Workshop 1

In this session, we were focussing on continuing from the work last week. We were asked to expand our prints from last week. We started this by copying one of our prints in the photocopier to a reduced size on a piece of white A4 paper. We were then asked to expand the painting through drawing. I enjoyed this work shop because it gave me a sense of freedom whilst drawing because there was no expectation for the drawing to look a certain way. I would love to do this sort of activity with children because I think that it would allow them to develop their creativity. This could be drawn out over a few lessons to keep the children engaged with the activity.

Here is the process of my drawing continuation:

Original print before photocopying

Original print after photocopying

Some of the continuation/expansion

Further expansion by adding roof

Further expansion by adding detail to the roof- tiles

Adding detail to the outside of the house- fence, path, chimney, pebbles

Adding final detail. Used tip-ex to create texture on roof/surfaces to try and achieve the texture/effect of snow.

We then had the opportunity to look at different types of colouring books for children, as well as different types of art books related to primary teaching. I enjoyed this as I liked seeing the different variety of art work that children can produce and how these types of colouring books can help keep a child calm but at the same time allow them to express their creative mind. We also had the opportunity to have a look at a clip of ‘Room 13’. This video clip was very beneficial as it showed and explained how the children use the room as a visual stimulus to create any type of artwork or project that they want. This could also be in the form of a class project. I think that this concept is a brilliant idea because it allows children to be very creative and expressive whilst in a fun and safe environment.

Here is some of the books we looked at.

 

I really enjoyed the workshop because I loved having the opportunity to be creative with my art work in a way I had never experienced before. This workshop also opened my eyes as to how we, as primary teachers can do art with pupils in different ways like this rather than just the stereotypical ways like creating a Christmas card or painting a house.

 

Workshop 2

In the second workshop we had the opportunity to have a go at using ‘Garage band’ on the Macs. I was familiar with this app but I had never actually used it before. I wasn’t looking forward to the workshop because I never enjoyed using this kind of software whilst at school. Firstly, we were shown how to create our own backing track/beat using the software. The track was made up of different instruments and different beats. We added in fade ins and fade outs to our tracks which helped track flow easier.

Here is what we were doing and a video clip of some of my work.

 

Secondly, we then had the chance to create our own short animation. We chose a video from a list of animations and then added in our own choice of sound effects and noises. Overall, I enjoyed this workshop because it was very practical and fun. However, it was also frustrating at times when the software wasn’t working exactly the way I wanted it to. I would like to do a similar activity with children in the future but I would like to do a lot of planning around it to try and make it run smooth. I would probably split it into two or three sessions so that the children had more time to spend on getting the details of their track/animation correct.

As well as giving children the opportunity to explore the arts, this activity can provide cross curricular links for children. An example of this would be to get children to create their own soundtrack/ animation and then write a script or story to accompany their work. Hence, creating links between expressive arts and literacy.

In the real world, this is an easy way that teachers can implement learning music and using musical resources into education. All children won’t have access to learning a physical instrument due to budget cuts in local authorities and through selection processes in some schools. However, learning about music does not always have to be learning to play an instrument.

For example, the E’s and O’s relating to using digital resources in the arts are as follows.

I can use my voice, musical instruments and music technology to experiment with sounds, pitch, melody, rhythm, timbre and dynamics. EXA 2-17a
(Scottish Government, p9).

I have the opportunity to choose and explore a range of media and technologies to create images and objects, discovering their effects and suitability for specific tasks. EXA 1-02a
(Scottish Government, p3).

I believe there was a link of interactive learning. Through both inputs, the tasks were very practical and interactive which was good but could be frustrating when having difficulty working the technology in the music workshop.

 

Overall, I enjoyed this week and found it very beneficial for my practice in the future. I look forward to next week.

References

Scottish Government. (n.d). curriculum for excellence: expressive arts experiences and outcomes. [Online]. Available: https://www.education.gov.scot/Documents/expressive-arts-eo.pdf (Accessed 18th December 2017)

 

 

In the lecture this week we were introduced to a painting called ‘Windows in the West’ by Avril Paton. The painting is of a tenement building set in the west of Glasgow. At first, I didn’t understand by we were bothering with a painting like this as I couldn’t see how this would serve any purpose or interest for children in a primary classroom setting. However, as the lecture progressed, I began to understand how children could become engaged with something like this as I was becoming more engaged with the painting. I began to imagine what was actually going on in the painting and imagine the backstory to the painting, rather than just view it as a painting. I understand now further, how this could be used in a drama lesson as a stimulus for a great lesson. I think that by introducing something like this to children would help them to be more imaginative and help them to engage with art work in a fun way rather than just staring at a painting/picture whilst being read facts or told exactly what to do.

