KEY POST THREE-REFLECTION

KEY POST THREE- REFLECTION

The new discoveries I have made within this unit that reflects on to my practice is how my work appeals to the multisensory learning style. Also that I wouldn’t want to become a teacher. With being teacher there is to many things to consider and the scenarios you have to consider. I am too much of an overthink and stress over the littlest of thing.

I have discover that teaching isn’t for me because it has informed me that in my practice that practical work is more important. I feel that I don’t have understand of what I could teach the students. I know that I have an edge and a different angel I approach things to however I couldn’t always think of objectives and aims. In teaching you always need objectives and aim and I wouldn’t be able to create these.

My engagement with other such as the collaborative side of my work was different because I have never work in such a big group for a project and to have us from different art backgrounds I thought would make it harder. However having us from different background help influence each of our understanding towards the workshop. The things I didn’t like from working collaborative were that some people weren’t putting the same amount time and effort into the work. People weren’t contribute as well as other and this was frustrating. I felt that some people didn’t make the effort which made the whole processes and planning more stressful than it should have been. I commit to what I needed to do because I didn’t want to let my group down. The aspects that I considered I have developed are how to work well in a group and how to discuss arguments. Also how to resolve them quickly within a time limit.

The aspects I would improve upon next time in the future is pick your group wisely and to make sure everyone contributes well in the group. This could be achieved by make a time management plan the group have to stick to. Also people need to turn up for meetings instead of reeling on others to do the work.

The choices I made for this project all came from showing the students a good experience through art. In my microteaching I chose to work with more materials because that is what my background is about. My aims and learning outcomes are all about experimenting and having fun and that’s what I wanted to students to have during the workshop.

MICROTEACHING

 

I did research about what I wanted to create with the students beforehand as I wanted them to have this learning aspect of how to use materials within their art work. I showed some of the images of different artists work to my peers and they were amazed by what I found. This is where our idea of colour and emotion came from.

 

Within this project I have learnt that, I have all these ideas which could be interesting to many different types of students and children. However I feel the most important thing is that my work would appeal more towards the students with learning difficulties. This is because of my main influences of my work. The influences are all to do with senses and from this project I found that students use this as part of their commutation.

I could see myself developing this aspect of working with the learning difficulties students to help them develop ways of commutation through the use of materials. This is what I thought worked best for me throughout this project which was my use and understanding of materials.

My future ambitions for my practice after doing this project is to look more carefully in to what materials I chose and why I am choosing them. From what I have learnt in this project I know that my choice of materials relates to some students and their use of commutation. Learning about the students and adults with learning difficulties has effected the way I look at my practice now because I see my work being more about multisensory.

After learning about all this it has motivated me to think more about why am using these materials in my practice and what am I trying to commutate. Also I did like planning my microteaching and showing off how I you can change the way you work with materials. I enjoyed showing that art can still be fun and it is all about having experiences within your work. 

EXHIBITION - UNIT X AND WHY?

Exhibition

With the exhibition we all discussed that we needed some sort of feedback about unit x because in our project we didn’t create something for an exhibition because our project was based on education. As a group we wanted to show what we did in our workshops, so we decided to hang our t-shirts up with feedback on them and other group hung up their overalls.

Then we all couldn’t make our minds up how we wanted to receive this feedback because we had to consider others in the exhibition. There was a theme throughout the exhibition and we had to stick with it so we decided to do a simple fabric scroll for people to write their feedback about their experience of unit x.

 

PHOTOGRPAHS FROM THE WORKSHOP

12th May WORKSHOP AT DACA

After all this planning we finally did the workshop. Colours and emotions was successful. The years sevens seemed to of loved their whole day. Our lesson plan was so good and everything was going to plan I got over my laughing fits and talked to the students as if I was a real teacher. They all were getting involved and engaging with our workshop.

