11th March
Guest lecture: Lynn Setterington
Today we had a talk from Lynn Setterington, who is an embroidery specialist. She has a PhD, and she engages with groups as part of her practice. She showed us some images of different types of embroidery which inspired her such as an embroided quilt which had been hand stitched by women in Bengal, they used the images and symbols that meant something to them and transferred them into stitch into the quilt, these quilts were used to wrap precious items in, and for special occasions. So she took that as inspiration and created her own where she made a quilt that had her personal bathroom items on it such as Nivea bottles and hair brushes. She had stitched them in different angles so the quilt was viewable from all angles. She had stitched back into it after she had tea stained it to bring out some of the highlights in the piece. She has done numerous amounts of community projects working with organizations and groups of children to help make her pieces. I really like how her work is generated by groups of people who it affects or is about, and I think that the work has a lot more meaning to it by doing this.
13th March: Northenden Community School
This morning I worked with Vicky again to set up a river painting workshop. We were going to be teaching the year 5's so the preparation was a lot simpler compared to the year 2 mural workshop. I knew that they where a lot more independent so they could wash up after themselves and use their common sense to help them create their work. Vicky had prepared a slideshow and some images for the children to look at so they had a reference picture and an idea of how we wanted the canvases to turn out. I prepared all of the equipment whilst Vicky explained the task to the children.
I tried to assist the children as much as I could with the application of the paint and to helping them look at the image properly to refine the detail in their paintings. Vicky started the presentation and introduced me to the year 5's, and when they knew what they were doing they started. I was assigned a table to help get them started off with their individual images. I showed them how to do a wash of colour for their backgrounds, and then they'd done that, how to start breaking the image down and looking at the lines and shapes.
After this they had a break where I tidied up the work stations, and had a look around to see what the other children had done. I was really impressed with how well they had translated the shapes from the photographs onto their canvases.
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Once they had all come back in, Vicky then explained to them how they would start to incorporate detail into their paintings, and reminding them to look at all of the different colours. I helped some of the children recognise colours, shapes and patterns in the images and encouraged them to fill the canvases. I helped with general things such as retrieving materials from the stock cupboard, handing out paints and brushes and cleaning up. I found this activity really rewarding because it was nice to help the children achieve something that they know would be displayed around the school, and the fact that they were painting directly onto canvas, was a really big thing for them, so I really enjoyed working with them all. I think that the outcomes of the paintings came out a lot better than I expected, they are so colourful and abstract, I was really impressed when I saw some of them hung up in the reception area.
The plan for the afternoon was to get the year 4 children to print some fish shapes that the children has already created to print onto a already made deep sea background. I instructed the children on my own, whilst a teacher was in the room with the rest of the class. I demonstrated what to do to refresh their minds because they'd already done it before. They all chose their fish that they had already created from the pile, and chose a colour that they wanted their fish to be. I had already prepared the rollers, inks, newspapers to protect the tables, and aprons to protect their uniforms. They all got to print their fish 2 or three times depending on the size of their fish, because all of the children had to participate, they all really enjoyed it because they were pulled out of their normal lesson to come and print with me which I think they found exciting because they don't do much art as part of the curriculum so I think that's why they were so excited to get involved. After all of the children had printed their fish, I took it into the main hall to dry where Vicky was preparing the display boards for all of the children's work. Whilst the fish display was drying, I helped Vicky with the displays. We planned all of the colours, positioning and where each set of work would go on each board. When we put up the underwater display, we thought that the fish weren't standing out as much as they should be, so we decided to stick some gold eyes on some of the fish to make it look more eye catching. I think this really worked because the shine of the gold attracted your attention to the board, and I think that it brought the colours of the fish and seaweed out more.
I really liked organising this because I'm an organised person and I love doing things like that, so I was really excited to help plan this, Vicky took on board some of my suggestions about placement and some other things which I was really happy about. Overall the experience at Northenden Community School has been so much better than I expected. All of the staff were so nice and interested in me and what I was doing, I really enjoyed working with Vicky and the children. I think I got some really good experience by doing this volunteering because I have learnt how to communicate with children, how to set up and run a workshop, how to work with children of different age groups, how to set up displays and how to help and guide children into developing their creativity.
18th March: Art therapy
Avril started out working in residential places for people with disabilities. Then she went on to become a social worker, because she liked to help people. She then applied to Sheffield university to do an art therapy degree. After she got the art therapy degree she started working for a group in Manchester support team, and in north west area as an art therapist. She works with children and young people who have experienced trauma, been neglected or abused. She also works for a charity, meningitis trust, who deal with people who are disabled because of the disease, and for family support.
As well as family, young and older people, Avril works with Young offenders, dementia, learning difficulties. Within teaching art therapy, she helps people feel better by communicating through art and using art within a psychological intervention. Art therapy helps people communicate and express deep emotions and thoughts, way of helping people articulate. Expressing your feelings through art is a good way of communicating and building up trust with someone.
We were then given a workshop to do. We all sat on tables in groups, and were given chalks in the middle of the table, that was the only material avaliable. We were then given a piece of paper which had the word sun on it, and a box above it were we had to draw. After we had completed that one, we got given another sheet with a different word on it and so on. Sun, moon, tree and draw your own were the words given in this task. Even though we all knew what the sun looked like we all went about it a different way, and the outcomes were all different. It was the same concept with all of the pictures, no matter what we were told to draw, each persons drawing came out different to every one elses, which shows that everyone is different and has different takes on things.
We then put them all up on the wall and looked at them as a whole, and we noticed that everyone had drawn something different in response to the same words. This proved that everyone is different and that everyone has their own response and own experiences. It was really nice to see how all of us, as art students, had taken this task and developed it into really simple drawings, like it was our chance to draw something that wouldn't be judged by a tutor, and let go.
Avril then sat us all back down and drew an image on a piece of paper and we all had to guess what it was that she was drawing. She began to draw an animal and the more detail that she drew on the drawing, the more answers and assumptions we were shouting out. When she had finished drawing she used this and the words to prove to us that it's wrong to assume things about people or anything, because it's never always true. She said that this is key in an art therapy role because you're not allowed to judge anyone who comes in, and you are to treat them like anyone else.
Avril works with individuals, children in schools, private unless there are safeguarding issues. Groups of children, families etc.
This is the triangle in how
art therapy works. Client Therapist
You can't get proper experience in an art therapy role because of safeguarding and privacy rules.
Mental Health, community art, schools, specialist places, experience in social care, paid work, teaching assistant.
Places:
. Manchester start
. Salford start
. Stockport well being centre
. Trafford blueski
. Youth offending team
. Charities
. Ngage
. Arts for health
. Hospices
18th March: Brian Frew talk.
Brian Frew was a head teacher of a disability and learning difficulties school in Manchester.
. 20% of people in the UK are classed as disabled, or have special needs.
