Saturday, 31 December 2011

why tweet


Tweets are small marks, utterances of the ego, insights and gestures
All of us make marks, it is human
Some of the marks we make are emotional; invisible marks made by our actions or words
We want to make a mark, leave something, change something, effect something it justifies us makes us important
We are not always aware of the marks we make
Artists believe the marks they make are important and deserve an audience
A tweet will direct an audience to something we believe is important
Artist /Educators make change by working with the small marks of others
Questioning, Challenging, opening doors, revealing pathways, choices and ambiguities
Small marks become intricate expressions
Utterances become songs and symphonies
Gesture becomes a well choreographed dance

Wednesday, 14 December 2011

the war cabinet

work produced by year 4 children from bowling park primary in bradford
to be exhibited at exciting new bradford venue, culture fusion





batbadgers and hedgefoxes

ideas books in use with year 1 children in spring grove primary huddersfield

planning designing creating the ideal nocturnal animals

bat badgers

hedge fox



Thursday, 1 December 2011

morning sounds

video
early years explore the timeline of their day as a musical score
" you can't eat worms for breakfast!"

Friday, 18 November 2011

intrigued by the night

video
curiosity drives our learning
here are a  collection of questions from a year1 class
intrigued by the night
(images courtesy of google night search)

Monday, 31 October 2011

ufa 'pop up restaraunt'


young people discovered and valued their role in a community

'from acorns to oaks'
explored the connections in a community

contributing, working hard on relevant projects as a team

leads to achievement and pride.

Wednesday, 14 September 2011

found faded pages

found faded pages 
the beams of the harbour museum Mevagissy Cornwall 


Thursday, 1 September 2011

on reflection: ask yourself

do our objectives set us up to fail?




could we use...
to explore
to unpick
to unlock
to consider
to try




what have i learned?
what can i do with what i have learned?
did i take any risks?
was there a chance that things could go wrong?
could i have been embarrassed?
did i have to justify an opinion or idea?
what was my opinion or idea?
why did i do that?
did i explore new territory or new materials?
was i challenged?
did i collaborate?
was i listened to?
was i valued?
did i get ideas from somebody else?
have i changed the way i see or think?

Wednesday, 13 July 2011

Monday, 4 July 2011

curiosity and communication


amulet
ritual
hierarchy


Giving the children a strong voice in the planning of their learning.
what are you curious about?
how do you like to learn?
how will we share what we find?

offering them a collection of magical objects and playing with the themes that arise.

Here we will explore ancient Egypt through a simple suitcase.

big thinking from small people

It is essential that every child has an opportunity to find their voice, be listened to, valued and included. 
Over two days in St Brigids Primary School in east Manchester we asked ourselves big questions, interrogated Adire Yoruba textile and using simple resist techniques, collaborated.
The Art was big

Tuesday, 21 June 2011

footprints in art shoes

in Nairobi children have to walk for miles for fresh water

shoes that could tell stories, tell more stories

consolidating learning

thinking again, thinking differently 


process, think inside the sketch book


walk a mile in our shoes

Wednesday, 1 June 2011

THINK inside the sketchbook out now

Think inside the Sketchbook

This new book provides an exciting insight into how sketchbooks can be used by teachers and students to make significant changes in atitudes to learning. Case studies are included of sketchbooks from artists, designers, architects, scientists and musicians etc. The authors highlight ways in which sketchbooks can be used as a playground for imagination and trialling ideas, as well as encouraging exploration and creative thinking
cover image



Think Inside the Sketchbook
Gillian Robinson, Alison Mountain and David Hulston
Published by HarperCollins in association with NSEAD (2011)


At a time when the Government seems hell bent on pushing art and design education to the margins of the school curriculum, it is very good to know that self-help is at hand in the form of Think inside the sketchbook. The authors tell us that sketchbooks and journals are ‘a non-threatening active space for exploration, play, self-evaluation and reflection … tools for gathering evidence, working through trial and error, asking and answering questions … they provide a way of learning which develops children as researchers…This book aims to capture the spirit in which sketchbooks are kept, and offers a number of practical strategies for their implementation.

Think inside the sketchbook makes very helpful connections between the work of professionals and that of school students. It is a heavily illustrated 96-page A4 book that will be of particular value to educators. It identifies the kinds of thinking that sketchbooks and journals promote, explaining the what, who, why, and how of keeping sketchbooks. It is dominated by the artist’s voice, but also includes examples by designers and other professionals, such as a scientist, mathematician, composer and choreographer. In this particular book, a key challenge was how to bring together so many disparate examples to create what has become a coherent whole. The variety of examples demonstrates the wealth of approaches possible. 

The scope of the book is very broad. Sketchbooks are placed in the same category as learning books, thinking books, visual diaries, daybooks and journals; yet particular branding implies different purposes or emphases. The structure is very clear and the argument is supported by many quotes.  However, a stronger authorial voice might have been able to make more explicit the kinds of thinking prompted by the different approaches. Because it is primarily an advocacy document, where the intention is to inspire and enthuse, the text does not critique the use of sketchbooks by young people.

The book is a welcome addition to the growing range of publications that throw light on the use of sketchbooks. These include facsimiles of sketchbooks by artists such as Constable, Turner, Picasso, Moore and Gormley. Others, such as Tony O’Malley, The Visual Diaries by Brian Lynch, or The Diary of Frida Kahlo by Sarah Lowe, are edited collections of pages from artists’ and designers’ sketchbooks, with interpretative commentaries to illuminate their use. These feature mainly sketchbooks by adult artists: there are not so many that explore the use of sketchbooks by children and young people. An exception is Lines of Enquiry, published by The Campaign for Drawing, which is specifically about 16-18 year old students’ use of sketchbooks in art and design education. The commentary in Think Inside the Sketchbook is not merely a descriptive narrative, it attempts to explain the purposes that underpin the activities of drawing, collecting, collating, reviewing, reworking and manipulating material and ideas to develop thinking.

Think inside the sketchbook will increase the current interest in sketchbooks and their use. It celebrates and validates young people’s work and illuminates how sketchbooks can be used as a medium for learning and thinking. It presents convincing evidence that will encourage teachers to greater effort, enthusiasm and creativity in the use of sketchbooks – both for themselves and for their students.

Eileen Adams

Friday, 20 May 2011

from head to book and beyond


working in the art ideas book brought a fresh and challenging approach to creative writing

can we write upside down?
can we write what we want?

the great fire of london
from head to book
and beyond








thanks to the children of webster primary manchester

Sunday, 10 April 2011

mapping experiences

mapping from my perspective: year3 @spring grove primary kirklees, developed and used these maps to convey what they notice and experience when journeying through their
 home town. 




Monday, 4 April 2011

the middle passage

y6 slave trade: studies in confinement



constructing confined spaces then drawing from life making some sense of brutal truths