However after dinner we had the powder paint fight. This was stressing me out because the students were too busy throwing the paint rather than listen to what they had to do. The first problem was that we couldn’t do that fight outside because of the schools dinner times so we had to use our back up plan which was to use dust sheets. This was ok because everything was cover and the children had all these overalls on and they were excited to see what was happening. However there was a plan of what colours to throw and when to because we did want them just throwing around at each other. This didn’t go to plan because the students weren’t listen to my peer and they weren’t being controlled. This was stressing me out because it wasn’t going to plan. It was a massive mess.

In the end I had to take control because I thought I was going to have a breakdown. In the end we had to think of a backup plan which was to get the children to do an individual drawing to express what they felt today. While we were doing this others were cleaning the room because nothing was going right. That is what I thought however my other peers thought everything was going fine however am a stress head when things don’t go to plan.

Overall the students had fun and learnt about colour and emotions we had lovely feedback on our t-shirts. Plus one of the students wrote my name in bright orange and I asked by did you chose that colour for my name and she said that it’s because am always happy.

 

FINAL LESSON PLAN

 

7th May

Over this past week everything you can think of has gone wrong. We have had people not turn up and people not commutating with us. Some of us have used our time wisely because we know that there isn’t much time. We create a lesson plan which wasn’t finished however we had to do a little run through of it to our other peers. This was a nightmare, it was a massive disaster.

My problem was that I wasn’t acting professional and started laughing. Others had problems speaking and others didn’t know what was happening. Basically we were all terrible we had to think fast about how we were going to change this around or we will not be teaching our workshop at DACA

Our tutor give us 24 hours to basically fix up have a lesson plan, learning objectives and learning aims. We all stayed together as a group and we didn’t leave till we did it. After hours of discussions and helping each other direct jobs to others and say what needs to be bought. We final did it. We had a lesson plan, jobs of who is saying what, a pretention and a list of what resources needed to be bought.

 

 

KEY POST TWO- LINES OF ENQUIRY

KEY POST TWO-LINES OF ENQUIRY

The collaborative aspects have been good in some sense because you get to see how other people work. I find it interesting to see how different people react to the same thing and how they come at it from another angle.

In my group there wasn’t just textiles students there was also fine art, interactive arts and graphic design. All these students had many different ideas to consider and everyone had a different angel towards our main idea which was colour and emotions.

The learning styles I have gained from the collaboration aspects were that having group discussions helps if everyone turns up. The truth is that if you don’t turn up your ideas are not going to get involved. There is no point involving them if you’re not going to turn up to our meetings.

However I struggle around children because I don’t like the fact they are always asking questions and I thought I would struggle as a teacher but my peers helped me get over this because they all had these little tips to help me get over my fears. This was one of my best tricks I gained from collaborating because I wouldn’t have been able to do it on my own at this point.

Key developments I have found within this was the use of time management and the skills of working within a group. With only have a strict amount of time to create a full workshop for the students I found that the planning was the hardest. In my own practice I find it hard to stick to time management because am always rushing however I knew I couldn’t do it within the project because my peers were counting on me to do my part. This new approach of having peers count on you. I liked this pressure because it pushes me to do more for the group. For example I was panicking about my microteaching because I wanted my peers to have fun and enjoy themselves and by having that pressure made me push myself more because I wanted to do great in the teaching.

The impact of the collaboration on my methods of working were how organised others were and how they all over thought about what they were going to.

All my practical work is to do with experimenting. This is what I taught in my microteaching however I struggled in finding learning objectives and aims to match them, were others found them easy to identify. I was interested in how they could relate to my work and how they found new ways of working from me. I wanted to influence them. All my peers taught me different aspects to take forward in my own practical work such as time management and how I can change aspects to match different learning styles.

The unexpected developments that arose is that I don’t want to teach in a sense of telling the children and students what to do. However with the microteaching I enjoyed showing my peers new ways of working and how different art can be. I found it interesting that I got so much out of teaching them for 10 minutes. I think this is because I was teaching them something I enjoy and it is something I do in my own practice.

