Workshop

Today I held a workshop working with a group of children in an art project. For my dissertation I am writing about creativity in education. I have been researching into the involvement of children in art work. Children all have creative abilities and should be encouraged to express their own ideas. I wanted them to draw and colour in their own designs and images on to white pumps. I used white pumps as I thought it was original and more exciting to work on rather than using paper. I coloured in some pumps to use as models.

I feel the workshop was a major success and the pumps were very colourful and expressive. The images drawn on the pumps indicate the children's different characteristics and interests. I thoroughly enjoyed the workshop and working with the children.

I took some photographs of the finished pumps from the workshop.

Photography Induction

Processing a film

1. Check the temperature of the baths are at 20 celsius, if it is not that temperature then check on the chart for the timings needed for the film in each bath.
2. Set the timer to the allocated timing from the chart for example five minutes.
3. Turn on the red switch outside indicating the room is being used and turn off the light
4. Take the film out of the case by clipping off the top lid and pushing the film out
5. Cut the end of the film to make a straight edge
6. Roll the film onto the white disk, wait until you can feel the breaks and roll all of the film on
7. Put the white disk with the film on into the metal container and in the developer bath, agitating every 20 seconds. The chemical developer turns the exposed silver-halide particles into black metal (silver).
8. The film then needs to go into a stop bath for 30 seconds, agitating every ten seconds. This is to neutralise the effect of the developer.
9. The film the needs to be made permenant by soaking it in the fixer and agitating every 20 seconds.
10. The final bath is to put it in water for 30 minutes, this is to remove all the traces of chemical.
11. After washing the film needs to dry, either naturally or on the heated drying racks

Manchester Art Gallery

Rafael Lozano Hemmer

Recorders Exhibition

"In Recorders, artworks hear, see and feel the public, they exhibit awareness and record and replay memories entirely obtained during the show The pieces either depend on participation to exist or predatorily gather information on the public through survelliance biometric technologies." (Rafael Lozano Hemmer)

Hemmer is an electronic artist, known for creating theatrical interactive installations in public spaces across Europe, Asia and America. The artworks in recorders see, hear and feel the actions of people around them, using technology to create a playful yet ominous experience. The work depends on the participation of visitors to exist and develop. I really enjoyed the exhibition and have been back several times. I like how I can interact with the work, giving in my input.

Pulse Room

2010
Incandescent light bulbs, digital voltage controllers, heart rate sensors, computer and metal stand

Made up of 100 light bulbs, which are activated by a sensor to flash at the exact rhythm of the participants heart rate. As the participant holds the metal sculpture, sensors record the pulse, immediately setting off the lightbulb that is the closest, flashing to the exact rhythm of the participant's hear.


Pulse Index
2010
Digital microscope, pulsimeter, plasma display, computer, custom-made software

Pulse Index records participants fingerprints at the same time as it detects their heart rates. The participant inserting their finger into the sensor, the system displays their fingerprint pulsating to the rhythm of their heartbeat, together with the recordings of the last 508 participants.

Please empty your pockets
2010
Conveyor belt, projectors, camera, computers, custom-made software

An installation that consists of a conveyor belt with a computerised scanner that records and accumulates everything that passes under it. The public can place any small item on the conveyor belt, gor example, keys, wallet, phones, coins. Once they pass through the scanner, the objects reappear on the other side of the conveyor belt beside projected images drawn from the memory of the installation. As the real item is removed from the belt it leaves behind a projected image of itself.

Microphones
2008
Modified vintage microphones, electronics, computers, loud speakers

Microphones features ten modified microphones, each one contained a small loudspeaker and a circuit board in the head, which are connected to a network of hidden control computers. When the participant speaks into the microphone, it records their voice and immediately plays back the voice of a previous participant, as an echo from the past. Half the time the microphones play back the voice that was just recorded, however, they also can reproduce a recording at random from up to 600,000 previous recordings. The participant is able to understand the interaction but, on the other hand, an experience is created that is out of their control.




People on people
2010
Computerised tracking systems, projectors, custom software with face tracking, live compositing and rotoscoping

Photographs of my friend and I projected on the wall at the exhibition:






Hemmer often uses shadow play to engage the public and encourage interaction on a personal and a communal level, usually as large scale outdoor installations in public spaces.

Manifestos-Italian word meaning 'conspicuous'

Created in the Cubism and Futurism period, manifestos were used before film and television. It is a public declaration of principles and intentions. Today it is used to stream ideas and as a way of working, making your ideas visible. They are meant to be read out loud, public speaking.