Here is a picture of the painting ‘Windows in the West’.

(‘Windows in the West’, Wikipedia, Avril Paton)

 

We finished the lecture by speaking about the first prints made. This is something that I had never really thought about before. We learned that the first person to make a physical print was Gutenberg who printed the Bible. I never knew this before the lecture and I realise now that if we never had printing way back then, we wouldn’t be able to read and write today. We also probably wouldn’t be able to live the way we live today with technology, for example; if the first print was never made we wouldn’t have the technology today to publish multiple copies of books and so much more. We also looked at the do’s and don’ts of primary teaching in art which I found very useful.

We were then asked to watch this video and use Taylors, PROCESS, FORM, CONTENT, MOOD model to analyse what the painting is about. Here is my analysis.

PROCESS:
The work was started on a night during winter months.
There were only limited tools used. This was a blank canvas and a paintbrush.
She liked the look of the building that was in front of her on a winters night, particularly the snow and just began to paint.
She never photographed the building as it was straight in front of her home.
Avril did different parts gradually over 6 months and painted it gradually over these months.
Avril had to have good memory skills as the seasons changed over the months. She would have had to remember what the house looked like in winter even when it was summer. She may also have needed to have a good imagination to paint certain details if they weren’t physically visual or in front of her.

FORM:
Avril split the painting up in to different sections and completed it at different times instead of focussing on the painting as a whole at the one time.
She keeps with the content by trying to keep on track with what the house looks like in winter.
It affirms the artist’s work as there is a lot of detail, precision and care in the painting.
She has used very similar colours to each other. She has used browns, white, grey, black etc. she hasn’t used many bright colours and there isn’t one part of the painting that stands out.
I think this is a harmonious piece of art work.
I think that the building itself is more dominant as it is the brown colour of the building that stands out most in the painting as a whole, I think it adds a depth to the painting that wouldn’t be achieved by only using black and white.
The main shape is the rectangle to achieve the overall shape of the building. I then notice that there are smaller rectangles within this shape to add even more detail to the painting.
Rectangles keep recurring in the painting and also, the way the lines are positioned create the 3D element to the painting which couldn’t be achieved by using only straight lines.
I think the work holds well together as it is a very beautiful picture and the painting seem to flow and shows the beauty of the setting. I think the painting is pleasing as a whole because of this.

CONTENT
It is about a typical tenement house in the west of Glasgow in winter.
I would say the artist has remembered the subject as she looked one day and then had to remember what it looked like other days that she was painting it.
I think that the painting is representational as it is a physical place and represents what a building in Scotland will most likely look like.
There is a hidden part of the painting. The artist has painted herself at a party in the building into the painting. We would never know this unless she tells us this.

MOOD
I think that it makes me appreciate the beauty in certain parts of Scotland that we may not look at as beautiful in real life.
It makes me feel very calm and festive as it reminds me of Christmas and wintery nights.
It shows the true beauty of Scotland, especially in winter as we are lucky to get to experience this type of weather when a lot of people don’t get to experience this in their country.
Avril says she painted the picture because she wanted to share the prettiness/ beauty of this building at this time of year.
I think the work I quite quiet as it seems to be very calm and relaxing but also a bit exciting and homely because it is winter and near Christmas. The picture just reminds me of Christmas and the party season.
I think this picture has affected me directly because I feel more appreciative of the beautiful places we have in Scotland very close to us.
I think it has affected me because this is close to where I stay and I love that time of year. I never noticed that we had such beautiful places/buildings so close to us. I think I appreciate it more after seeing this painting.

 

Workshop 1 – Printing

This work shop was a continuation of learning about ‘Windows in the West’ by Avril Paton. In this session we were asked to take our favourite part of the painting and draw/trace it onto a polystyrene tile. I vaguely remembered print making from primary school and I remembered enjoying it so I was looking forward to the activity.