 

The creative responses that I have developed in this project and within my microteaching is that I may find it difficult to create key objectives and learning outcomes but I have this edge and angel that I approach things towards. I want to make more interesting experiences for everyone.

The key aspects are that I have all these crazy mad ideas which involves all these materials which links more to the multisensory. My practical work links all with materials and senses that is why I found it more interesting to learn more about the students with learning difficulties. I found that they could push me to my limits. With learning about all this multisensory I feel like my work does belong somewhere and it could help children and students communicate in another way.  

I need to research and underpin more about the multisensory learning style because I feel like am not going to enjoy teaching because I don’t have the organisation skills for it however my practical work all links with this use of senses and commutations to others. Also I think this could help with ideas and influences for my future development work.

The plan of action now is to get everyone else more involved and to make sure others turn up for our meeting to discuss plans for the workshop. Everyone needs to know there jobs and what they need to do before the final workshop with students. We all have commutation with each other so if there is a problem we can sort it out as soon as possible.

FEEDBACK FORMS

Microteaching

My microteaching workshop was an interesting experience. I have never done anything like this before and by teaching something that I enjoyed made me realise that I can change the way people work within art.

When I was doing my microteaching I was confident, I don’t have a problem with talking out loud to people. However the problems I had during this was that I didn’t save my power point anywhere so I only had my print outs. This has taught me to come prepared for anything.

Everyone enjoy my microteaching the learning objective was to get everyone thinking about how they can draw with different materials. In the feedback my peers said that I have a friendly attitude and I have a clear voice they also mentioned that my work was all about having fun. This is what I wanted to achieve in this microteaching task.

 

LESSON PLAN

Powerpoint

Microteaching

Tuesday 28^th April

Today I was stressing over this 10 minutes microteaching because I worry and stress over the littlest of things. I created my power point for this and the theme in the power point is to do with drawing with materials instead of using pencils and paper all the time.

With doing a lesson plan for this I was overthinking every little detail, for example if I had enough recourses and printouts. Then I was overthinking about if any of my peers have learning difficulty and if I can somehow simplify parts of my lesson. I already knew that none of my peers had learning difficulties however I had to show in the lesson plan that I was prepared for if anyone had any. Also I did come prepared with some copies of my power point in different colours. This was because of what I learnt about in my other talks about students with learning difficulties.

I learnt that some students cannot read from white paper and some need a colours so I prepared myself and changed my power point to a nude colour and printed out some copies in blue and yellow.    

Introduction into Microteaching

When I got told about the microteaching task I was scared. Basically the task is to deliver a short workshop based on my own practice. Also we would receive feedback from our peers this task. I am excited to see what my peers reactions are towards my work. I know my background practice is in textiles but when people see my work you wouldn’t think it because of the materials I use.

When I think about my own practice all I think about is materials and colours. This is what I want to bring in to my microteaching workshop and the one materials which I think will get my peers involved is JELLY! This is one of my favourite materials.

Rachel Curle- Jelly

Rachel Curle- Oil paint

Rachel Curle- NEON

PLANNING

 

Workshop Planning

24^th April

Over this past week we have been meeting up as a group to discuss how we can deliver our workshop. In my group we have people from different art backgrounds. This makes our discussion more involving because there will always be something that someone doesn’t agree with and this makes us think more about how we could work as a group. I find the argument intriguing because there is more of a discussion. In the end we can up with some ideas of what we could teach the children in the workshop.

·         psychology of colour

·         Colours and emotions

·         Tomatoes festival in Spain

·         Expression of colour

·         Cultures and artists

After having a discussion with everyone we came to an agreement of the theme to be colour and emotions. We all wanted to give the students an experience that they would remember for the rest of life. I wanted to influence them. We wanted them to think of the use of colour and what colours mean to others.