. 17% of that are in mainstream schools.
. 0.1% of people in the uk with Down syndrome, usually older women having children. Heart and respiratory problems,
.0.025% severely disabled people,
Autism: lacking social skills, good with maths and numbers, find it hard to interact with people, struggle with unstructured settings. Language and communication, don't understand jokes and sarcasm, difficulty to empathize and like organisation.
Causes
People with disabilities don't grasp information as easily, takes them time to get used to surroundings. Repeat active approach to learning. They take things to the extreme, situations such as: a child was scared of dogs, it would cause an extreme reaction for the child, then everyday they brought the dog closer and closer and in the end the child wanted to pet it. Although this seems like an achievement, the child was only okay with Labradors and still bad with other dogs. They can't generalize.
Communication
Picture exchange communications system (PECS) pass you a picture, of what they want then you pass them to them. Social stories: explained what is going to happen in detail throughout the day. So they expect it, autistic people can't cope with surprises.
Sign language, makaton etc.
electronic aids, iPads etc. AAC (additional audioentive communication)
Planning your lesson
Plan in advance! Make your workshop age appropriate, and adapt for different ages.
Backward chaining (Doing a bit of the task first and let them finish it, let them zip up the coat,
Start with the zip connecting last.)
If they're struggling, how are you going to simplify it? Or make it harder? Age appropriate etc. plan all possibilities.
Challenging behaviour
Disengage from personal interaction.
Some disabled children will get agitated about new situations.
Give them an introduction, and tell them detailed plans of the day etc.
Keep calm body language.
Key ways to get into this profession:
Teaching qualification, then have to work in a mainstream school, then work your way to the special needs sector, SEN co-ordinations.
Or
Be a teaching assistant, then do a teaching qualification through that. Earning money at the same time.
20th March: Manchester Art Gallery visit
Today we visited Manchester Art gallery for a workshop. When we went in we were took into the education center part of the gallery where they run workshops and activities for the public.
We were split into two halves, and then given some work to do. We were given a worksheet, which entitled us to walk around the gallery and look for the work of Joana vasconcelos. Her work was spread out among all of the gallery spaces, which was strange because usually an artist their own space especially for them.
Bestie 2014
. Carefully placed lace
. Moulded to the sculpture
. Hanging on a wall next to paintings
. Go unnoticed?
. Appreciated like the paintings.
. Realistic
. Modern
. Dark
. Floral
. Detail
. Hung on a wall.
Sibyl vane 2014
. Rafael bordalo pinheiro faience painted with ceramic glaze
. Snake
. Realistic
. Azores crocheted lace
. Hidden behind a corner
. Goes unnoticed
. Glossy and scales texture underneath the pretty and leaf like lace.
. Snake curled
. Mimics the hair and the snakes in the painting next to it.
. Eve tempted by John Spencer Stanhope.
. Patterned
Bond girl 2014
. Mermaid
. Tightly lace
. Half naked
. Shell
. In the middle of the room
. There to be seen
. Different types of crotchet lace for each section
. More detailed in some parts etc.
. Realisitic
. Large scale
Hwarang 2014
. Port Laurent marble lions and bases
. Covered in lace
. Large
. Dominant
. Top of a staircase
. Surrounded by mostly old paintings and models.
. Entrance to the gallery
. Guarding?
. Noble
Big booby #2 2011
. Crotchet
. Hooks
. Industrial knitted fabric
. Stainless steel
. Polyester
. Soft curved
. Surrounded by pictures of naked women
. Colourful
. Large
. 3D
. Eye catching
Emma is a Gallery educator, she trained to be a teacher where history was her main subject.
She was a freelance gallery educator at the Whitworth and Manchester gallery. She then moved on to Paid roles and became education officer at Manchester museum and then Manchester art gallery. She specifically runs schools and colleges schemes in Manchester art gallery currently.
Michiko graduated from Salford and developed interest in public art and collaboration. She then went on to do an Ma in art and education. Afterwards she got a job in a Children's centre and helping with creative ways of doing things, giving people confidence. She now works as a freelance doing workshops in Manchester art gallery and Tate Liverpool.
What is gallery education?
Gallery education is all about asking questions, connecting people and developing themselves and their thinking.
Thomas Horsfall, 1844-1932
Philanthropist, lived in industrial parts of Manchester and he went away to country and he wanted to open a space for the working class, so they could see the beauty of art. He opened a gallery in Ancoats and put loads of art in there for working class. He also kept it open on Sundays and late nights so working people could come when they were free. Popular musical shows and workshops for developing skills were put on at the gallery, he changed law so if you visited a gallery and museum it would be seen as an educational trip.
Co curated exhibition with st Augustine's primary school.
24th March: Jane Mcfadyen talk.
Today we had a talk from Jane McFadyen who is the Unit Leader and co-ordinator of Unit X.
Teaching for art helps personal development and generating self esteem.
With working with primary school children, the curriculum has to tie in with the workshop that we would be delivering, and developing creative skills. The range of units would be:
Science - environment, animals and habitats
Geography - school grounds, natural habitats
Literacy - creative writing, writing, nonfiction
Exhibitions are a really good way of boosting an artists confidence, making children exhibit their work, even in their school environment builds the confidence of the child, also visits to art galleries and colleges/universities are good for inspiration. MMU run an 'Interrogate the art school' programme which I participated in, were a group of year 12's came into the university and asked questions about working in a university environment, and finding out how art in general can help with most subjects, and how there are many careers involved in art. All of these factors promote confidence building, and help children's self esteem, which is a really good thing to do at a younger age.
When we are delivering the workshop, everyone will get involved and we will all learn from the experience of collaborating. The teachers will learn how their pupils will react to the workshop and maybe some creative skills to help their pupils with work in the future. The pupils will benefit because they will be undergoing the workshop. They will explore new possibilities, and engage in tasks that they aren't used to such as crits etc.
After this lecture, we were given a worksheet, and were told to create three designs of our choice related to the window box theme.
Main materials:
. Plastic bottles
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. Cans
. Natural resources
So after been given this, I went to the Union shop and bought a range of materials as possibilities. When I went home I started looking at tutorials on the internet of creating insects and flowers, although I found myself getting frustrated because I wasn't given an age range and I felt unclear about the task. After a few hours of looking at tutorials and searching the internet for inspiration, I thought that i'd just go to the materials to give me inspiration instead.
I found a plastic bottle, which I cut in half so the bottom and top half were separated. I then thought that the shape of both pieces resembled flowers so that was my inspiration for doing this..JPG)
When I cut the top half of the bottle off, I cut into it to make the petals of the flower, and because I wanted to use the most of the bottle, I saved the trimmings.
I realized that they were a really nice shape, and that they would go well if they were slotted in between the original petals.