We were given a polystyrene tile and told choose four different colours of A4 paper which we folded in half. We were then asked to  draw our favourite part of the painting onto the tile and then roll one colour onto the polystyrene tile and print this onto the paper we were given. I enjoyed this activity as I loved seeing the prints being made and just getting messy. I would love to do this activity with children in a primary school, perhaps as a class project making Christmas cards or as a display because it would encourage them to get stuck in and it would also give me the opportunity to teach them about the history of print-making.

I loved seeing the different contrasts between colours best whilst doing this. I loved the effects that this technique made. Even though this is a simple process, it is very effective and would be engaging and straight forward for children to do.

 

Here is the process of print making.

The polystyrene tile we were given was our blank canvas.

We traced or copied a part from this picture or the painting onto the tile.

I drew my favourite part of the painting onto the tile carefully. Here is my final design.

We then chose four different colours of paper and folded them in half.

We then rolled paint onto a board with rollers.

We then rolled the paint over our tile with our design on it and pleased the tile on the paper with a lot of pressure to transfer the design. Here is my four prints.

 

We were then asked to roll one colour onto the polystyrene tile and then print this onto 4 pieces of different coloured A5 paper. I enjoyed this activity as I loved seeing the prints being made and just getting messy. I would love to do this activity with children in a primary school, perhaps as a class project making Christmas cards or as a display because it would encourage them to get stuck in. Alongside this, there could be several cross curricular links explore. For example, looking at patterns in maths or looking at history in media etc as I could teach them about the history of print making.

I loved seeing the different contrasts between colours best whilst doing this. I loved the effects that this technique made. Even though this is a simple process, it is very effective and would be engaging and straight forward for children to do.

 

In order to develop our prints further, we were then allowed to use a range of different colour to create more depth and contrast to the prints. We cut out sections of the polystyrene tile and rolled different coloured paint onto the tile. We then printed this on top of our original prints.

This is the final product of the print making.

This is my favourite print of the four. I like this one best because I think that the colours really compliment each other and stand out.

I absolutely loved this workshop and I will most definitely use this activity in my classroom in the future. I think that I am also creating more of a tolerance for mess as before I hated any type of messy activity. However, I am now realising that mess can be cleaned and that mess can be contained and managed too.

 

Workshop 2 – Drama

This week we had the opportunity to have a go at drama for the first time.

This was something that I was dreading as I hated drama at school and felt so embarrassed doing it at school. I actually dreaded the thought of participating in it at university. I was surprised to find, after taking as a class about drama, that most people weren’t looking forward to it. This  made me feel a bit more at ease because I found that almost everyone was in the same scenario feeling the same way as I did.

We then moved on to learning about technical terms and technique used in drama within a primary school. The five we learned are as follows:

1) Freeze Frame
2) Teacher in Role (TIR)
3) Hot seating
4) Thought Tunnel
5) Improvisation

We were told the story of ‘The Dragon’ and we then experienced seeing these techniques in practice.
We experienced Teacher in Role first (2). This starts by the teacher taking off something noticeable/ attributed to them, normally a name bade, tie, scarf etc. we were told that when the teacher took this off they are now a person in role. In this case the teacher was the mayor of a village being terrorised by a dragon. The teacher then asked the children (who in this case for drama purposes, were referred to as villagers) to gather around quickly and quietly. They were then asked to come up with strategies to help get rid of the dragon that is invading their village. This helps keep the calm and organisation for the teacher and shows that the teacher is still in an authortive position.
Next, we were shown the freeze frame technique (1). This consists of getting the children into groups, counting down from 3 and asking the children to freeze in a position relating to the drama. In this case, the children are asked to get into a position to scare the dragon or create a welcome position etc. Someone from the group then explains why they are in that position. This gives the children a great opportunity to be as creative as they can be.
We had the opportunity to engage with a bit of Hot seating (3). This consisted of either the teacher or the child being in the ‘hot seat’ and pretending to be the dragon. The children were then giving the opportunity to ask the dragon any questions they wanted.
This then lead on to improvisation (5) as the children or teacher must improvise what they are going to say as they don’t know the questions before hand. This can be very funny for children and provides a sense of fun and humour to the lesson for both teachers and pupils.
We finished with a thought tunnel (4). I had never heard of this before. We used the example of a bully situation. Four people were asked to stand facing each other, two on either side. One person was then asked to walk through this tunnel slowly and the other four people were given the opportunity to each say a thought that they thought about the bully/ bullying, one bad and one good. This encouraged us to be open and honest about the situation but also to think more actively about the situation. I think this is a great technique for drama in all topics. If children are taught how to make use of it.

