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Roles
Poster Design – Lizzie and Lydia
Hanging the Posters (One Week before the 11th Delivery Date) – Jodie and Lydia
Social Media Promoters – Victoria and Sara
Resources – Aoife, Connie, Ruby and Sunainah
Origami Lantern and Stress Reliever Example for display – Bailey and Jodie
Printed handout instructions on how to make an origami stress reliever and fortune teller – Roz and Beth
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Title Library Chat Zone Workshop: Origami Lanterns
Date: 12th May 2017 (12pm-4pm)
Aims:
· Engaging in a creative outlet through making an origami stress reliever and taking part in a collaborative calming origami lantern for the Chat Zone space
Objectives:
· Students to draw on and create own origami stress relievers that they can take away and use as a stress reliever during the exam period.
To draw on and create origami fortune tellers, to be part of a collaborative origami lantern, a calming and soothing light to be hung in the Library Chat Zone Space
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The poster me and Lizzie made for the library workshop promotion.
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KEY BLOG POST 3
When I started university I had it clear in my mind that I wanted to be doing something creative, although as time has past I have realised that I want to work in an educational environment – although I am still unsure to as what in particular this is. I have always admired my mum’s job – working with children with learning disabilities – I like the idea of having a positive impact on the next generation. In the past I have really not enjoyed working in small groups, however, this year has been a pleasure (it could be down to certain individuals on this unit) but for me this is a new discovery. Through enjoying working in groups I would say that it has made me a better timekeeper in order to not let other members down. Now I have had a good experience in-group work I believe in my practise this is something that won’t seem as daunting – even constructive. If I could do the workshops that I have done again I would be interested in focusing on the ‘tool kit’ I use in my own practise, such as illustration and collage/ image making with an abstract concept to start from. By focusing on looking at articles around the subject of education in order to acquire an understanding of this topic in a real world context I have discovered that there are a lack of people becoming teachers, although I do not want to be a teacher in the strictest sense I want to be in a position where there is a heavy focus around creativity and the arts, as I believe this is imperative to fundamental development. Throughout unit x I have seen myself more as an art director in an educational context rather than a Fashion Art Director, it is something I feel more passionately about than Fashion. Although I enjoyed my day working at St Margaret Mary’s primary school it proved to me it was not something that I would want to do for the rest of my life, I would prefer to work with children who haven’t got as stable mental health backgrounds, as I find the topic of mental health very interesting. It is something I would like to explore for a possible dissertation. I am happy about this because initially I wanted to take something away from unit x that would hopefully inform my dissertation. Another aspect of this unit which has made me feel more confident is my growing ability to make adjustments e.g. in a pitch idea, this has also been made possible from other members of the group, I feel I have learnt the value of group work because of this.
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KEY BLOG POST 2
This year I have thoroughly enjoyed the collaborative aspects of unit x, working in groups has been a positive experience unlike last years unit x, where I did not enjoy this so much. This definitely came through in our execution of Foodie Friday, as this was a big success- everyone who said they would be there were there, where other people were busy there was someone to handle the situation. Foodie Friday was definitely a highlight of the unit for me, seeing the children so engaged in what was going on was a great feeling. Although I couldn’t be at Market studios to help set up how the room would look I managed to arrive when the room was starting to become busy. I altered my mind from promoting for Virgin Media to helping young children design space probes; the added theme of space to our workshop actually made it easier to prompt helpful suggestions for the children. Small touches such as ‘space rocks’ for the tag for the chocolate cereal hoops, this helped inspire excitement from the children and helped get them engaged with the task at hand. This also engaged them to think about what they would produce for the ‘aliens’ to see, this helped inform what kind of print they wanted to make from the food we had set out. I would comment that in terms of key developments my approach in a practical context is much more hands on and enthusiastic, as this unit x has been something which has felt constructive so this has inspired to take this ‘hands on’ approach. A key thing which stands out as being an unexpected development is that in the future I would like to get more involved in some drop in workshops – which is something I’d never considered before, as I assumed I wouldn’t enjoy it as much as I do. I really like the nature of a drop in workshop because they are held for a good amount of time and there are always new faces to see.
