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one of my favourite drawing from the yr 7 workshop. it make me feel really happy, it reminds me of the the big hero 6 Disney movie. so much talent!!
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the promoting side for our library workshop and talking to people about how it went and what was going on.
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reflecting on the educator course
This unit x course. Has really been inspiring to me. It has helped me understand a role of an educator. At first coming to this course we I thought we just going to be thrown to the deep end and go to school and just do placement there but it was more planning and doing lots of lesson planning and with that came a lot of risk assessment. I would say right now I wouldn’t be going to do teaching straight after my university degree, I felt that with this course there so many stuff to think about also there are a lot more that goes to it behind than a teacher standing there and teaching the lesson. I feel like I have a long way to go for me to understand what a teacher does. how to plan a lesson and making sure there are always an aim and objectives, I am not the best at making sure I have a clear understanding of what my aims and objectives, for example when it came to do our year 7 workshop activity I did come with the concept and but It was hard trying to have a define aims and objectives so therefore Faye made sure that it was clear and understood by Elle and Clare.
I felt being in a big group and collaborating with different art course was great because we were able to bounce ideas from each other and we got to see the what different art background did and how they showed their practices. What I really struggled with was the fact that not everyone would contribute and I can say from myself that even I didn’t contribute that much for some of the workshops i.e the library has I been given a small role to do which was promote the work shop from the social media. I also felt like working in a bigger group it was quite intensive and that we would feel dishearten because of the feedback that we got from Elle and Clare and it hard to get your ideas heard because they’re so many ideas being thrown around. However, being in a large group meant that ideas get done people would take charge and we would all be supportive of each other and all in it together. Eventually we would come up with an idea and plan and have a great outcome for our workshop. the best large group workshop was the foodie Friday, I think so because it was our first one and we wanted to make a good impression to those that came to foodie Friday and made sure marketplace studio was recognized and credited for it. I personally felt like it was the best one because we worked in tiny groups at first which meant ideas where easily heard in smaller groups and then able to come together in a larger group and combine our ideas together. It was a good teamwork, everyone that was involved did their part.
The main aspect I would improve next time in the future is being able to communicate my idea strong and confidently across the groups. In the large group ideas session, I would just sit back and let everyone put their ideas out there. I would get a little bit nervous and thing that my ideas are not good enough. And that’s why I didn’t participate on the AVANS works as much has the other group workshops. This could probably be achieved by doing a lot of researching to my lesson planning and doing research before meeting the groups and talking about our ideas for example when I met with Faye I had done a lot of research at hand and met and spoke with the tutors beforehand.
the project that I did basically came from my past personal experience in being school. The workshop that I did with the years 7 was my main passionate one because when I was in school I remember I couldn’t speak English at all and it was hard to communicate my ideas and thoughts to other cause I couldn’t understand them and they couldn’t understand me. Throughout my years in school I would also would be questioned about my English speaking and pronouncing word right. It was difficult. And that’s the experience I wanted to get out to the children is to never stop going and to never give up and even if your told you can’t speak or do anything because you’re from a different background, you can do it. I would never have thought I would be in university doing what I love with the English level I came with in the country which was none. My aim and learning outcomes was about being able to overcome trials and stuff that school systems make us feel like we can’t do.
I would say right now teaching is not for me yet has I have other plans that I want to do with my practices but I would defiantly would consider about doing a PGC course when am older and wiser and more confident. Maybe doing lecturing.
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year 7 workshop reflection
after our year 7 workshop i felt like it was really successful. i felt really confident doing my blindfolded activity and the children really enjoyed it and the reaction i received from them was what i wanted. they said that it was difficult, drawing an object being blindfolded only using their sense to draw the picture. then using their other opposite hand and then drawing from memory. you could tell they where really struggling with all of the three drawing task.
the year 7 task was far my favourite workshop along with the foodie Friday workshop. i felt really at ease engaging with the children and kept communicating with about how they felt about the task. what drawing are they doing next, what materials are they gonna add next. i tried to remember some of their name so it felt like more comfortable for me to be able to just talk to them about their drawings. the space in the classroom was perfect we was able to move around easily and direct our own task. doing this activity gave me an insight of whats it like working in a school with younger children and i really enjoyed it and the me and Faye working very close to do the lesson plan and coming with that concepts, and talking about how failure is a everyday life thing we need to accept for us to me able to become better and stronger and reaching our goals in the future. for me this was thumbs up workshop that i would defiantly consider it again in the future about working school or doing placement or voluntary work in primary school. on the other hand Faye felt bit unease and felt traumatised and didn't like how she wasn't getting any response from them and how they just had blank face and wont answer some of the question unless you prompt them and that what i was doing. reminding them about how they can turn their work into something better and how they can achieve a better outcome from a failure outcome and build a bit of confident.
