Sunday, April 19th, 2015
Here is my current Photoshop progress. I have put my preferred parts of the piggy bank together and given it a pink colour. I still need to fix up the pinkness of the nostrils. I have put the opacity down for the purpose of this post as I am unsure how I could (or if I should) incorporate some of the facial features onto the piggy bank. I need to still do the cracking of the piggy bank and the porcelain and coins flying out. I am also unsure about how to blend in the person’s hair with the piggy bank as the example for the cracking head I have seen (in research post) has a person with a bald head which is obviously easier to work with in Photoshop.
Current progress, decided to completely cover the head and took out the hair and chin that was showing. Next I still need to add in the cracked pieces and have them and the coins flying out.
Sunday, April 19th, 2015
I decided to go with my first concept.
The following are my source photos. I have taken various shots of each asset as I need to make sure I align the positioning of the head with the piggy bank.
I was also unable to find the piggy bank I was after. So I took shots of a couple of different ones. I want to have the porcelain look to mine as it will work with the pieces that are broken. But I like the colour of the pink one. I need to take out the images on the side of the white piggy bank and change it’s colour. I might also blend in some of the features from the pink one as it’s nose etc are more obvious.
Not sure if I will be keeping facial expression or if it will completely be the piggy bank but I kept it just in case!
The good thing about using yourself as the model is that you know exactly how you want the photo to look!
Colour of this
Texture of this. Need to get rid of pictures on sides and change colour
It is really important to have the hole featured obviously in the top of the head so that viewers know it is a piggy bank
Have taken plenty of different shots of each piece so I can use them as pieces flying out of the side. I also need to create the broken head with these pieces
Also have close ups of each coin in different positions as these will also be flying out of the exploded head
Sunday, March 29th, 2015
Here are 5 sketches and notes to illustrate my ideas for my photo manipulated image:
Idea 1: The student’s head is a piggy bank, made of porcelain or glass. The piggy bank has been smashed and pieces of it scatter, along with a couple of coins. One of the pieces is clearly the money slot of the piggy bank. This communicates the idea of money being all this student can think about, and when the pressure and demands get too much, the mind explodes.
Idea 2: Student is at checkout in a supermarket, with items placed on conveyor belt. To communicate idea of the groceries ‘costing an arm and a leg’, the student is placing their arm and leg on the conveyor belt with the groceries and is standing with only one arm and one leg remaining. This idea shows desperation and the sheer struggle to make ends meet when trying to pay for living costs with little earnings.
Idea 3: Student giving arm and leg in exchange for keys to apartment. This again portrays the idea of something being so expensive it ‘costs an arm and a leg’. The image shows that affording accommodation while studying is a difficult task.
Idea 4: A piggy bank sits on a desk with a tiny student trapped inside with their head in their hands. Inside the piggy bank is a couple of loose coins. The piggy bank is glass. This portrays the idea of a student really struggling with not having enough money. With the size comparison between the large piggy bank and tiny student trapped inside, the idea of being helpless and overwhelmed is portrayed.
Idea 5: A sad, skinny, empty piggy bank leaning on sad student for support. Can clearly see coin slot to show it is a piggy bank. This is similar to idea 4 in what is being conveyed.
Sunday, March 22nd, 2015
My chosen article focuses on the difficult task of students to pay their bills at the end of each week. It goes into detail on the amount that students can receive through StudyLink and compares the amount to previous years.
After reading the article, I have broken it down into some main ideas that I want to focus on. The communication objectives I want to convey with my image are the following: financial struggles for students, increased pressure, reaching breaking point, the difficulties of balancing demands of being a student.
In researching some images that could relate to my article, the theme of something costing ‘an arm and a leg’ came into my mind so this is something that I would like to play around with in my image. I also want to use clear symbols to represent money, such as coins, notes, wallets and piggy banks.
To communicate the main ideas of the article, I think that a main idea I need to get across is the idea of pressure boiling up and becoming too much. I want my image to really get across the difficulty that some students face when it comes to dealing with their finances and to show how hard it can be for students to support themselves while balancing their studies.
I am also aiming to achieve a surreal look with my image, where the image looks very real while being abnormal and strange, with a dark feel to it.
The image that I will create will be photo-real and put together with two or more images.
Sunday, March 15th, 2015
The article I have chosen is titled ‘Students cry poor but minister unmoved’.
Click HERE for article.
This article discusses the need for a raised amount of maximum living costs amount from StudyLink for students. It compares the cost of living with the amount that the government currently provides and shows that for students with no financial support other than these living costs, it is impossible to afford the cost of living without spending nearly all their available time in part time work, which leaves less time for focussing on their studies. The article shows the small increase in Living Costs since 1999 and explains that the increase does not fit with the increase in the cost of living.
I chose this article because it rings true for myself. I am currently flatting in Auckland’s CBD and have to work at least 14 hours a week to afford my rent and bills, on top of receiving living costs from StudyLink. I find balancing my studies with part-time work very challenging. I envy all those students who have the luxury to either still live with their families rent-free, or those who do flat but receive financial support from their parents.
With the image I create to summarise this article, I would like to emphasise the struggle with balancing full-time studies, part-time work, finances and bills, and trying to fit all this balancing into a tight time schedule.