It must be said that teaching drama can be difficult for established teachers and student teachers of all ages and abilities when there are feelings of embarrassment, dread and uncertainty. However, we as teachers must remember the sole purpose of why we teach drama in schools as part of integrated arts. We teach the subject to give children the experience of exploring creativity as well as an opportunity to build on confidence. There is a very close relationship between the knowledge of the teacher and the ways in which the children are learning which includes the environment they are learning in. These two factors influence the way children respond to and engage with the lesson ( Bloomfield and Childs, 2002). Hence, if there is uncertainty within the teacher who is facilitating the learning then children may feel the same towards drama due to the relationship between the factors above.

Throughout the two workshops there is a link of stepping outside the comfort zone. For many people, including adults, it is hard to step outside the comfort zone and let go of insecurities. However, today, I feel that I have stepped out of my comfort zone and tried performing through drama which I was scared to do. I also had a go at painting in which I was uneasy about getting messy but I did it and I enjoyed both activities.

Overall, l loved this work shop and I feel  bit more at ease about drama after engaging with it. I understand that in order to teach to my full potential, I have to let go of my insecurities and just dive in at the deep end even though it may not be completely in my comfort zone. There could be implications in my teaching practice if I don’t let go of insecurities which  could negatively impact on the children I am teaching.

I look forward to the next drama input which is something I never thought I would say.

 

References

Bloomfield, A and Childs, J. (2002). Teaching Integrated Arts in the Primary School. London: David Fulton Publishers.

Taylor, R. (1887). Educating for Art: London: Longman.

 

This week we had two workshops, an art workshops and a music workshop. Both workshops were very interactive and practical. I thoroughly enjoyed both of the workshops and I found them very beneficial for my own knowledge and understanding and also for my practice as a teacher.

In the first worskshop, we were learning about fugue notes as a class. I had never seen figure notes before despite taking music for 6 years as a subject in secondary school. I suppose this is one of the misconceptions in music, that everything needs to be played by following black and white sheet music. I found the figure notes very easy and interactive to use no I would love to use these with a class of my own. Figure notes are easy for children to use as it is simply a labelling process of colours and shapes. It is also less daunting for children that sheet music.

Pictures of figure notes and the tunes we were playing.

I enjoyed playing the tunes on the glockenspiel as it brought me back to being at school. I initially found using the figure notes quite hard because I was so used to playing with sheet music, however, with a bit of practice I found it easier to adapt to using the figure notes.

I like using the figure notes because no prior knowledge is required to play and instrument with them. If a group of adults who have little to no prior knowledge can play using figure notes then anyone can, including children who have never played an instrument before. With time and practice,any child could play music using figure notes. In this day and age,children should be able to be involved in everything despite level of skill and using figure notes there is no limitations to playing music.

In this session we also took part in a class improvisation of ‘Hit the Road Jack’. We were each asked to complete an improvisation of 16 beats using the pentatonic scale which consists of 5 notes. I enjoyed this activity because I felt more confident after taking part in it. This would be a good lesson to teach in a class because it would help build confidence in children as the notes used all sound good together and so whatever the children play can’t sound wrong. There isn’t no limitation to what they can play, they can play as simple or as fancy as they like.

I throughly enjoyed this workshop because everything that we participated in, I think I would use with a wide range of primary children of all ages. I think that this would keep children engaged in the learning because it is extremely fun and practical.

 

In workshop 2 we were in the art studio again. Firstly, we were asked to focus on creativity around painting. At first, I wasn’t really into the idea as it was very messy but as the activity went in, I just got into it and thought to myself, just let your hair down and have fun with it. I realised in this workshop in particular that there isn’t a real need for art in education because this might be the only opportunity that children get to be truly creative and have the chance to get messy as they may not be allowed to at home.

So, first things first we made our own paintbrush. I made my paintbrush from a variety of materials, this included; willow for the base of the brush, cotton wool, wool, string, foam shapes, feathers, sellotape and masking tape. I loved making my own paintbrush because it allowed my personality and creativity to shine through by adding different element different to a mainstream, stereotypical paintbrush.