Manifestos-'contagious speak acts'. Like a virus, spreading ideas. They are used to galvanise a movement. Create a discussion, arguement or revolt.

Positioning ideas within a public field. It is your own personal view, when it is published, you are putting your own authority on it.

Manifestos use repetition and slogans. For example, 'us' 'you' ' we'. The audience are forced to take sides.

What can a manifesto do for my practise?

Bauhaus Manifesto

Starts off with a summary, explaining the past and what is happening now. Walter Gropius begins the manifesto with a slogan, 'The ultimate aim of all creative activity is a building!'

The second paragraph, Walter explains his ideas and intentions. He argues that art can be taught. Speaking to artists in the third paragraph, he uses slogans to encourage artists to support his view, for example, 'Architects, painters, sculptors, we must all return to crafts!' He creates unity between artists by proposing that, 'there is no essential difference between the artist and the craftsman.'

In the final paragraph, Walter is speaking to everyone, using powerful words to persuade the public, 'Let us desire, concieve, and create the new building of the future together.' He strongly believes he what he is stating. The manifesto is ending by talking about the future and what he believes should happen, 'will one day rise towards the heavens...'

Walter Gropius is proposing that everyone should learn together. Specialist groups under the same roof, working together to make things useful and simple. Uniting craftsmen and artists. He is rebelling against the old art schools. Similar to Interactive Arts, people with different practises all working together on the same course. The Bauhaus Manifesto has been linked to the introduction of Art foundations.

Our Manifesto-Interative Arts

Keep different specialist subjetcs like Art Foundation

Introduce workshops, inductions, space for everybody, no time limits (24 hour studio time)

All art subjects will be integrated

All teachers and students working together

Specialist teachers for each practise

More trip to exhibitions

Interactive Arts is the only art and design subject

Blank, white canvas. Creativity, colour, personality.


Draw images, patterns, doodles on white objects to make them come to life.

Do not just work on paper, make it more fun using different objects to work on. Working with a group of children, distribute the different objects and let them draw and colour them in. Their personality will be exposured on the object.

• White t-shirts
• white teatowels
• plates
• cups
• Pumps
• Wallpaper
  
  
  

Creativity in Education

For part of the Interactive Arts course we are writing an extended essay on a topic of our choice. I have chosen to do my essay on creativity in education. This is because I am interested in this subject and feel it will benefit me in my future teaching vocation.

I have been researching into creativity in education and how it is stifled in schools. A public speaker that I find interesting is Ken Robinson. He argues that schools kill creativity and challenges the way we are educating children.

Here is a link to Ken Robinson's talks:

http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html

I have found several newspaper articles that talk about creativity in education. Links on these are:


'Fertile minds need feeding' http://www.guardian.co.uk/education/2009/feb/10/teaching-sats

'Creative projects in schools are threatened by funding cuts'
http://www.guardian.co.uk/education/2010/sep/14/creative-partnerships-schools-funding

'School test mania 'killing creativity' pupils'
http://www.independent.co.uk/news/school-test-mania-killing-creativity-pupils-1106482.html

'Students stifled by lack of creativity in schools'
http://www.gailkonopbaker.com/pdf/stifling.pdf

Other information I have found that I will be using in my essay are:


'Valedictorian speaks out against schooling in graduation speech'
http://www.youtube.com/watch?v=9M4tdMsg3ts

BBC News 'Bringing creativity to the classroom'
http://news.bbc.co.uk/1/hi/education/3717310.stm

National Curriculum-Creativity
http://curriculum.qcda.gov.uk/

TES magazine-Creativity
http://www.tes.co.uk/article.aspx?storycode=391296


Public speaker David Peat on creativity and education
http://www.fdavidpeat.com/bibliography/essays/dempsey.htm


Newsweek-The creativity Crisis
http://www.newsweek.com/2010/07/10/the-creativity-crisis.html

Books I have been reading on creativity:

Anna Craft, Creativity in Schools: Tensions and Dilemmas
Anna Craft, Creativity in Education
A Cropley, Creativity in Education and Learning
Ken Robinson, Out of Our Minds: Learning to be creativity


Reports written on creativity in education:

Creativity, Culture and Education 'The Cost and Benefits of Creative Partnerships'
National Advisory Committee on Creative and Cultural Education 'All Our Futures: Creativity, Culture and Education'

Ross Eccles

I recently visited the Art Decor Gallery in Whalley and there was a wonderful exhibition on displaying the works of the artist Ross Eccles. He was born in Blackburn, England in 1937 and worked as an architect. In 1991 he retired and dedicated himself to his art. Finding great inspiration in new surroundings, believing that changing environments can open the mind to new influences, he was a keen traveller and has travelled Europe and the world. His paintings are very vibrant and colourful, mirroring his eccentric personality.

