Introduction to the College
For the first day of our new unit after meeting and going over a few of the unit guide lines we grouped up into 8 groups of 5.
In these groups we were handed the brief to make a 'window box' within our group using certain materials given to us by our tutors.
The whole idea of the day was to work within a workshop created by our tutors to see how we worked within a group.
We started off by reading the brief and making a mind map on the word an idea of a 'window box'
Initial ideas of a window box is the literal idea of it being for flowers. In our group we are all Textiles students but are based in other textiles worlds and we wanted to show this through out our ideas and planning of our own workshop
after discussing we decided to use the literal idea of flowery window boxes, however let the materials guide our way of working, after finding suitable materials we expanded from this creating a range of child like different window boxes.
Finished Product
7 Individual window boxes all joined together to create something unique that had small bits of everyone elses personality and sense of style to them.
For me this was a very good task and helped me get straight into the project. There were a few difficulties and compromises when starting due to us all being different textiles students we all work in different styles, sizes and to all decide on one was a challenge however it was over come by mutual agreements that the smaller style would look better for what we were trying to achieve. There were small issues with the finalization of the product, however these were overcome with patience and alot of glue.
Evaluations of our final product
These were what we come up with as a group. I found this to be very helpful as it shows us what we need to work on and improve for next time. However I think overall the workshop went really well and showed us how crucial it is to actually try your workshop out before you present it to a group of people due to small errors that you cannot see or predict.
After doing this we were asked to deconstruct someone elses final product and evaluate what they could have improved on and what issues there would be with there idea.
We were given 'Dino Dig'
'Dino Dig' was a really good idea but after we worked into the workshop and thought about the possibilities and what could be improved on we came up with a ideas.
We then after deconstructing there workshop we had to put it back together again adding our inputs.
This was a really good way of working as it showed development and how you can always improve on an idea and how it is good for outsider feedback.
Lynn Setterington Lecture Notes.
Lynn was is already an inspiration to me due to her being my tutor at university, however this lecture opened my eyes to how much work in the community and public work that she does. I loved learning more about what she has achieved and different ways she has worked within the community it sparked a passion for me to want to be able to work like this when I graduate.
Some of Lynn's inspirational projects.
'Please Sign Here'
This project explores Rochdale through the signatures of its current citizens. It evolved following the discovery of a 1895 signature quilt in the Rochdale archives.
'Remembering Emily'
This recent collaborative signature cloth marks the centenary of the death of Emily Wilding Davison at the Epsom Derby in June 1913
Child Protection & Testing your Workshop Session
Due to me being poorly with tonsillitis throughout these workshops I've had to work from peers notes and what they have told me about there day. I did my own research into child protection and read through the 'MANCHESTER METROPOLITAN UNIVERSITY CHILD PROTECTION POLICY'
Peer notes and help understanding the policy
Make sure a register is always taken. Always be aware of open environments. Always avoid physical contact. Silence isn't an option always Report potential concerns. Never invite children to socialise. Always get permission before taking photographs.
From these notes I and research I have realised how important the child protection act is.
Due to me being off for 2 weeks I feel I missed out on crucial parts of the course, for example missing the Manchester Art Gallery trip and missing the workshop with Avril Neagle. However I have caught up daily with peers and have been kept up to date with what has been going on. I also got sent information on planning a workshop.
Research - End of week 2
I chose to do college 1 to give me a
brief insight into my different options that I could take when finishing my
degree. So far during these first two weeks the course has really opened my
eyes into the world of teaching. There are so many options and choices that I
have never considered before. I found the first exercise of window boxes to be
the most effective in opening my mind into this different way of thinking. Planning and efficiency have been something
that have stood out so far on the course. I believe there is a lot of work and
background thinking to teaching that you wouldn’t necessarily think about. For example during the first window box
session breaking down peoples workshops and planning our own straight away I thought
was an amazing idea as it put you straight into the position of being a teacher
and opened our minds to all the complications and issues you would come across for
example, child safety, CPR checks, time management. Another excellent part of these first weeks
was being able to listen to Lynn Setteringtons lecture on herself and her work
within the community, from a young age I have always thought about how exciting
it would be to work doing workshops within different schools and with the
community as its been something I have always been involved with from a young
age. Throughout my life I have actively volunteered and been put forward for so
many exciting workshops and to be able to listen to how Lynn sets up and
organises her workshops it was inspiring and added to the idea of choosing this
career path. Lynns work is very similar to mine as we are both in the textiles
work of embroidery and she for me has been a mentor throughout university, so
this opportunity was really helpful. I then left this lecture feeling inspired
and researched more into Lynns practice and I took elements of her work for my
own personal artist research for example, the workshop entitled ‘please sign
here’ is something I loved, embroidering your name into a large tapestry. This
is something I would love to do to teach my skill of being an embroiderer to
others. It helped me to think what aspects of my work could I teach it also
boosts your confidence as you believe you have a skill worth teaching . Child
safety has also been something educational I have learnt in these first weeks
due to me being poorly I had to depend on other peoples notes and information,
but me researching this topic myself was interesting and challenging. So far
the course is really opening my eyes and is influencing my career choice. However
I am still very wary of going into a school as I don’t yet feel confident
enough but I believe with the help throughout the course this is something I
will overcome.
