Stem-to-steam – powerpoint for presentation (includes references)

During the presentation, I chose to focus on the benefits of expressive art therapy in primary schools. I discussed:

• Definition (Expressive Art Therapy uses art, music, dance and/or drama to help children “connect to their problems, give voice to their emotions, and learn techniques to heal”)
• What Expressive Art Therapy can help with (e.g. anxiety, depression and learning disabilities etc)
• What it entails (e.g. it is non-verbal and sensory based)
• The limitations of this type of therapy 
• Nurture rooms and their function in primary schools

My Evocative Object – https://www.dropbox.com/s/rsl9l0o1yv45h0h/expressive%20arts%202017-2.mp4?dl=0

“Gallery education’ and ‘gallery learning’ are terms used to describe a field which aims to widen access to the visual arts.” – ‘Engage in the visual arts’

Museums have an integral part in the arts education of all children. There are many advantages to children having access to museums.

Museums:

• • Inspire learners across all age ranges
  • Promote visual literacy
  • Unlock creativity
  • Engage both boys and girls
  • Stimulate vulnerable pupils and those that find learning difficult
  • Bring cultural empowerment

  I believe that taking school children at any stage to a museum is a very valuable experience. Not only does it contribute to making the children well-rounded individuals, it broadens their minds. In a fast moving world where the children are more interested in technology than taking the time to read a book or look around a museum, we must educate them in the value of such things. I think as teachers we must show the future generations that value of museums and how to take the time to appreciate the art in them.

  

  Kelvingrove Art Museum

   

  References: 

  Engage.org [Online] Engage http://www.engage.org/gallery-education.aspx [6 April, 2017]

  Kelvingrove Art Gallery And Museum | | People Make Glasgow (2017) [Online] https://peoplemakeglasgow.com/things-to-do/museums-galleries/kelvingrove-art-gallery-and-museum [6 April, 2017]

   

“Outdoor learning, used in a range of ways, will enrich the curriculum and make learning fun, meaningful and relevant for children and young people.” – Curriculum For Excellence

Children not only learn in the classroom environment they learn at the park, at home, in the supermarket, in the car etc.  Taking the children outdoors to learn is a way to change the mindset of the pupils and to instil creative thinking. Learning outdoors gives children the freedom and space to think imaginatively and to be creative in any subject across the curriculum.

When we went outdoors to learn and be creative, I felt like I had the space to move, learn and be creative with the natural materials around me.

We were set with the task of going outdoors and creating a piece of art using nature. We created a bridge made of a wire and leaves (as shown above). This may not seem like anything to people who did not make it, however using our imagination and natural materials to create this ‘bridge’ gave us a sense of ownership and pride.

References: 

• Curriculum For Excellence (2017) [Online] https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf [6th April, 2017]

STEM vs STEAM 

“STEAM is a way to take the benefits of STEM and complete the package by integrating these principles in and through the arts.” – EDUCATIONCLOSET

• STEM– Science, Technology, Engineering and Maths.
• STEAM– Science, Technology, Engineering, Arts and Maths.

The arts are an integral part of education and are now being publicly valued as an important component/skill to a successful career. The arts must be valued in education as it gives a voice to the pupils who may not be as inclined towards science, technology, engineering and maths. Including the arts in education allows educators to help children to be well-rounded individuals.

• Arts education is a key to creativity, and
• Creativity is an essential component of, and spurs innovation, and
• Innovation is, agreed to be necessary to create new industries in the future, and
• New industries, with their jobs, are the basis of our future economic wellbeing.

References: 

• STEAM Portal. What Is STEAM? [Online] http://educationcloset.com/steam/what-is-steam/ [Online]  [6 Apr. 2017]
• Steam Not Stem | Science, Technology, Engineering, Art, Mathematics [Online] http://steam-notstem.com [6 April,  2017]

What is printmaking? 

“Printmaking is an indirect means of creating art by transferring an image or design by contact with a matrix such as a block, plate, stone, or screen.” – OnlineArtCentre.com

Printmaking can be adapted to each learner’s age and abilities.

How do you carry out printmaking?

1. Draw your design                                                                    
2. Carve out a negative space
3. Pour out a small amount of ink onto a clean surface.
4. Roll out ink with your brayer until it is smooth and velvety
5. Roll a thin layer of ink onto your block.
6. Use steady pressure to lightly press cardstock        onto your block
7. Carefully remove the paper from the block.
8. Rinse ink off, let dry, and repeat.

What are the advantages and disadvantages of printmaking in the primary classroom? 

Advantages: 

• It is an engaging activity for visual learners
• It can develop literacy skills through encouraging critical and expressive use of language in response to the student’s observations.
• It develops the pupil’s fine motor skills due to the practicality of this activity.
• It creates a sense of ownership and pride in each child.

Disadvantages:

• The materials (e.g. ink) can be expensive for schools

During this workshop, we were taught how to use lino tiles to create prints of our evocative objects. We first started by drawing out our design on a piece of paper. This gave us  a guide to the outline we would cut out the lino from the tile. We then rubbed charcoal over the back of our paper and placed it onto the lino. I was then able to see the outline of my evocative object which had  imprinted onto the lino. We then used a gouging tool to remove the lino, resulting in us being able to see the outline clearly.The next step to the process was to use paint to print our design onto paper. As you can see below, these are my finished prints.

Prints of my evocative objects

References:

• Stephens, Cassie. In The Art Room: Troubleshooting Printmaking With The Littles [Online]https://cassiestephens.blogspot.co.uk/2016/01/in-art-room-troubleshooting-printmaking.html [6 Apr. 2017]
• Apartment Therapy.  DIY Printmaking: How To Make Your Own Linocut Print”.  [Online] http://www.apartmenttherapy.com/diy-art-how-to-create-a-linocut-print-165526. [6 Apr. 2017]

During this week’s session, the topic was animation. I was not present for this session, however I researched the topic of animation.

Animation is becoming more commonly used in primary education. It can be used across the curriculum to increase pupil engagement in lessons. Animation can also aid visual learners in retaining subject knowledge. Most importantly, it is fun for the pupils. There are many advantages to teaching/incorporating animation into education, such as:

• it can bring a subject/topic to life
• engages the pupils
• fun to watch/create

There are also disadvantages to teaching/incorporating animation into education, such as:

• Takes a lot of effort to create a basic animation
• Needs skill to create an animation with software (e.g. flash)

References: 

• http://www.teach-ict.com/gcse_new/software/animation/miniweb/pg10.htm

In our first session of ‘Expressive Art and Culture’ we discussed the topic of ‘Evocative Objects’. We all brought in a personal evocative object and explained to the class what special meaning it has to us. An ‘Evocative Object’ is something that evokes or tends to “evoke an especially emotional response”. My evocative object were two poetry cards given to me by my parents that remind me of all the little sayings they use when I’m going through a particularly difficult or stressful time. I carry these around in my purse everyday.

My Evocative Object.

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