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blessed thomas high school yr 7 success and failure workshop activity
aim: To introduce year 7 student into accepting failure and using failure tactically to produce successful results, producing a final piece.
objectives
teach students how to produce successful outcomes from failure drawings
introduce them to new skills such as printing & pattern production
allow students to work together in groups to develop creative problem solving to issues surrounding failure
communicating with each other in new ways
we had a two hour lesson plan.
Title and Date: 15th of April – Year 7 lesson plan
Documentation: Success and failure lesson
Resources: Handouts, presentation, materials – pens, paper, pencils, paint, scissors, objects for drawing,
Blind-folds
Aims: To introduce year 7 students into accepting failure and using failure tactically to produce successful results, producing a final piece in a group.
Objectives:
· Teach students how to produce successful outcomes from failure drawings
· Introduce them to new skills such as Linograph Printing & Pattern production
· Allow students to work together in groups to develop creative problem solving to issues surrounding failure.
· Communicating with each other in new ways.
Time
Length
Topic
Activity
Resources
11:00AM
10
minutes
Welcome
· Introduction into aims and objectives of the workshop
· Discussion about how failure can lead o success and how accepting failure is a useful tool especially in the arts
· Explanation into layout of tasks
· Split into pairs
· Presentation
· Hand-out
11:10 AM
10 minutes
Blindfolded Memory Task
Ask them to sit one behind the other person
Have the papers and drawing essentials in front of them
Then ask them to put the blindfold in their eyes makes sure they can’t see any thing
Then hand them the object then allow the second pattern to feel what the object is and draw it on the other persons back
Paper
Felt tip pens/ pencil/ charcoal/ drawing essentials
Blind folded stuff
Objects
11:20
AM
10 minutes
Memory Drawing Task
The 2nd person is now able to see the object, which is given to them but them. They give it back/put it back in the box and then remember it from memory still drawing it on the persons back. The first person is still blindfolded and must draw whatever he can sense from their pattern.
Paper
Felt tip pens/ pencil/ charcoal/ drawing essentials
11:30
AM
5 minutes
Series of small drawing tasks
Both people in each group are now able to see the object but must undergo a series of short drawing activities that will make them feel uncomfortable:
· Drawing with opposite hand – 1 minute
· Drawing object without taking hand of paper (single line drawing) – 1 minute
· Students must write down words they associate with the image.
Paper
Felt tip pens/ pencil/ charcoal/ drawing essentials
·
11:35
AM
5 minutes
Printmaking workshop
Video
Show video demonstrating how to produce own linograph printing tool and use it to produce a pattern.
Printmaking video
11:40
AM
20 minutes
Printmaking workshop
Task
Pupils make their own linograph prints using their failure drawings and then make a pattern using their print stamps. During this section, the group will go around to each student and
Image from drawing task,
Rollers,
Ink pallets,
Printing ink,
Sheets of Linograph attached to wooden blocks,
Lino cutting tools
Gloves (for working with printing ink)
1:00
PM
5 minutes
Introduction to main drawing task
Introduce main drawing task – Students must use previous drawings to produce a larger piece
·
1:05
PM
30 minutes
Successful drawing task
Now from the piece of A3 paper they have chosen they must then create an image from the drawings so, this is where they get to be creative so turn something unsuccessful it to success. Connect the lines, add stuff. Born to be Creative
My group and I will circulate room and support students throughout the half an hour.
· Previous drawings
· Mixed mediums – Paint, Chalk, Paper, Graphite, Scissors, Mixed paper, printing ink, printing stamps, Card, Textiles, String, Wire, Glitter ect.
1:35 PM
5 minutes
Clean up before end of the session
Each group cleans away their belongings and tidies up any mess they have left.
Pupils will leave their final piece on the table.
Final creative product
1: 40 PM
20 minutes
Everyone gets a chance to show their work &
CONCLUSION
Each group presents work to the rest of the class.
Each group discusses whether the work has been a success or a failure
Spoken conclusion about what students will take away from the session, my group and I will return to the aims and objectives and discuss if we have fulfilled them.
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AVANS activity
Today we had the avans student come for the visuals communication activity
I came at 12 which we started on the 2nd half activity. we went outside on the rooftop to do the first activity we were split into 5 groups with the avans student we had to create firstly a landmark using our bodies and then the judge had to guess what our landmark was by looking at our bodies. the judges did guess ours right has our one was a bridge. we then had to another one which create a transport using our bodies without talking, our group decided to sit down on the floor single file in two rows. we then raised our hands up threw it back then forward and then left nd then right. we did a rollercoaster. we also had some boxes that the judges put a point in if we did well with our visual communication. our final one we had to communicate by acting out a scene from a movie. my group decide to do the lion king because it was the most powerful part of the movie where the baby Simba is raised in the air by the monkey and the praised by the rest of the animal. this scene is effective because of it so powerful and everyone remembers it. also, i was the baby Simba and had the avans lads lift me up. it was really funny.
the second and last activity was the visual communication where we had some images and then we had them create a storyboard. with texts. I felt like this last visual dominoes communication was a really waste of time because they kept asking us why are we doing this? what does this have to do with transport in manchester? it like they just wanted to know why there aren't many bikes in manchester and why people don't cycle much. it really was confusing for them. although they did enjoy the activity and we did too, it was like we were teaching them basic stuff they have probably learnt in the past.
after we finished our activity their tutors told us that we did a great job and that next time we see them again we should maybe talk about the different transport we use in manchester.