Holy Name Primary School- Window Box Brief
ANTARCTICA & BRAZIL
As a group we wanted to try and make the workshop fun enjoyable and educational. We decided on working with two contrasting countries to fit the brief of 'create your own unusual animal'. By choosing Antarctica and Brazil we thought this would teach the children about two completely different countries, climates and habitats.
Throughout the planning our group was very organised and we worked well together using social media sites such as facebook to connect and share ideas and work we had done with each other.
The resourcing of the materials for the workshop was also very well organised as we all put equal money in and bought needed materials.
We started planning the workshop with different ideas based around the Brazil & Antarctica theme;
We then began collecting materials;
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By making the workshop more educational we decided to add a map of the world with which the students could discuss were they though the countries were in the world.
We also wanted to create visuals to help the pupils understand the different countries so we made mood boards for each country to help the pupils be more creative with the animals they create.
We used social media sites to help communicate about ideas and prices of printing with the mood boards
By creating these mood boards we give the pupils chance to look and create there own animal with a suitable habitat also these will help give inspiration on some things pupils may struggle with such as colour and imagination.
We then went onto helping the pupils design there animals using a worksheet.
From all of these we then started to create our lesson plans.
First basic outline of the lesson plan
Aims: Create a 'thing' based on an environment using the mood board provided.
Objectives: To learn about different plants, animals and their habitats and encourage a creative and imaginative outcome. To encourage open discussion through prompts such as mood boards, sounds and helper questions.
Plan
10mins Introduction to us and brief idea of what we are going to do, nothing too tailored as we want don't wan't to stifle creativity with a particular preferred outcome. Split into non friendship groups and hand out mood boards onto tables (2 Antarctica and 2 Brazil) Each table will be asked to come up one at a time to pick materials and return back to the table to look at the mood board.
10mins Introduction to us and brief idea of what we are going to do, nothing too tailored as we want don't wan't to stifle creativity with a particular preferred outcome. Split into non friendship groups and hand out mood boards onto tables (2 Antarctica and 2 Brazil) Each table will be asked to come up one at a time to pick materials and return back to the table to look at the mood board.
20-30 mins of making and discussion within the tables (task 1 to create an animal 'thing')
10 mins change and look around at what is being made. Ask questions.
20-30 mins of making and discussion within the tables (task 2 to create a plant 'thing')
20 mins discussion on what has been created and putting together in the window box
10 mins clearing up time
Material list - we have began to source these for ourselves but any additions would be welcome
Natural- Leaves, twigs etc. (Collecting ourselves)
Plastic Bottles (Collecting ourselves)
Googly eyes (Collecting ourselves)
Pipe Cleaners (Collecting ourselves)
Wool/Yarn (Collecting ourselves)
Tissue Paper
Glue P.V.A
Scissors 15 right 5 left
Masking Tape
CD Player
Natural- Leaves, twigs etc. (Collecting ourselves)
Plastic Bottles (Collecting ourselves)
Googly eyes (Collecting ourselves)
Pipe Cleaners (Collecting ourselves)
Wool/Yarn (Collecting ourselves)
Tissue Paper
Glue P.V.A
Scissors 15 right 5 left
Masking Tape
CD Player
Using social media websites again (facebook) and the help of our tutors we edited the lesson plan a few times until everyone was happy and everything was clear. Charlotte was very helpful in the group and took alot of the responsibility on herself. Without Charlottes amazing organisational skills I think our workshop would have been alot more difficult.
The finalised lesson plan.
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. (So hold some back for the next groups.)
·
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 the selection of words scattered around the
table on the mood board.
·
Have a box set out for each table which they
take with them and for the second country (12)
Antarctica Brazil
Time Management (Run over)
·
Margherita Murgia
Regan Mcphilbin Charlotte
Thompson □ = Leader ( Go to person)
·
Holly
Bowden Suzanne Valerie
·
Shannon
Quirke Amy Bamford
·
Beth
Riley Charlotte Smith
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
·
I 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.
·
Show country, Mood board and design plan as
above (5 Min)
·
Leader will Announce when to move on
·
Make animal/creature, like before (15 Min)
·
Leader will Announce when to move on
·
Make environment (15 Min)
·
Will Announce to object
·
Put items in box, decorate (10
Min)
·
Announce quick Tidy up (10 Min) Place boxes at the
front.
·
Announce Return to tables
·
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.
Materials
Googly eyes (Collecting ourselves)
Pipe Cleaners (Collecting ourselves)
Wool/Yarn (Collecting ourselves)
Tissue Paper
Pom poms
Glue P.V.A
Scissors
Masking Tape
CD Player
Mood board
Design sheet
tape
map
Plastic Bottles
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