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I attempted a few ways of trying to make them stick, because they were naturally curved because of the bottle, they were pretty difficult to stick. They stuck a little bit with double sided tape. After this, I curled some colourful wire and stuck this to the bottle cap, so it slotted nicely inside acting as the flowers stigmas. I thought that it was too fiddly for primary school children and it wasn't an effective product for the amount of time and effort that was put into the piece. I also think that it would have been a better outcome with a coloured bottle so it would have looked more appealing to the children. Because I wanted to use the whole bottle, I used the bottom of the bottle to make another flower. I cut the end of it down to the curved edges at the bottom. I originally wanted to pierce the middle and put some coloured wire through it, although because the plastic was too thick, I couldn't pierce a hole in it.
This idea didn't work because of this, and I wish that I had of made a more suitable and practical piece, although because of these mistakes, I have now learnt what not to do, and how to make it suitable for various ages. Especially after looking at everyone else's ideas and inventions, I feel like I had tried to over complicate an idea that could have been really simple. Other people made flowers out of paper, and others made trees out of twigs bound in wool which were really simple but effective ideas.
25th March: Development day
Today we spent the day in the union, and for the morning we all laid out our creations from yesterday and all spoke about how we got on with making them. We all talked about what could have gone better, how we could adapt them to different age groups etc. and I think that it was a really good feedback session.
In the afternoon we got into our groups for the workshops that we would deliver. I found out that I'm in group 5, although we merged with group 4 so we could collaborate with each other and create a workshop as one whole group. We were given a brief that was set by the Holy Name primary school, which stated that they were currently submitting for the International school award which aims to embed global themes into the curriculum, and it requires a project which will provide evidence to their submission.
We had to focus on mainly using recyclable and waste materials, and it had to be recognizable as a window box.
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We thought that we would do our workshop based on culture, because they were learning about cultures within their curriculum, and they were also applying for an international award, so between us we picked a continent and some countries to have a varied mix of places, Africa, Antarctica and Brazil. We then thought about the outcome of the workshop, so we thought about making some animals and creatures like the ones mentioned in Jane McFadden's lecture. We thought that might be a good outcome for the children to make for the window box, although we have the children for 2 hours, and making a few animals wasn't going to be enough to keep them occupied.
This is where we thought that they could also make some plants and the habitat for the animals to live in.
After mind mapping our ideas, and talking to Clare, we realised that it would be better to just to use Antarctica and Brazil because they are two completely different places, and we thought that it would get the children thinking more about the habitats. We then thought about having the children rotate around the workshop so they all get to create the habitat and an animal for both places, to keep everyone happy.
eg.
Start off in Brazil
20 Minutes - Animal
20 Minuites - Habitat
then the child would swap over in their groups and the method would be repeated for Antarctica.
We thought about the appropriate materials, taking into consideration the age range which was 7-10, recyclable materials and the colours for Antarctica and Brazil.
. Plastic bottles
. Coloured paper
. Bubble wrap
. Pipe cleaners
. Googley eyes
. PVA glue
. Tissue paper
. Cardboard boxes
Although they are not all recyclable materials, they are all easy and accessible materials that are an everyday item. Because of this, we decided that the bottles themselves would be what the animals and habitats were revolved around and it would be the base material.
Cans and items like glue guns could obviously not be used in this workshop because it's inappropriate and unsafe for children of that age group to use. So we stuck to easy and more safe options.
We then thought about creating mood boards for inspiration and to spark some creativity for the children, one specifically for Antarctica and one for Brazil, with images of animals and the plants and habitats. Giving the children a map might encourage the children to learn about where Antarctica and Brazil are, and where abouts they are and what countries surround them etc.
I really like this map because it's really colourful, and all of the places are labelled and there are pictures on it, so it's really child friendly. One A3 moodboard for each table, we thought would be enough, as there would only be small groups of children to a table, and A3 is big enough to see all of the detailing of the animals and plants.
The Antarctica one was a bit more difficult because there isn't much wildlife compared to Brazil, although we managed to find a fair few animals, and a couple of plants that do actually survive there. We thought that for making the habitat for Antarctica that they could make mountains and hills of ice and create water etc. The brazil mood board has a variety of animals and plants on it, which is really good for giving the children inspiration.
Two members of the group made the mood boards and the map, I think that they did a really good job. The mood boards are so bright and colourful, they really would spark any ideas or creativity for this workshop, and i'm so glad they turned out okay. I like how there are a mixture of colours, textures, shapes and items on the mood board, I think that it was a really good idea to come up with and it was successful in the outcome.
After all of the children had looked at the map and the moodboard, they would be given a design sheet, were they would write down all of their ideas and draw their ideas. We thought that this would be a good idea to get the children's imaginations going, and to encourage them to be more creative, and think of more possibilities about the things they are going to make.
I think that it's good that the sheet asks questions as well as having a design box because it really does make the child think about these questions and how they'll answer them in response to their animal.
We all had parts to contribute for the workshop to come together, My contribution was helping with the lesson plan and gathering materials for the children to use in the workshop. We did a run through of the workshop, which didn't work so well because we never had a definitive plan of what we were doing, or the timings or anything. We were given extra time afterwards to revise and finalise our workshop, and make some extra tweakings to it.
This made us realise that this workshop needed a lot more planning as most of these ideas were still up in the air, and none of the mood boards etc had been made. So we sat down and made a set plan. We created a quick lesson plan to make sure all of the activities ran for the same amount of time and that we could fit everything in. We then went home and all had our individual jobs to do which included creating mood boards and creating plans etc.
27th March: Completion
Today we figured out the rest of the Primary workshop and got the whole group knowing exactly what we would be doing on the day, the materials we need, the risks etc.
On the day we would need 6 tables, 3 for each Antarctica and Brazil.
Charlotte Thompson & Margherita Murgia = Leaders and wanderers
* Shannon Quirke Regan Mcphilbin
* Holly Bowden Suzanne Valerie
* Beth Riley Charlotte Smith
There will be one person to a table with 4/5 children each. There will be two wanderers to help with materials and make sure everything is running smoothly. We also thought that having some music in the background of some of the animals that would be relevant to the workshop would be a good idea because it'll get the children thinking more about their task.
Lesson Plan: Window Box Brief, Holy Name Primary 2nd April
1-3pm
Setting up
* Have the materials split for each group (6) also allowing for the swap over.
* Place the mood boards centre of the table with design sheet placed for each pupil.
* Make sure all of the team have prompt sheets and additional for the staff to use.
* Have a box set out for each table which they take with them and for the second country (12)
Introduction (5 Min)
* Objectives/aim – make an environment and creatures to suit your country
* Safety - working with scissors, cautious of edges, and Respect for others but still be creative and enjoy yourself
* Mention use of camera for photographs to document your work and creative process
* Charlotte will use the frog to indicate when to stop what you’re doing and listen to instructions (so listen out for the frog). Give example.
