Independent making task

De-construct / Construct
Using the window box brief as a starting point we were asked to research creative activities which correspond to the brief and that use a range of recycled / waste materials. 
Main materials:

• Soft drink cans
• Plastic bottles - large and small
• Natural materials (leaves, plants, berries etc.)

As well as these I have chosen to use string, plant tie, card tubes and fabrics. We were asked to produce a minimum of 3 objects per person:

Object 1 -

• plastic bottle
• green fabric
• plant tie
• card tube
• berries
• soft drink can

Object 2 - 

• plastic bottle
• string
• twigs
• soft drink can

Object 3 -

• card tube
• twigs
• soft drink can

Teaching through art

Personal development,

Why we do it: - Primary project 

• Curriculum linked
• Practical focus
• Skills delivery
• Creative thinking embedded
• A range of units - Science (outdoor environment, animals/habitats), Geography (school grounds), Literacy

Artists in residence -

• Project development/ planning
• Partnership working
• Special project
• Events based activity

Exhibition - 

• visits and workshops
• Interrogate the Art school
• Curriculum enrichment

Transition projects -

• Exploring learning
• Personal development
• Confidence building
• Supporting change

The professional world, working in partnership with creative businesses 

Writing and making - 

• Project support
• Ambassador
• Skilled support, get teachers involved
• Role models
• Mentors

CPD -

• Enritchment
• Challenge
• Affirmation and Confirmation
• New skills

Collaborative learning - 

• Teacher
• Pupil
• Mentor
• Co learners
• Critical debate

"Britain needs creative people!"

Manchester Art Gallery Crochet

On our visit to Manchester Art Gallery we were given this task sheet:

Treasure hunt findings:

Cottonopolis -

• Crochet
• Appliqué
• Embroidery
• Pom poms
• Beads/Sequins
• Fringing
• Polyester
• Ceramics
• Painted tiles, patterned fabrics
• Fluffy/ Soft
• Bumpy
• Cold

Big Booby #2 - 

• Crochet
• Knitted Fabric
• Polyester
• Stainless steel
• Colourful
• Hypnotic
• Soft
• Sharp
• Cold

True Faith - 

• Colourful
• Structures
• Brain like
• DNA
• Bold
• Crochet
• Ornaments

This image shows my quick sketch of 'true faith' from a view finder.

After this task we had a talk with a galley educator, Emma:

• She started out as a freelance artist.
• She then became a teacher (with BA History) but left as schools don't allow creative education.
• Paid roles within organisations instead of freelance museum work.
• She has been at MAG for over 10 years.
• Expansive art and art galleries.
• 10 artists regularly give artist talks at the gallery and in schools.

Guest: Mitchiko - Freelance Artist,

• Visual Arts - (Salford, 2001)
• Forward thinking.
• Collaborative community work.
• went travelling to find herself, started teaching English to children abroad.
• Have to be ambitious - idea's, commissions.
• How to create a creative learning environment.
• Art - creative action.
• Gallery learning.
• Community development.
• Families team.
• Well being, board of education.
• Gallery education, core of anything.

What is gallery education?

• Learning what you see.
• Secondary Schools aren't always supported with visits.
• Manchester City Council
• Making Space available.

Brian Frew - Head teacher

• worked in special needs/ learning difficulties.
• in general 20% of the population in schools require special education - most can be overcome easily.
• strengths and weaknesses in different areas.
• work best in well structured activities.
• 'playtime' - unstructured, causes panic.
• language and communication, they see the right and wrong in a situation but don't understand the social complications or formalities.
• don't get jokes or sarcasm.
• don't understand emotional situations, total lack of empathy.
• .'triad of impairment'
• downs syndrome - small %, chromosomal disorder (extra chromosome) 
• older women having children.

People with disabilities or learning difficulties can still learn, it just takes longer, they need repetition.

generalisation - they are specific, they like to generalise things.

• Communicate through reading and writing
• Lists - comfort and security. Social stories, explain what will happen - no surprises, they feel prepared, nothing seems unexpected.
• electronic aids - iPads, laptops etc. "they've been a god send"
• age appropriate activities, adapt for mental age and actual age, 'simplify'
• backwards chaining - start from the end e.g zipping up a coat, teach the last bit first, working backwards to always show success.