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AVANS 3RD IDEA
so clearly the game show was abit of too much going and to many plans being put in a timetable and no one understanding the aim and the whole game show just not being understood by Clare and Elle.
at this point the whole classroom was disappointed and was feeling defeated by the Clare and Elle playing the bad cops, it was just hard and i defiantly felt hurt and unable to achieve a good idea for the AVANS group. although it might seem horrible that clare and elle play the bad cops to get us thinking and changing some stuff that might work and might not work at all. in a way it does benefits us and that where the 3rd idea came to plan
visual dominoes
10min - icebreaker
2 hour
lunch (working lunch tour//practice sharing
acting (landmark based)
visual dominoes
TCCNC
L.O =>to make visual literacy through abstract images & techniques
L.O=> Articulate visually without speech intro to power stances - build confident outside confidence zone
smaller group reflections => toolbox ‘ A visual communication of what they’ve learnt
T=> typography
C=> connection
C=> colour
N=> narrative
C=> composition (that’s creative communication not crap)
after a long stressful day and being told our ideas are not there yet and changing ideas until we got somewhere everyones face was feeling abit better and uplifting knowing that we have achieved something good and getting somewhere.
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AVANS 2ND IDEA
ice breaker - Robyn & Co
Risk assessment lunch - Star labs
game show host - Rory
round 1/ fact 4 images
round 2 make sentence, draw it
round 3 draw/ make or act a fact
reflection delivery
Elle ask us what the the point of the game show if we are having and why in 3 rounds. no one knew the questions and Elle then ask us again whats the whole idea of us doing a game show with and what the aim of the visuals communication what are we trying to aim.
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AVANS meeting
today we planning our lesson for avans that are coming in on tuesday to talk about cycling in Manchester and also we helping them with visual communication for their pitch. we came up the plan
Timetable
10-10:30 icebreaker get to know the - activity
10:30-12:30 their pitch
12:30-13:00pm our pitch
1-1:30 Lunch
1:30-2pm reflect
2pm-3pm Gameshow
The Game show is something we want them to able to understand visual communication.
who wants to be a visual communicator
1. fact, selection of images
2. draw/act/make fact
we show our practices as examples.
however when we decided to tell Clare and Elle about our idea and lesson plan, they had to play the bad cop and told us tom stop fitting everything to a timetable and not have an outcome at the end of it. then Clare made us do one lap around the Geoffrey Manton building just to get us excited about the project and idea moving around.
i felt like when it comes to lesson planning about what we should has a group we to focus on timetable and they way everything needs to be structured into everything and not excited about the project and always wanting to have an outcome. the one thing i have understood about the educator course is that you don’t need to feel like everything need to be put in a timetables and have a perfect out-come but remember the learning of others.
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foodieflyday outcome- what an experience
April 28th 2017
1PM - arrive at stockport marketplace studio to set out the workshop layout
has i was the promoter of the foodieflyday along with jodie, victoria and cassandra we sorted out the the how many leaflet we would handout. i pretty much made some apron with the bin bag and cut out some vegetable for faye’s workshop.
2PM-3PM we all decided to have some lunch and some food for our energy and carried on with setting up
3PM-5PM it was getting quite busy and we where just finishing with setting up all the workshop and we began a run through dead quickly.
Me, jodie and victoria decided then we should go out and hand out our leaflet so we can have adult/children participate. we normally handed it out to people with family because we felt like this a family workshop/event therefore it better if children and parent are involve.
6PM around this time marketplace studio was so busy we had so many young children and parent in the there, making tools, paint their food on the plate and ready to send them to the alien.it was fantastic and the most amazing feel that i have ever felt, knowing that children and parent took part of something i helped plan and seeing it become a reality. it was so busy at one point we had to shut the door because it was hard to get around the stations. young children would come up to me and ask me which station to go next cause they where that excited. rory did an amazing job hosting it all with his astronaut suit that he made.