Split into Groups (Counting 1-6, so that they are split up) Groups, 1,2,3 Brazil and 4,5,6, Antarctica.
During the session we may have animal noises on a cd on a loop which we could re-enact at the end.
Activity (1 Hour 40, split into sections + Tidy up)
* Show them the map to where their country is; use the mood board on the table to conjure up ideas for creations of environments and creatures (relating to country). Use prompts for advice. The pupils can use the design sheet to make a character by drawing or using words to describe ie. Fluffy, scary, friendly, hot, cold. (5 Min)
* Leader will Announce when to move on
* Use the materials to create an animal/creature for the environment you conjured up in the design/mood board session, can make more than one and don’t have to stick to the previous design! show techniques by making your own alongside them whilst assisting (Not aiming to finish yours just show techniques with materials for inspiration) (15 Min)
* Leader will Announce when to move on
* Again use the materials to this time produce plants/rocks/ice/flowers to accompany your creatures/creations, again can make more than one (Show examples as go along) (15Min)
* Will Announce to finalise Object
* Use this to place all items made in box (finished or unfinished) and decorate the box with leaves which have been painted. (10 Min)
* Towards end, Will announce to swap to the other country, keeping in groups. (Move box to the front.
* Give Instruction: One country (3 groups) get given post it notes to come up and write a positive descriptive word about a box ie, colourful, exciting, fun. (5Min) Whilst other is talking about what they made, giving it a name, where’s it live, what’s it eat (Personifying) or Give post it to think about what to write.
* Give Instruction The group standing sits to discuss their pieces: are they pleased with the creations? Whilst the other group comes up and places post it’s around the boxes. (5 Min)
* Give Instruction Then we all come together to gather feedback, did we have fun? Pick a country, choose animal from country, ie. Monkey or seal then all make noise together after count of three. Then walk around the classroom like you think your animal would, (5min)
* Gather one last time, Say Thank you for having us and we have hoped you have enjoyed the day; You’ve managed to use recycled and limited (not a lot of) materials, to create amazing creatures which live in perfectly suitable environments, well done to everyone, you've done a brilliant job.
This is our finalized plan for the whole workshop, so we all know what to do and when. I like the plan because it's not formal, it's quite a relaxed and laid back approach to a lesson plan, and I think that it works for our group because it makes it simpler to read and take note of. I think that the workshop will run well because it feels like even though we didn't have enough time, we had planned it thoroughly and it seemed strong as a deliverable workshop.
We then switched groups for the secondary workshop. We were in a much larger group than the primary one, I found this a bit intimidating and I think that it was really hard to get ideas across because so many people had a lot of ideas that they wanted to do. At the beginning we all struggled to think of an appropriate idea for high school children because we didn't know how mature they would be, what would be appropriate etc. After about 10/15 minutes of debating, we decided to go with a Zombie apocalypse theme for the workshop because we thought that the theme of zombies is really popular at the moment and we thought that they would be interested in the theme. We thought for a while how this idea could be linked to a window box theme, and a window box could be something where you store valuable personal items, which is what you would do in a zombie apocalypse, but instead of a window box it would be a Survival box. This survival box will include all the necessary items to keep you alive, which you'll naturally treasure during an apocalypse.
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We knew that we were working with year 9's so we started thinking about ways of creating a workshop that was suitable for the age group. Instead of debating in a large group, because it was taking too long, we decided to split into an organizing group, a special collections group (as we thought it would be a good idea to show them around), and a workshop group.
The workshop group decided on what the workshops were going to be about, and how they'd do it with what materials etc. I was in the organisation group, who sorted out the lesson plans and how the day would run.
At first we started with a mind map of things that we had to do which included a lesson plan, how the day would run, time schedule and worksheets etc.
We
We also had to figure out the 'storyline' as to how the apocalypse started, and to maybe decorate the room in the theme of the apocalypse. Angus dealt with the storyline, he made a script for him, Becky and Miriam to say at the beginning of the day to give information and to explain the situation that they were in, what they would use, artists influence and the day plan.
Becky: (to pupils) Is this all of you? (to Miriam) Any sign of them out there?
Miriam: Nothing, but they reached the palace hotel yesterday while we were scavenging.
Becky: Just a matter of time then. OK in that case you guys are gonna have to focus. As
I’m sure you know the outbreak hit the city centre 6 months ago and spread fast,
when it reached Fallowfield a number of us fled here in the hope that…They…would
have moved on. We were right except…
Miriam: Except that we’re now stranded here. The inner city was picked clean almost as
soon as the outbreak hit as people ran to the suburbs. Finding supplies is becoming
almost impossible, and the further away we go the more risks we take and the more
people get…taken. We need help, we need your help if we have any chance of
winning this…this war.
Angus: (walking in from the back of the room) War? (laughs) you think this a war? Wars
can be won. This…this is a last gasp, the dying breath of humanity.
Miriam: (mutters) drama queen.
Angus: We have survived this long because of one thing. One revolutionary art
movement from the cold days of Communist Russia. And we will continue to survive
IF you can learn its’ teachings. Adhocism.
Show them. (B or M switches slide to one with examples of adhoc work) It is a very
simple concept; we improvise. We take whatever we can find and we use it to make
what we need to keep those flesh eating monsters at bay for another day. Survival
is a game ladies and gentlemen, and it has rules that you need to learn fast. And
you need to get serious about them because this is not a game!
Becky: You’re looking at the work of one Vladimir Arkhipov, look how he is appropriating
his objects, he’s using their shape, their function, their material properties to make
the things he needs. This man was living in Russia at a time where no-one had
anything they needed, so this visionary made it himself and thus inspired a
movement, and inspired us so that we may yet live. (describe some of the works).
As you can see we don’t have much room, but we do all have our own window box
we can store our essentials in so…
Miriam: So if you’re going to live with us in this colony, we need to know that you
understand the principles we live by. So you’re going to make your own portable
survival kit out of what we’ve scavenged for you. It should be light, it should be
useful and it should contain your essentials inside the window box. We want you to
show us that you can improvise, that you can recycle these meagre resources into
something amazing, that you can…
Angus: (interrupting) That you can not get us all killed. You do everything your section
leader tells you to and you do it quickly and you do it well. Count them off.
We thought about creating the scene for the workshop, and we asked if someone could make some posters or some visuals of a typical zombie apocalypse to go up on the walls. We also thought about having actors, sirens, lights and loads of other effects to create an atmosphere in the workspace although because we didn't have much time, and resources, none of these were possible. We did manage to create some posters, and got some boiler type suits which will look amazing. Becky sprayed some of them with a 'zombie outbreak response team' logo to add to the affect.
Lesson Plan Year 9 Zombie Apocalypse Date: 27/3/14
Documentations: risk assessments for using equipment such as hot glue gun, cans and
walking between the making room and special collections.
Resources: Recycled materials.
Aims: To explore new ways of thinking and making.