Planning your lesson:

• how are you going to simplify for guaranteed success
• have a flexible approach - have a back up plan, it could be too easy or too hard. You need to plan to be able to simplify your task or be able to extend it.
• awareness of possible behaviour issues, quietly and calmly disengage - stay at a professional distance/ level.
• new things can threaten people with learning difficulties, keep a calm stance, calm presence, project calmness even if your not calm.
• keep your voice low, at a calm level.
• help them adjust to 'the real world' not always calm and organised, well mannered.
• explanation of tasks, where it is, why there doing it, who will be there is essential. Surprises, something unplanned can be seen as a threat  or unsettling.

What is Art Therapy

• What is art therapy and how can it be used?
• how does it work?
• issues with identity and self esteem

Avril, Art Therapist.

• Print maker, likes working with people.
• works with people with disabilities
• social worker for 12 years
• mental health students
• combination of art and social work
• minority profession
• children and young people
• schools, primary and secondary
• child trauma
• hospitals, well being centres 
• art within a psychological intervention
• HCPC / BAAT

Task:

Series of 4 drawings,

• A sun
• A moon
• A tree
• Anything you like

 Here are some images of the groups drawings:

Different way of expressing yourself 

•  not to feel judged.
• no right or wrong
• 'don't want folder - too look back on one day
• children can relate to drawings, remember how they felt.

"Sometimes it is hard to find the words to say how you feel and what are thinking."

• signs and symbols
• words are like digital language

Fairy-tales, animals will usually tell a child's own personal story,

e.g I've got a friend who...

attacking animals - good guy/ bad guy

vulnerable animals - scared, lonely

keep notes of every session - mainly safeguarding, case reviews (in the case of a child's death)

What do art therapists do?

• one to one with children, confidential, counselling - CAHMS.
• same duty of care with adults/ vulnerable adults.
• will always be a contact point for safe guarding issues - siblings, brothers/sisters.
• families, mothers and young children - strengthening attachments, helping parents give time to children.
• themed groups - absent mothers or fathers.
• behavioural issues, violent - lots of structure/ activities.

Museums and galleries observation and research.

  Observing the behaviour of school groups out of their comfort zone.

Fig.1

Observations at the national football museum:

• Seating area to watch short clips of important/ significant matches (on a loop) - for groups of children this would be a good spot to explain details of the visit and discuss health and safety issues/ procedures.
• Photographs of 'iconic' footballers, with inspirational quotes from them - young footballer may feel encouraged by the words of their favourite players.
• Interactive screens, hall of fame, facts and information - this is a good way to allow people to find out information they may not already know, the hall of fame may introduce new players that a well know in history to young children.
• Table football - this is a good way to occupy children's minds if they get bored.
• Headphone area with radio commentary - this is good for visitors as they can catch up on missed game time.
• Modern art, interpretations footballer scenarios and footballers - on an educational basis I don't think this is useful, I do however think it is interesting and somewhat comical to see.
• History of the types of ball used, history of kits - this is a pretty interesting section of the museum as I feel that children will be fascinated by the development of the ball, I also feel that they will be grateful and appreciative of the quality of ball and kit forms they have in the modern day.
• Make your own mascot - i think that children will really enjoy this part, although they it could be made better with a wider variety of images for the creation of the mascot.
• Football education games - some of the questions on the games were pretty difficult but I feel that children who a very educated on the football history will love the challenge.
• Football badge rubbing's - young children will like this part of the museum as they can get involved and create an image of their favourite team badge.
• Interactive games with projections and videos, educational videos - these are beneficial to visual and kinesthetic learners witch is good to see that different learning styles have been considered.
• After your visit you are able to leave feedback in the form of a video that you record yourself, or by simply filling out a feedback card. (fig.1)

Observations at Museum of Science and Industry (MOSI):

• Regular head counts to ensure all pupils are present.
• Brief talks outside the museum and in the entrance, health and safety information, do's and don't's etc.
• Short tasks and games like finding specific things etc.
• Running around, children running around and being quite loud.
• One teacher said 'you can do anything you want' which suggests trust in the pupils.