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KEY BLOG POST 1
For this years unit x option I chose Educator as a small way of introducing myself to thinking about being creative in an educational environment. Before higher education I had some previous experience working with children, such as being a lunchtime supervisor in sixth form for children aged between 5 and 11, a literacy and reading mentor and a weeks worth of work experience at a nursery. I have always liked the idea of working with people in order to inspire or encourage learning. Unit x has provided a deep understanding of how to construct a lesson plan and execute this lesson; a lesson plan should be planned thoroughly stating at clear times what should be happening to avoid any part of the lesson seeming aimless. Although it is vital to not be too constructive and allow learning to be an explosive chaos as sometimes this is the best learning environment; especially in a creative one. For my micro lesson on hormones initially, as I expected, I was very nervous about delivering the presentation especially in a very specific time frame. I had never given a presentation as long as 10 minutes - even when presenting in my practise. I think the way I structured my presentation helped calm my nerves because I asked the class to have a discussion about their memories from their sex ed, which allowed me time to adjust to a somewhat alien role. I felt more confident once people were chatting because this allowed me time to think about what I was going to ask them and I could see them engaging in talking to each other and sharing funny antidotes. In turn the mirco lesson helped inform decision making when it came to theoretically organising the foodie Friday. Furthermore, a key discovery of mine in also within the topic of my micro lesson, I am more aware now of just how restrictive the sex education really is at schools. The research stage of unit x has also heightened my ability to articulate my thoughts and concepts within public speaking and presenting. I now also have a better understanding of how museums and art galleries make their interaction area engaging for children, especially Manchester Art gallery. I discovered that certain skills I had learnt in Fashion Art direction could be applied to my micro lesson in terms of presenting. Imagery is an important element to my practice due to its visual communication nature, this informed the way I would construct my presentation. I was quite particular in the way I chose my images because I wanted them to either stir something in the audience that might encourage questions or provide a visually stimulating backdrop whilst I discussed the points I wanted to make. It was helpful to see how people from different practises approached the micro lesson because this provided me with an alternative perspective into presenting, as there were no making involved with my workshop.
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*please click on any images with text you are unable to see*
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Risk Assessment
Faculty: St Margaret Mary’s Primary School, Manchester
Department: Manchester Metropolitan University
Activity: Engaging children to create art from unconventional mediums
PERSON AT RISK: Staff, Workshop delivers, Students
HAZARDS
- May get an allergic reaction from the food, glue and/or paint
- May swallow the food, glue and paint on purpose or accidently
- May mark oneself or others with the tools, foods, glue and/or paint causing harm to self and others
- May get a paper cut from the paper
- May get a reaction from the gloves if used
- May get physical with one another during the workshop
RISK CONTROL METHODS
The tutors and children to know their child/s safety procedures
- Inform the children and tutors before the workshop takes place of any potential hazards
- Children with severe allergies and sensitive skin will be provided latex free gloves and aprons. Or any foods with their allergens in will be removed from the workshop.
Supervision
- Volunteers should know how to deal with enquiries about activities and the group
- Ensure volunteers understand their roles for the workshop
- Supervise the children and remain alert to any potential risks, step in and mediate if any of the children start to act up, if it escalates seek the teacher’s advice on how to proceed
- Always ensure at least two volunteers are present during the workshop
- If spillages occur clean them immediately to prevent them from becoming hazards, e.g. if paint was spilled on a wooden floor and it was cleaned up provide a slip hazard sign if needed.
Fire Exits
-To ensure the fire exits signs are clearly visible and everyone in the workshop knows where they are
For students to understand the precautions of resources used
-To make sure the children take care and consideration when using the tools, paint, glue and food for themselves and others around them
-To not allow them to behave in a silly manner with the resources that could lead to harm, i.e. Be vigilant with another when using the tools and resources
If any child feels unwell and/or uncomfortable anytime during the session
-Immediately inform the teacher, if needed seek medical assistance from the school nurse.
Further action required
-Allow the children to have the option to wear latex free gloves
-Remind the children to not smell or put any resources into their own and others mouths or body before the making activity begins.
-Supervise the children at all times throughout the active workshop
-Have a clear and visible post of foof allergy regulations given to the tutor to inform of the potential risk of food allergies.
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Year 5 lesson plan
Title and Date: Year 5 - Primary School Workshop 10/05/2017
Documentation: Photographs of the children’s creations
Resources: A4 and A3 Paper
Tools: Blunt Scissors, Plastic Knifes, PVA, Plastic Tubs and Small Spades, Various Coloured Acrylic Paints, Cookie Cutters, Paper Plates, Newspapers, Masking Tape, Latex Free Gloves, Unscented Baby Wipes.
Food: Bread, Cereal, Lemons, Pasta, Leeks Potatoes, Broccoli and Carrots
Aims: Engaging children to produce creative pieces from unconventional mediums - To enable them to think differently about the ways you can make art.
Objectives: - Provide a variety of mediums in order to allow the children to create a body of work and / or a piece of work.
Allowing the children to focus on the process rather than a finalised outcome
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