7pm at the end the door shut and we all hugged and cried (think Clare shed a tear) but it was really emotional to see how well we all did and how well we all pulled it together. i feel like begin an educator is just not about seating all day and planning these workshop and activities for them to learn something but it really about having that connection and being able to have an impact on someone and helping them learn something whether it something small or big. teaching someone is also not done in the classroom i can be anywhere and anyone. alot of times when we think of a teacher we think of someone who stand in front of class with a qualification, but a teacher is everyone who seek for those to learn, who want other to expand their knowledge to others and is willing to help them out that could be a friend, our parent, our siblings, husband, motivational speaker and a teacher of course
i felt like that whole day gave me a whole new perspective in educator and that was just because of the feeling that i felt that day. it was an a experience to forget
and oh another thing a parent asked us if where going to be there for a another foodie Friday because they have really enjoyed it i told them just to keep an out for us next time.
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foodie Friday rehearsal tuesday morning. some aftermath of the print making workshop
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During Easter holidays
After my meeting with Clare and Elle about my group year 7 workshop. i felt very motivated and very inspired to talk to my group about what feedback i got from Clare and Elle. i felt like they got to know me a bit more and what have experienced through out my whole life. i spoke to them about my experience in sixth form and failing to be a able to write and how a teacher affected my learning because the way he made me feel about my English writing. i wanted to incorporate these feeling to the workshop.
after that i met with faye a day later to speak to her about an idea i had in mind for what to do for our yr 7 workshop. through our meeting i explain to her a little about the the whole idea of failure being the key thing for our workshop. my idea is to do a little bit of failing to succeed workshop. in this workshop we would have them paired up in two. give them blindfolded mask and have them sit one behind each other. after that hand the second person the object. they then have to feel the object also being blindfolded and then from only feeling what the object is they then have to draw it on the other person back and then that person have to feel what it is getting draw from their back on to the a piece of A3 paper. the session is a two hour session so we have come up with different drawing activity to help them achieve the aim.
talking to faye she said she really liked the idea and wanted to help come up with the third activity.
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Year 7 lesson Plan
Title and Date: blind yourself to success
Documentation:
Resources:
Aims: is to create an piece of image/art from failing pieces of drawing used from objects
Objectives: The activity is that they are given objects which they must draw without having a full visual of the object this mean they are going to be blindfolded. The activity will encourage them to think of a way to communicate to each other without speaking of talking of the object
Time
Length
Topic
Activity
Resources
10 minutes
Welcome
Introduce them to the activity
Ask them to pattern up
Introduce our name, where we are from
And what are we doing to day
Then get them paired up and hand out the objects
· Ambassador
· Objects
· Blind folded stuff
· Hand out 3XA3 piece of papers
20 minutes
The first drawing of the objects
Patterned up in to twos
Ask them to sit one behind the other person
Have the papers and drawing essentials in front of them
Then ask them to put the blindfold in their eyes makes sure they can’t see any thing
Then hand them the object then allow the second pattern to feel what the object is and draw it on the other persons back
Paper
Felt tip pens/ pencil/ charcoal/ drawing essentials
Blind folded stuff
Objects
·
15 minutes
The second drawing of the objects
Still in patterned up in twos
The 2nd pattern Is now able to see the object which is given to them but them they give it back/put it back in the box and then remember it from memory still drawing it on the persons back. the first person is still blindfolded and must draw whatever he can sense from their pattern.
Paper
Felt tip pens/ pencil/ charcoal/ drawing essentials
Blind folded stuff
Objects
·
15 minutes
The third drawing
Faye might decide to add whatever it is she wants
· Example sheet of badge 30 images
· Black and white silhouettes – various sizes and shapes (TBC) ( Max A6)
· Glue dots /DST
· Scissors
1st session done
Break time
· Set up for the next session
15 minutes
Talk about the images of the first session and how they felt?
Now both the pattern must pick from the out the three drawing/ choose their favourite one/ they can choose the same one and work in a group or choose or not.
· The ambassador
·
25 minutes
Born to be creative
Now from the piece of A3 paper they have chosen they must then create an image from the drawings so, this is where they get to be creative so turn something unsuccessful it to success. Connect the lines, add stuff. Born to be Creative
· Materials.
· Papers
· Card
· Textile
· Glue
· Charcoal
· Scissors
· Ruler
5 minutes
Time to clean up
Tidy up time. Keep their best images on the tables put everything away!!
The images that they have created
10 min
Reflecting on the lesson
What have you learned today. Why did we do the first activity and then finished with second activity. Talk about failure and success but to remain creative has an artist/ Faye might say something David might add something and then/ what do they like about their images and what don’t they like about the first images. Are they shocked at what they have created?
· Ambassadors
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A Group meeting
i decided to meet with the rest of the group and catch with them about the lesson plan that i had quickly come up with.
it went really well however David felt like it would be complicated for the year 7 and they might not be able to understand the whole process of it
faye said that she had made up her on lesson plan after meeting our meeting together and decided to write up and extra activity for the workshop. after that we assigned each other with roles to do so i have to create a presentation about failure and succeeding.
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