The images below show some of the objects at the MOSI.

Child protection training and working with vulnerable adults, legalities etc..

-make a window box
-2 hours duration
-using green box and 3 other materials.
These images show my notes/plan of the possible year 11 workshop,

 

 

I personally feel that this workshop plan didn't really work out too well as I felt a little uncomfortbale in my group, although we had quite a successful outcome I don't think that every person got their point accross as others seemed to take charge and disregarded inputs if they personally did not agree or like the idea.




After we had group discussions about our workshop plans we were given imformation and advice about Safeguarding in regards to teaching children and vunerable adults.

Safeguarding:
-protecting children from maltreatment
-preventing impairment of childrens health/development
-child protection
-child, anyone under 18
-child abuse, causing suffering
-art and design mentoring scheme
-maintaining a register of pupils you work with (mentor)
-work in an open environment
-avoid unnecessary physical contact and inappropriate familiarity with children
-don't socialise with children,  even older ones that may be of a similar age range
-always report any suspicions: physical abuse,  emotional abuse,  sexual abuse etc.

Never keep important information a secret, tell the child that you have to tell someone else but ensure them they have done the right thing. Build trust but always be professional,  pass any concerns on to your direct superior.

Planning a workshop

Things to consider when planning a workshop, is it going to be the worst lesson ever?, think about your pet hates in a teacher:
-unenthusiastic
-talking off topic
-poor planning
-not hands on
-no encouragement
-negative attitude
-obvious favouritism
-lazy teachers
-talking too fast/slow/mumbling
-taking too long to get into lesson or onto topic
-smelly teachers
-environment in classroom
-no clear instructions,  unorganised plan
 

What makes a great lesson?
A standard leson should have/be
-presentation
-demo's to encourage students
-activeness towards subject
-control from both the teacher and students
-engaging
-educational
-clear tasks and instructions

As well as these a lesson/workshop should be fun, exciting,  enjoyable,  different,  unexpected, risk taking and it should stand out.
Getting to know students helps you understand their preferred learning styles as thry are all different, this enables you to adjust specific learning plans to their needs and make you aware of additional risk assessments required.

Visual- mind maps, pictures
Auditory- music, explanation
Linguistic- words, speech
Physical/Kinetic- moving around, making/doing
Solitary- alone, group?
Logical progression,  plan for all learning styles.

 

PLANNING-OUTCOMES-AIMS-EXPECTATIONS-OBJECTIVES

PLAN-DELIVERY-REPORTING-EVALUATIONS

Unit x

For the first sesion of unit x we were given a window box task, we were given a limited supply of materials,  a set time frame and told to deconstruct the window box idea and its used to create a fun, non traditional outcome. We were then put in groups and left to it, as a group we collected various materials from those given and wegave ourselves a selection of colours to work with.

 

 

We then decided on a theme and worked individually on small samples to get an idea of design thoughts and processes, which may be further developed into larger samples depending on the size of the window.

One member of the group cut out these small rectangular turf shapes for us all to use.

 

One of my samples in progress.

 

These images show my two window boxes that contributed to the final piece.

Once we had finished we discussed our feelings throughout this short task, it was agreed that we all felt comfortable working with each other and it was beneficial to the outcome that we shared ideas but still worked on our own pieces that came together as one to form a collection of window boxes. We also discussed our overall success and failures (see image below) and although we had to improvise on materials, techniques and processes the outcome was a success and it was an enjoyable task.

 

 

We were also asked think about this task as a workshop and how we woukd present this to a class of students (of an unknown age) and what changes would have to be made for certain age groups, the main questions we consedered were the following:
How would it function as a workshop?
What materials would you use?
Do you have a plan of action?
Think about what hasn't worked for us and how could we overcome this in a workshop?
What health and safety issues would we have to risk assess?
Thinking about what materials,  techniques and processes would have to be adjusted?  (Like the use of scissors etc.)

 

After a self critique we were asked to swap tables and evaluate another groups progress, we were given the 'Dino dig' box. We made a mid map (below) of what we would change or do for a specific age group.

Once we had finalised our ideas we made a mock lesson plan of the way we would present our workshop. This was presented to another group to see if they agreed that the changes we made were suitable for the said age group.