I found that in DACA they use a lot of paint and they use the basic colours. I wanted the students to all use different colours and different range of materials. In my work colours is one of my main influences. I am always using neon colours to express my feelings. The students should be able to use colour to express themselves. That why I thought by teaching them about colour and emotions it will help them in the future artwork.   

KEY POST ONE-RESEARCH

KEY BLOG POST – RESEARCH

With having all these lectures, talks, discussions and placements I have been given a lot of information about different aspects of teaching and about how to share my art experience with others.
The key points I have found in my reflection to my practice is that most of my work would appeal to more of the disability children and people with learning difficulties because I have found that children or adults with learning difficulties focus more towards the arts. My art work is very multisensory and hands on and sometimes this is what the children need to express themselves. For them it’s a form of communication.

Art is all about expressing yourself and what I have found doing art within the DACA you have to do art in a certain way. This frustrated me as an artist because I found art should never have certain limits.

When I went to DACA on my placement and I was talking to some of the students about what kind of materials I use they seemed amazed and shocked. They have never hear of any students using these types of materials before. With the students being shocked by my work, I demonstrated to students some simple techniques and processes. The students have never been showed these techniques before and seeing the student manipulate the simple techniques in different ways influenced me as an artist. I was getting showed all these different points.

I thought I wouldn’t enjoy teaching the students however what I did enjoy doing was showing the students different processes. I found intriguing because they just seemed amazed by all these different styles and techniques. From this and having the discussion about the people with learning difficulties has strongly influenced my idea within my development because this was my most exciting time. I found that you can influences these children and adults with your art. You almost build a bond with the students and having that influences them which influences my work because of my work being all about multisensory.

I want to influence the students with the materials I use. They influences my art work in loads of unique ways and the influences are strong and that is what some people need with learning difficulties. They need that strong influence to help them to have an understanding in what is going on and how to express themselves within the art materials.
The students with learning difficulties and disabilities really interests me because of the fact you have to try harder. I feel like some of the students will push you to your limits and that’s what I want to achieve. I want to be pushed all the time because it helps me grow as a person and an artists.

I want to influence the students in different way but use art and materials as the main key points. All these points are what I want to explore further because this all link to my art practice because of the professional context behind it. My professional context is all to do with materials and senses which links with the learning difficulties as these are what some of the students use to commutate.   

Rachel Curle- Jelly

Rachel Curle- Neons

 
  

LEARNING DIFFICULTIES

Working with people with learning difficulties

Having this lecture/ discussion about students with learning difficulties really interested to me because I have worked with students before with these difficulties and what I was doing with them was art related. One of the reasons I liked working with the students with learning difficulties is that they were always keen to learn different way. They wanted to do the work unlike some of the other students. I wanted to help the students in the most way I could. The way the students with learning difficulties respond to you and how they relate to different materials amazes me because all my practice artwork relates to this interaction using the sense and most students with learning difficulties respond or work within the same way. Over all this is one of the main subjects that has stood out to me more that teaching and mentoring the DACA students.

  

IDEAS FOR THE WORKSHOP

 IDEAS FOR THE WORKSHOP

 

 

 

NOTES

YEAR SEVEN ART

Within this lesson the year sevens were the same however with this lesson I took notes on how the teacher taught the students and how he keep them interested in the lesson.

 

YEAR SEVENS

YEAR SEVEN TEXTILES

This lesson was much different to any of the others I had been in before. Year sevens are all keen to learn and they are all jumpy and they love asking questions. I have to admit that I thought I wouldn’t like the year sevens because of the fact they ask too many questions however you can make this benefit you as a teacher. By creating little tasks for the year sevens help them stay keen and interested in the lesson because one of the down falls of year sevens is that they get bored easy. One of the opportunity I got to do in this class was to calm down the students and get them to pay attention to me at the front of the class. By counting down from five they knew that they has to be quite and wait for me to tell them there next task. The good thing about this was that this quite technique works on year sevens by defiantly wouldn’t work with A-level students because they are to mature.