student need not tell the WHOLE story, it can just be a reflection of a moment in time, or an emotion (e.g. how they felt seeing the devastation of the tsunami). Teachers can help children set this time context with their introduction e.g. I was on the balcony when the giant wave hit the beach…

Especially at the Primary level the Creative Writing section poses an excellent opportunity for “Language Across the Curriculum”: an integration of literacy skills and expression of scientific principles, as well as perhaps the display of personal thoughts and feelings.

The acrostic form in which the first letter, syllable or word of each line, paragraph or other recurring feature in the text spells out another message needs more than simply a common word running through the poem. To be effective it must have a sequence of ideas that flow through the poem that create a sense of time or build a powerful image. I have referred to this in the Judge’s comments of other years and again emphasise this.