Month: September 2019

During out third lecture for Integrated Arts we focused on Room 13.  This programme is run in a primary school in Fort William, it is pupil led and the children raise money through selling pictures to be able to buy different art materials(Room 13 International, 2012).  By researching this project it showed the importance that arts have within a school setting and the positive effect it can have on children.

Throughout out drama input we were shown various pictures from the war as a stimulus and asked to act out different scenarios that may occur.  We used various drama conventions such as voices in the head, still image and thought tracking.  Along with this we also were given a stimulus of Grenfell and asked to act out a scene.  Our group decided to act out a scene from after this tragedy occurred, we used voices in the head and each took turns in standing up and expressing how we believed the people and families would have been feeling in this situation.  Within a class, I believe using a strategy such as voices in the head allows children to understand how others may be feeling in certain situations and encourages children to reflect on experiences they may have experienced (BBC Bitesize, 2019).

Within our visual arts input we were given different material such as wood, ribbon, wool etc and asked to make our own paintbrush which we would use later on.  After making our paintbrushes we were then given a piece of A3 paper and asked to make a border, our lecturer then found a picture of the Scottish Highlands and read out to us what he saw allowing us to make our own interpretation of what we believed this picture would look like.  This was a very enjoyable lesson which I would definitely use in a classroom as it allowed for each student to make their own image in their head and by using our own paintbrushes it ensured all pictures were individual and unique.

Both these inputs made me understand that although you can be given one stimulus or one picture how you interpret it can be very varied.  Although we were all read the same picture the results were completely different, even in drama if we were given the same scene to act out they would all be different because of how each individual processes information.

References:

BBC Bitesize. (2019). Why voice matters in drama – Describing voice – GCSE Drama Revision – BBC Bitesize. [online] Available at: https://www.bbc.co.uk/bitesize/guides/zqtgq6f/revision/1 [Accessed 29 Sep. 2019].

Room 13 International. (2012). About – Room 13 International. [online] Available at: http://room13international.org/about/ [Accessed 29 Sep. 2019].

  

Throughout the lecture of our second input we focused on how we can make thinking visual.  We were given a page each from ‘The Arts in Education (an introduction)’ – Fleming (2012) and were asked to draw over the words in order to make the writing become more visible this can be very beneficial to some children as it may be easier to understand a picture rather than a piece of writing.

During our drama input we were shown a picture of old tenements in Glasgow and asked to act out what we may see if you were an outsider looking through the window.  My group decided to act out having dinner around the table.  We then used the flash forward and flash back drama conventions to act out different scenarios that may have happened.  Along with this we used still image and narration to develop our knowledge of the scenes whilst going round the various groups.  I would use this input in my own classroom as it encourages children to think of different scenarios that may happen and helps build on their own imagination.  By involving drama within a classroom can ensure sensitive and controversial topics such as abuse (alcohol, drug or physical) and neglect can be touched upon (Orme and Salmon, 2002).

In our visual arts input we got to read “The Dot” by Peter H. Reynolds.  This book is about a child who does not believe that they are creative however with the help from their teacher they are encouraged to simply make a mark and see where it takes them.  After reading this book we were also encouraged to make a mark with black paint on an A3 piece of paper, after making various marks with our hands we were then asked to look at all the marks and try make a drawing out of them.  I believe this is a great activity to do in a classroom as it is very simple yet effective.  I thought I would have found this activity hard to not pre-determine a picture before making the marks however the more marks I made the more I realised that they could be joined together and various pictures could be created.

After both these inputs it allowed me to see that by starting off with only one scenario or one simple mark the results can be endless.  By not limiting a child’s imagination can show how each child comes to a conclusion and how they work together to create numerous results.

References:

Fleming M, (2012) The Arts in Education: An Introduction to aesthetics, theory and pedagogy. London: Routledge

Orme, J. and Salmon, D. (2002). Child protection drama in primary school – an effective educational approach?. Health Education, 102(4), pp.187-196.

Read and Create. (2014). The Dot by Peter Reynolds. [online] Available at: https://readandcreate.co.uk/the-dot-by-peter-h-reynolds/ [Accessed 20 Sep. 2019].

 

During week one of our integrated arts module we were encouraged to build a tolerance for mess and ambiguity during our lecture.  At first I was confused as to how this would make a difference however after further explanation it is clear that everything can be seen as ‘messy’ for example thinking, life and arts.

For our drama input in week one we focused on different drama conventions these were hot seating, teacher in role, freeze frame and thought tunnel.  Our whole class were to act as villagers and were told by our lecturer that a dragon had been seen in the next village.  We used the different drama conventions to act out different parts of the story which allowed me to understand how I, as a practitioner, would use drama in the classroom over different curricular areas.   I found this very beneficial as I have never been very confident in using drama in the classroom and as the weeks go on I believe these inputs will continue to build on my confidence.

In our visual arts input we were exposed to how children may be affected by what we think are simple actions for example folding a piece of artwork they have created can have detrimental effects as it can be seen as ruining the art work they may have worked on for a while.  As well as this we were lucky enough to look at various paintings and drawings from over 40 years ago drawn by children between the ages of year 1-7.  We were then asked to pick out a few we were attracted to and explain why.  I have attached some of the drawings I found the most impressive, however it was clear to see the difference of freedom between the younger children and the older.  Most of the older children’s art work seemed to be focused around a theme that they may have been studying in class compared to the younger children.

Both inputs were helpful as they allowed me to create a link between both drama and visual arts this being that by respecting children’s work and ideas they will become more confident individuals.  In my opinion in both drama and visual arts by giving children the freedom to express themselves in whatever way they feel best will always show the best results.

 

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