Objectives: To create useful apocalypse surviving objects from limited recycled materials.
10:05: 15 mins introduction
and presentation
- Introduction into ourselves and
short presentation on different
artists who use recycling in their work.
- Assign groups 1-4 and separate.
10:20: 25 mins Special collations visit
- Looking at multiple artworks that relates to recycling
materials/apocalypse and analyzing them as a group.
Specials collections archive
10:45: 25 mins Defense - You are in a house; zombies are coming to
get you! You have 20 minutes to make an
item out of these paper materials that you
can use to defend yourself with! GO!
- Newspaper
- An assortment of papers
11:10: 25 mins Contraband - Zombies are attracted to chocolate!
You need to make a contraption to hide your
contraband. Think about concealing not only
the appearance of the chocolate but also the
smell of it! GO!
- Can’s
- Scissors
11:35: 25 mins Power - The power has gone! The zombies have
taken over the power station. You need to
create an object that generates power. Think
about wind turbines and solar panels for
inspiration! GO!
- Plastic bottles
- Scissors
12:00: 1 hour LUNCH LUNCH LUNCH
13:00: 30 mins Personal
object
-You have become a lot weaker due to the
radiation and it is now affecting your
mobility. Pick a word out of the box
(handicaps –examples, use one arm/ shut one
eye)… This is your handicap! Now make a
personal comforting object that reminds you
of home! GO!
- Natural materials
13:30: 30 mins testing
products
- Test all the products made
- Simulate a line up and a
contraband check and other
scenarios
- All work made
14:00: 30 mins Feedback and completion
- Discuss the day, what they have
learnt and what they enjoyed the
most.
- Fill out the feedback form.
- Present with the certificate to say
they are fully trained.
feedback form presented with a
“you now have all the skills to survive a
MMU apocalypse” certificate.
Resources:
. Scissors (for everyone)
. Gardening gloves
. Glue guns
. Glue
. Projector
. Camera
. Big posters
. MMU Welcome pack (Danielle sorted)
. Masking tape
. String
. Plastic bottles
. News paper
. Assorted paper
. Leaves
. Twigs
. Cellotape
. Boiler suits
I created some zombie certificates as a fun thing to give out at the end, which runs with the theme of the day. I created them on Photoshop, and mimicked a certificate I received when I had completed a training day whilst volunteering in the zombie chase game 2.8 hours. I wrote the text on the certificate to the theme of the day and put phrases such as 'Zombie apocalypse master' just to make it seem more fun and it ran with the theme of the day. I thought that the certificate was successful as I intended it to be a playful item that the students would receive at the end to conclude the day, and it brings all of the workshops together and gives it meaning.
I also created a feedback form to give to the student just before the end of the day, to hopefully get some constructive criticism of how they thought the day ran, and their opinions on it. I think that this will be a really good way of collecting feedback, and then we as a group can reflect on what the students said. I still stuck with the zombie theme although I changed the image just to make it look different to the certificates, hopefully they will become helpful in our workshop reflection.
30th March: Z-Arts
Today I volunteered at Z-arts working as a steward and a creative helper. There was a show on called Circles in the sand which I stewarded throughout the day. I made sure that the children and parents were kept safe throughout the performance, and was there for general assistance. I helped set up and clean up the sand after the shows... During the performances some children tried to get out of the fire door, which I quickly acted upon and moved them back to the performance space. There was also an incident were a child started climbing on top of the fold away stage, so I again responded quickly and brought the child down and alerted his parents. At the end of the performance the children and parents were invited onto the performance area and it was really nice to get involved and to be a part of them learning and recreating.
During the Intervals of the shows, I helped out on a craft table were parents and children were invited to create a mothers day card together with the materials available. I really liked that I engaged with some of the children and I found it fun to be creative in a simple way. Z-Arts is a really good place to work because you always come in contact with children, and there are always workshops and theatre shows going on so there are always opportunities to work with children and safeguard them etc.
I hope to work with them again in the future as I really enjoyed today, and I think that i'd gain a lot of experience with children, and also working in a community center.
31st March: Resources
Today the primary school group decided to meet up and see what we had all done and what else needed doing. We had a look at all of the mood boards and maps and they were a lot better
quality than I had expected.
I had picked up some extra materials for the workshop, so I added them to the pile of materials that we would use. We all thought that it would be better to sort out separate bags for the materials and pre-cut the bottles so that there wouldn't be any delays on the day. There would be two bags per table, one for each group of children.
Suzy, Charlotte and I started separating all of the materials and dividing all of the materials up between the suitability of colours for Brazil and Antarctica. Whilst we were doing that, the rest of the group were pre-cutting the bottles for the children so they could easily make their animal or plant.
I think that as a group we were really organised with this workshop because we were all willing to help and co-operate. I think that it ran so well because we had a group that was focused, and wanted to be involved and I think that's what made us all get on so well, and get things done quickly.
After this we left all of the bags in the fine art rooms, because we knew they would be safe there. We would then pick them up in the morning of the workshop and take them to the school. We thought that this would be more productive and helpful.
Tomorrow is the zombie apocalypse workshop day and I'm really excited about how the workshop will run. I'm a little apprehensive about how the pupils will react to our quite extravagant theming of the workshop although I think it will be a really good day. I've not worked with high school pupils before so I'm excited about have experience with a range of year groups, and seeing the differences between the age groups. We have all the materials ready, so all I have to do in the morning is print the certificates and feedback forms, so we are all pretty organised about the whole workshop and I think that everything will go well and smoothly as we have planned.
1st April: Abraham Moss High School
I arrived at uni at 8:30 to print off the zombie certificates and feedback forms, which didn't go so well because the printer wouldn't work properly, but in the end they printed out perfectly. It was my own fault for leaving it till last minute although it felt like we had no spare time at all to prepare for these workshops. Once i'd gotten the forms and started heading down to the refectory space, everyone else had seemed to had set up in the Holden cafe, apparently there was a mix up with rooms because it had been double booked. So we had taken over the Holden cafe instead. At first it seemed like a big problem because we had planned it to the set up in the Refectory space, although it worked out fine because the Holden cafe was a bigger space, so there was more room to move around and spread out.
We had all planned on wearing boiler suit type outfits to fit in with the theme, apart from Angus who was going to do some acting in his army uniform. I thought that everyone looked amazing and in character.
Abraham moss arrived on time and we got them in and sat down earlier than I expected. Becky, Mariam and Angus started the script that he had prepared to start off the workshop. It involved talking about how the say would run, and that they would have limited materials that we had already 'salvaged' for them to create items that would help them 'survive'.
After they did the introduction we divided them all into groups and placed them at a workstation, or they went to special collections.