He was never educated as an artist himself and believes that 'prescribed schooling moulds people into similar patterns and suppresses natural individuality'. I had the pleasure of personally speaking with Ross at the exhibition and I was very interested in his thoughts and opinions. His paintings are a reflection of his travels, similar to a photo album, portraying where he has visited. I love his paintings for the quirky style he uses and bright colours. As we grew up in the same town and attended the same school, I am also able to associate myself with the subject of the paintings. For example, the painting of Clitheroe Castle or, more recently for me, the paintings of Manchester.


Ross likes to work in different techniques and styles. He uses fine detailed pen and watercolours in his work but more recently, he has used large paintbrushes and a palette knife. Some of his works, for example, 'City Confusion' reminds me of the work of Jackson Pollock, very abstract and various drips and splashes on the canvas from the paint.

At the moment, I am writing my dissertation on 'Creativity in Education' and the lack of creativity in schools. As this is a subject that Ross feels strongly about, we vaguely discussed it at the exhibition and have since been in contact with him through email on the topic. He kindly has emailed me his thoughts and ideas on creativity in education. I shall be including this in my essay, creativity in education from an artist's perspective.

Shoppers, Market Street, Manchester
2010, Acrylic on Canvas
30in x 24in





Osyter Bar, Exchange Square, Manchester
2008, Acrylic on Canvas
20in x 30in


Clitheroe Castle
2010, Acrylic on Canvas
20in x 16in

Paris Montage
1995,
Pen and Watercolour



Memorial Arch, St Stephen's Green
Acrylic on Board
44cm x 60cm




Planning Chaos
2008, Acylic and pen on paper
33in x 23in

PGCE Application

My Personal Statement

I have always had a passion to teach and my experiences in schools have increased this desire. I have an emphatic interaction with children and I believe I have the commitment and qualities to develop into an effective teacher.

During my numerous work placements through observation and direct involvement, I have learnt many of the key skills necessary to motivate children and to facilitate their learning by engaging them in a variety of learning experiences. I understand the necessity of sharing the learning objectives and success criteria with the pupils and I have appreciated that children are individuals who learn in different ways and that differentiation in the classroom is essential.

Taking part in the Student Associate Scheme was a fulfilling and fantastic experience for me. I thoroughly enjoyed the three weeks I spent with the children. I not only learnt about the teaching process but also learnt a lot about myself. During this placement I was given the responsibility of teaching small groups. This enabled me to use my initiative and to utilise a variety of techniques to engage the children in a safe learning environment, carrying out any rewards or sanctions.

Both my parents are teachers and living with them and this placement has given me the insight of the dictation required to become a successful teacher. During my work placement in a Special Needs School I appreciated that having enthusiasm and presence were essential qualities. Engaging children is not always easy. An assertive nature and the ability to adapt and use a variety of learning techniques is vital.

I was a Sunday School teacher for a number of years. I prepared tasks, including worksheets to engage the children, as well as being informative I made the learning experience fun. I joined the community service scheme while I was at college and visited a primary school every Wednesday afternoon. I assisted the teachers and experienced a variety of tasks including helping preparing the lessons, marking pupils work, putting up displays and working with children on a one to one basis, helping them to develop their literacy and numeracy skills. I thoroughly enjoyed the rapport I had with the children and I appreciated that they believed that fairness in the classroom is very important to them.

Recently I have worked as I volunteer in Manchester Children Hospital. Working with children with illnesses has made me realise that a positive attitude is essential no matter what the difficultly is. Art can be an invaluable form of therapy for children with physical and mental health issues.

Whilst studying for my degree I have also experienced the skills appropriate for a teaching vocation. Working in groups has made me appreciate the value of teamwork and listening skills. Delivering presentations on a regular basis has enabled me to develop my leadership skills. For my dissertation, I chose to write about creativity in education. Through this, I have learnt the importance of allowing children to express their own ideas and that they should be encouraged to take risks in the classroom. I have recently taken part in voluntary work at Manchester Art Gallery. This involves helping children during family activity days. I am really looking forward to continuing my work with children. I am excited about enrolling on a PGCE course and making my long held goal to become a successful and handworking teacher a reality.