Whilst we had specific groups of people for each of the workshops, that left me and Angus as wanderers, helping out at any point that we could with anything. I felt that this was the best role for me as I like general helping, and making sure everyone is okay and enjoying themselves. Throughout the day, I helped with moving tables, setting up workstations, general helping and talking to the students about their inventions, making sure the day ran smoothly. I wish I had more of an active role throughout the day because I found myself talking and becoming a bit bored for part of the workshop, but I tried to keep busy, and making sure people were okay. At lunch, I stayed behind whilst the tours were on because my feet became sore, so I stayed and tidied the work spaces, and made sure everything was put in its right places etc. After lunch the groups continued rotating and I carried on helping and doing some necessary jobs such as fetching more natural materials from outside. At the end of the day, the students placed the last of their inventions in their groups pile, and there was a real collection of them when they were all finished. I thought that this was a really good idea to see what everyone else had created and to see all the variety of inventions which were created.
We then handed out the feedback forms to get the student's views on the workshop as a whole which I thought was a good idea. Afterwards, we gave out the certificates, and thanked them all for coming. We also invited them to take their inventions home, or to take photographs as they were really good.
I thought the workshop as a whole ran really well, I think that the workshops were relevant to our theme and they just ran really smooth. I think that if I had more of a productive role, I would have enjoyed the workshop more. In a way i'm glad that there were so many of us to cater for so many roles, because if there weren't then the workshops wouldn't have worked so well. The students seemed to enjoy it from the comments throughout the day, and from the feedback forms, so I think that we did a really good job.
After this workshop, I met with Hannah in the refectory space to discuss the Hulme garden center workshop for people with disabilities. Lydia suggested that we use their already planned workshop that they had previously used at Hulme garden center, as it was already a planned and successful workshop.
Lydia's workshop consisted of creating a bug hotel and making some apples to go inside the window box. We thought that this would be a good idea because they could keep them for the garden center, and be useful within the space.
The bug hotel would include weaving like Ffion had already shown in the group workshops we did at the beginning of the unit, and to create a bug hotel out of toilet roll tubes, plastic bottles and other recyclable materials. The second task was to create an apple out of plastic bottles, by using the bottoms of the bottles and putting them together to create the apple shape. These seemed like simple ideas, and easy enough to adapt to the different abilities.
Although there was a problem, this workshop was for two hours instead of the original one hour that Lydia had used the workshop for. This caused a large stress to the group as we only had one more day to plan and gather materials, also we had no idea how to extend the workshop, how to present the workshop and how to maybe adapt the workshop to the severity of the disabilities. We all felt that we didn't have enough time and that we didn't have sufficient help for this workshop. I think that we were all worried of adapting it to the severity of disability, and that we might have made it too childish maybe and we didn't want to offend them. I think if we had more time and help discussing all of the possibilities and possible problems then I think that we wouldn't have been so stressed out about it all.
Tomorrow I am going to holy name primary school, and I'm really nervous as to how our workshop will run and how it'll all work. I hope that it will turn out well and I think it will but because I've never been in this situation before it's all a bit unpredictable. I think once I'm there I'll know what I'm doing and I'll feel more comfortable with delivering the workshop and talking to the children, I think I just have a problem with the barrier of talking to people and being comfortable, but I think once I'm past the self conscious barrier I'm okay. I am looking forward to having the experience of delivering a workshop and working in a primary school again and I think that it is building my confidence up more and I really enjoy working with children.
2nd April: Holy Name Primary School day
We all turned up at Holy Name Primary school early, and well prepared with the bags of materials and supplies. When we got there we met some of the teachers who where really helpful and welcoming. We began to set out the tables into work stations, two tables each for Antarctica and Brazil. We all were assigned a table, whilst margarita and Charlotte where the helpers and speakers. At the beginning of the afternoon, the teacher gave us all a number, and then split all of the children into mini groups. They were split between the two rooms that us and the other group would be teaching.
We were all assigned children as a mini group, and we took them back to the classroom and to the tables. After all of the children had come back in their groups, and with one of us as a leader, Charlotte began the introduction. She spoke about what we would be doing for today, and was really clear about the tasks. When she had finished, I explained to my group of children that I was going to tell them about Antarctica and briefly what we were going to be doing. I then showed them the map and asked questions about where Antarctica was, how far away if is, if it's a hot or cold country etc. they all had their own answers and had a good knowledge of where Antarctica was. I then showed them the prepared mood board that was in the middle of the table for them, and prompted them to say what animals they could see, whether it was hot or cold, what the habitat was like etc.
There was one boy in my first group who couldn't speak English, Jaoa, because Spanish was his first language and there was no one around to help him, and I found this really difficult to inform him of what the task was and to get him involved. I thought that this was really unfair on him as he had no clue what was going on, even though I tried to encourage him, but obviously because of the language barrier he was unable to understand and cooperate. After they had all discussed the mood board, I placed the materials onto the table and explained that they would all be making an animal that would respond to Antarctica and the mood board that they had just seen. I gave them the pre made design sheets and asked the ones who were able to design an animal that was per existing or to make their own up that would live in Antarctica. I suggested some animals to have fur, or certain colours to be used. I also tried to make them answer the questions that were already on the sheet, to give their animal a characteristic like a name etc.
Jaoa seemed really confused and unresponsive to the task, so I found it really difficult trying to communicate and help him and help the other three children create their animals. I asked the boy next to him if he could help him along a bit with his animal, although he didn't really help him much. I thought that he would have been used to this other boy and would have maybe trusted him more than me. The rest of the children were really enthusiastic so I signaled margarita to come over and help whilst I helped this certain boy. She helped for a bit which was great because I started panicking because I couldn't help everyone at the same time, and I felt a bit overwhelmed. I then tidied some of the materials away whilst Charlotte was speaking so that the work space was clean and tidy for the next task as we would be looking at the mood board again.
I then repeated the steps with a new group as they had all rotated around. My next group was a lot smaller so I found it a lot easier to co-operate and engage with them more, although a girl who was Jaoa's sister was in my group. Even though she couldn't speak English, I found it a lot easier to try and communicate with her and help her because my group was a lot smaller, and they seemed okay with me turning some of my attention to Jaoa's sister, I did help and talk to them about their animals and plants, which was nice because it felt like i had engaged with them all.
At the end of the day, we had no time to complete the end part of our lesson plan which was to make the animal noises and show off what they had made, so instead they displayed them at the front of the room and they gathered to look at what everyone else had made.
4th April:
Hulme Garden centre delivery day
Unfortunately I ended up not attending the actual delivering of the workshop as I had a migraine and felt really ill, and I think it was due to the stress off planning and delivering workshops within a small space of time and not really knowing what I was doing. Overall, I felt like this last workshop especially wasn't planned enough, and because we had limited time because we were running workshops in between planning this one, that we all felt overwhelmed and frustrated.
I have heard that after Easter, that we are doing some placement work, and I think that if we had done the placement work first to give us some experience of being around children but not having the full responsibility, that it would have been a better idea, and I think I would have felt a lot more confident with delivering and constructing a workshop.
28th April:
Today we went to Stockport studios, which is were we where supposed to be based at the beginning of the unit, although because it wasn't finished refurbishing, we've not been able to use it until now. When we got there we had a talk about what was going to happen for the rest of the unit and for the rest of the day.
Marketplace studios:
. 2 floors of studio spaces
. In stockport
. Enterprise team run courses
. Help create cv's and cover letters.
. Large studio spaces
. Kitchen areas
. Wifi and incoming phone line
. Group shares or individual
Micro-teaching brief:
Develop a 10 minute session, loosely based on your practice,
that you will deliver to a group of people and a tutor.
Anna then gave us an example of what a 10 minute session would be like that we would have to create. She gave us some background information about Art direction, and gave out some pre-made sheets explaining it through images.
Art directing -
Making sure that the colours suits the mood of the film or scene,
to create the right atmosphere
Mainly associated with films and photography.
Anna gave out some fruit and vegetables, and then some different coloured pieces of paper. We then had to pick a colour of paper that compliments the piece of fruit or vegetable, or makes it look more appealing. I chose an onion which was a sort of brown-orange colour. I decided that the onion looked more appealing on the purple paper because it makes it stand out and eye
catching, the colours were also bright and contrasting so I thought that looked best.
Anna then told us that this is what art directors do with pieces of footage or photographs to make items or scenes look more or less appealing depending on the theme.
By doing this, she had taught us what art direction was, showed us an example, and figured out for ourselves what it was. This is what we will need to achieve in our own 10 minute sessions.
After the 10 minute session, we were told that we also had top come up with a plan for a workshop that we could deliver at the Stockport festival. It's a festival which has been created to promote the heritage of Stockport, and to show how interesting it is there. The marketplace is the oldest part of town, Stockport is medieval, they have an air raid shelter museum, secret tunnels, dungeons and vintage markets on a Sunday.
We got time to go around Stockport to think about what we could do to include the heritage into the workshop, we went to the Hat museum although it was closed. So we thought that for our workshop that we could get people to create their own hats in the style of the ones in the museum.
Ideas for our group project:
. Hat museum, Stockport is well known for.
. Maybe get people to create their own hats out of a range of materials.
. For all ages
. Have images pre made for inspiration.
. Models/mini catwalk?
. Materials, lace, found materials, Stockport related, towel?
. Pre made stick on shapes of hat parts to stick on the wall and create your own.
. Photographing or projecting images.
Today we've had a lot to think about because we have to do some placement work in between these briefs. I think that it's good that they are keeping up with us getting used to lesson plans and developing workshops thoroughly and in great detail because it'll be really helpful to those who want to go into teaching roles.
I am excited about the Stockport festival, although I won't be able to participate because of the operation that i'm having. Hopefully if the workshop planning becomes a success, then I hope that the rest of my group carry the idea through because it will be such a great experience to have working at a festival.
29th April: Microbrief planning
I started thinking of ideas for this 10 minute microbrief session, and I found it difficult to think of an idea that related to my practice that I could complete in 10 minutes, so I decided to think of some other ideas that were simpler and easier for someone to do with no knowledge of art or an artistic background. I don't have a defined practice at the moment because I study interactive arts, so I think that I'll create some ideas based on some previous projects.
Micro breif ideas:
. Origami shapes?
. Drawings?
. Line drawings
. Pinhole photography
I think that all these ideas are do-able with a 10 minute time limit. The oragami shapes will be easy, fun and practical which is good for getting people involved. The drawings could be a good idea, but i'm not too sure what the drawings could be of? Maybe fun self portraits or of an object? Perception?
Pinhole photography would be a really good idea although I think that it'll be a bit too complicated for a 10 minute session. I would have to pre-make the boxes, and the only practical element would be the exposure of the pinhole which wouldn't be very interesting to the audience.
I think I am going to go with the idea of Origami because it's simple, and practical. I worked with paper and books in my previous Unit X project which I found really fun, and relaxing almost. Origami is an ancient art of paper folding, and some techniques are really simple and are adaptable for people of all abilities. The only materials that I would have to source would be coloured paper which is easily accessible and not costly.
Making an origami model could be easily adaptable for people who have learning difficulties because they could make simplier shapes and models, whereas the more able could make the detail more tedious and intricate. I would counter for all learning styles by having a printed out worksheet which will explain the steps in images for the visual learners, I will also be demonstrating the steps physically as well as speaking them for the verbal and physical learners. I think that this is the best way of teaching a skill to someone because it does involve all of the different learning styles, and it is easily adaptable. If i was to teach this to primary school children, I would use colourful paper to get them interested, and I would create simplier steps to help them, I would also let them decorate their boat as they'd find that really fun and they could then create characters for them etc. If I was teaching this skill to a high school student or older, I think I would make the steps a bit harder, and maybe give them a few pieces of paper for them to make more of them or to create a scene for the boat, or even if I still think that it's not challenging enough, I could make them create a more complicated boat shape with more folds etc.
Origami boat instructions:
1. Start with a square piece of paper
2. Fold diagonally to create a triangle shape
3. Fold one corner of the triangle upwards then unfold, and you have a crease line
4. Now do a reverse fold, fold it the other way
5. Take the bottom corner and bring it up between the sides of the boat
6. The pointed top will be the boat cabin
7. Fold the tip of the boat cabin to create a straight edge
8. Now open the boat up and set sail!
Tomorrow I am going to Abraham moss high school for a placement for the day. I'm pretty nervous about the whole thing because I've not worked in a high school before, although I really enjoyed working in the primary school. I hope to be in an art room engaging with some of the pupils and hopefully giving them constructive feedback and criticism. I am a bit worried about how the pupils will react to me being there, and that they might be too nervous to talk to me or they are a bit water of me. I think that if I what the placement for longer that they'd get to know me a bit more and I think that I'd gain a lot more experience.
1st May:
Abraham moss placement day!
Today I had my placement at Abraham Moss high school and I got a badge with all of my details on it as I went in for safeguarding, and security. ... one of the teachers from the art department, showed us around and took us upstairs to the art rooms. We then got introduced to the rest of the art teachers, and ... gave us a brief overview about the school and the day ahead. She put us all in groups, and assigned us separate rooms and year groups for the morning and afternoon, she also mentioned that she had planned for us to do a workshop with the children if we had a longer placement, which would have been a fantastic idea for us to have another go at delivering another workshop, as we now had experience of delivering workshops and, by the end of the day, what a classroom is like.
For the morning session, I was in room 406 with Amanda and Jaz. The teacher explained to us that we would be with year 10 that morning and that they were doing all individual projects as they had chosen it for their GCSE. At the beginning of the lesson, she informed the students that we would be there for the morning session and that we were there to help if they needed it. I went around the room and spoke to some of the girls on one table, and one was doing her project on henna designs, I found this really interesting and I had a look through her work, and really loved the intricate designs that she had created for her own henna patterns. She asked if I would let her do some henna designs on my own hand so she could photograph it and I agreed. It was amazing to become a piece of someones work, and to be trusted so much by a pupil to let me help and further her work in this way. I really enjoyed assisting with the pupils work, and I think that it was really nice to talk to pupils who really had a passion for art and they seemed to have loads of ideas with their work. I loved being able to help, and suggest artists and materials and ways of working because it really made me feel like I was genuinely helping them and it felt like they were sort of understanding of art and that we were on the same level. I found it easier to communicate and talk about ideas with these students.
Throughout the lesson I spoke to most of the pupils and helped in any way that I could, I was really inspired by some of the student's sketchbook work, and about how creative they were. It was really nice to see young people be inspired by art and I think that it has inspired me to be more creative as a person, and to try and enjoy my work more.
I was really pleased that the pupils in this class were really open about their work and were happy to talk about it openly and freely. It was nice to also be able to suggest some techniques to the pupils, and artists that would help them open their minds a bit more to the way that other artists have worked and it could lead them to some more creative outcomes in their work.
After lunch, we swapped rooms and we were in a room with Mrs. Klein who was teaching year 8 art that afternoon. She explained that for the first half of the session that the students will be doing a 'core skills' test which they would be tested on all of their knowledge of tone, shading and colour exploration. Whilst the children were doing the test, she invited us to look at some of the student's work that was on the walls around the room, and she also gave us some books that they had made and explained what they were about and how she adapted it around the language barrier because for most of the pupils, English isn't their first language, so they can't get much help at home. After the test, the pupils had to colour in the colour wheel in the right way, so she asked questions about what they already knew, and reminded them of primary, secondary and tertiary colours, Mrs. Klein then asked encouraging questions to get their minds going asking what tertiary colours were and how to make them. Jas, Amanda and I then walked around and asked some of the children questions about what they were learning about and generally talking about art and if they were interested.
Most of the children liked art, as they were only year 8's they didn't have to think too much about GCSE yet, although most of them seemed really excitable about art and said that they would think about doing it at GCSE level. I think that this is really good because at school level, art isnt seen as an important subject to learn, although it is very important because it is all around us and it's so broad as a subject that you could go into hundreds of careers through art.
I really enjoyed the experience of the day overall, although I liked working with both year groups 8 and 10, I think that I preferred to work with the year 10's because it felt like they were more professional and that they took it more seriously than the year 8's. I felt like I connected with the year group a lot more as a whole than I did with the year 8's, and I think that i'd be more suited with working with an older year group, or even at a college level because they share the same passion for making artwork and discovering new things and I really like how I could potentially improve their work and creativity by my suggestions. Overall the teachers were really helpful and encouraging us to talk to the students and I felt like I got more of a clarification of who I prefer working with age wise, and I gained a lot from being in a classroom environment. I do think that I would have gained a lot more by having more placement days with Abraham moss high school because it was only by the end of the day that I started to feel comfortable in that environment and with the teachers etc. and I think that I would have been more helpful as an assistant to the pupils if I had more time there.
2nd May: Stockport festival Workshop.
Today I worked on my Stockport studio's workshop and created a plan. I started thinking about the materials that the public could use to make their hats, and I think that it would be fun to have some really bright colours and patterns for the fun element for mainly the children, also maybe have some feathers and decorations such as sequins and pens. to adapt this for an older audience from teenage years and upwards, I've thought of having some more actual material and embellishments such as buttons and have maybe have a sewing kit for the more advanced textilers, who could stitch into their material to make patterns and textures.
Aim:
To engage and inspire members of the public to create their own hat in reflection of the different types of hats in the Hat Museum in Stockport. They will do this by using a range of different materials, and will use the colours to reflect their personalities. The hats will then be photographed and then displayed in Stockport studios as an exhibition mimicking the hat museum style.
Objectives:
To run a successful creative hands on workshop that will run throughout the day and have a meaningful outcome in relation to Stockport. The workshop will be suitable for all ages and abilities, so it's welcoming for all of the family.
Materials:
. Glue stick and PVA
. Fabric
. Coloured Paper
. Embellishments (feathers, sequins etc)
. Stitching equipment
. Coloured pens
. Worksheets (explaining the process for visual learners)
. Stock images for inspiration
. Ready made examples for inspiration
We would source the materials solely from MMU's textile department, they have a lot of scrap material that we could use and recycle which would save us a lot of money, such as fabric and ribbon. A lot of us already have things such as Glue sticks and PVA so that shouldn't cost us too much to source, things such as embellishments, coloured pens and paper we will have to source but they are cheaply made which benefits us for this workshop. The worksheets, stock images and examples would be made by us, we could create a simple worksheet which we would have laid out on the tables, which would explain in simple terms what the workshop is about, what the aims are and what they will make.
28th May: Microbrief
Today I started to think about the microbrief. I needed to create a worksheet which explained the brief history of Origami, and the actual skill of creating an oriental style hat. I also needed to test out how long it would take me as the teacher of this skill so that I had enough time to talk about the Origami and for them to make their own in the 10 minute slot.
Session title: How to make an oriental paper hat
Key aim: To engage my group to create and design a hat out of paper that will be created in reflection of the images shown, and will use the coloured paper to construct their own oriental stle hat. The hats will then be suitable to take home.
How will I know that the learning has happened: The participants will be learning listening and creating at the same time so their outcome will prove that they have learnt and followed through with creating their hat.
Key objective: To run a successful workshop that will run throughout the 10 minute session and all participants will create an oriental style hat. The workshop is suitable for ages 6 and above.
Approaches to learning: I will create a worksheet how the hat is made in steps. I will also be creating one with the participants to show them directly how it is made and have a pre-made one available so they can see the end result. A step by step guide with images will be given to each participant to suit all areas of learning styles.
Inclusive practice: All of the approaches to learning will include every participant in the creating and decorating of the hat.
Time: 2 minutes
Content: Welcome, introduction, showing pre-made hat.
Teacher: Standing at the front giving welcome and instructions.
Student: Sitting down and listening.
Resources: Laptop, handouts, pre-made hat, powerpoint presentation.
Time: 2 minutes
Content: Handing out sheets and paper.
Teacher: Handing out worksheets and paper to get ready to begin.
Students: Being given instruction sheets and paper.
Resources: Coloured paper, handouts.
Time: 5 minutes
Content: Showing how to create hat, step by step, creating hat.
Teacher: Making own hat, following participants speaking instructions whilst referring to worksheet.
Student: Making the hat and following the relevant steps.
Resources: Coloured paper
Time: 1 minute
Content: Showing off hats,
Teacher: Showing off hats, helping participants finish off,
Student: Finishing off hats and showing them to each other.
Resources: -
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