Here is the process of my paintbrush being created.

 

 

As you can see in the pictures above, the process goes from step to step by adding different elements that can be used for different parts/techniques when painting. For example, I used the Pom Pom at the end of the paintbrush to try and create the ‘whispy clouds’ in the painting.

I learned from this activity that it is important to let children make their own paintbrush because it can be daunting for a child to paint with a mainstream paintbrush because it signifies detail and standards that they may not be able to deliver along leading to a feeling of failure in the child. There is also comparison to other children’s work, whereas, by using there own brush, there are no expectations and it allows a child to show their personality.

moving on to the actual painting. We were asked to paint a described landscape scene with hills, a river, rocks and so on. I wasn’t looking forward to it at first because it was very messy and it wasn’t what I was used to. However, I got stuck in and thoroughly enjoyed getting a bit messy and creative. I also found that by having limited colours (red,white,blue and yellow), I engaged more with my sense of creativity. I was mixing colours to try and create more colours instead of going and getting the colour from a bottle which was really fun. At first I was mixing the colours together on a palette but eventually gave up and just started mixing the colours together on the page to see what I could create. It was fun and enjoyable to get messy and experiment with colours as there was no expectations. It was my painting to experiment with.

This is something I would absolutely love to carry out in a class because I never got to do anything like this myself in primary school.by carrying out a lesson like this, it will allow children to feel proud of their work as no ones is the same. It encourages individuality and personality to shine through in children by using art work. It is important to be mindful as student teachers that without creativity, there would be no distinction between humans and other species and therefore, creativity is the pathways to a more fulfilled, satisfied and distinguished life (Csikszentmihalyi, 2013). It is evident that if creativity is allowed from childhood it will progress into adulthood, allowing many benefits to arise.

From both inputs today, it is clear that their is a link between creativity and the unknown. In visual arts, their is creativity in the sense of creating a paint brush of your own desire as well as interpreting art in your own way. In the music workshop, their is a link to creativity through the improvisation activity, creating a tune from your own mind. Their is unknowing established in these activities as children probably won’t have been exposed to them before. As well as this, their is the mess element in the visual arts that children may not have the opportunity to be involved with and so children may feel intimidated by the mess.

This activity is a very simple technique. However, to make our own paintbrush and mix our own colours is effectively promoting creativity as well as confidence and individuality in both adults and children. The activity is also extremely fun and engaging for children!

Here is the process of my painting below.

In this picture below, I noticed again, that interpretation was totally different and there was individuality in the different paintings. There is no way we can compare these pieces of art as every one is different but has beauty,meaning and skill behind it.

In conclusion, I referred back to the Tallis Pedagogical Wheel.

I looked at the persistent and inquisitive categories in the Tallis Wheel because I was tolerating uncertainty by having a tolerance for mess that I wouldn’t usually have and I was exploring and investigating by experiment with colour and textures.

References

Csikszentmihalyi, M. (1996) Creativity – Flow and the Psychology of Discovery and Invention, New York: Harper Collins.

Tallis, T. (2013) Tallis Habits Pedagogy Wheel. [Online] Available: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html. [ Accessed on 6th October 2017]

 

 

 

The first week of the module was focusing on the importance of art in both ourselves and in education. In the lecture we mainly just talked over the module overview. However, we wee introduced to some important documents to relate to in the course. This included the Tallis Habits Pedagogical Wheel which I found very useful and easy to engage with in this module.

In the first half of the module we were in the art studio with Diarmuid discussing the our own experiences in art. From a personal perspective, I didn’t enjoy art very much in school. I found that there’s wasn’t much freedom in art in primary school and that there’s was always a comparison to other pupils work which made me feel quite frustrated and embarrassed of my work. I always felt that my work was never good enough. There was always expectations that I struggled to meet and I often never got to finish my work which was disheartening.

In this session, I also began to realise another point that’s was being covered. I realised that everyone interprets art in a different way, from children right through to adults. Diarmuid asked us to copy a drawing of his that was up on the wall. I noticed that’s even though we were all drawing the same picture, everyone’s was different in different ways. It became evident that the point being made was that everyone has different capabilities and skills but never the less, they all have capabilities and skills in art.

This made me realise the importance of appreciating children’s artwork and that they all have different capabilities and skills but that every individual is good at art in some way, shape or form, if given the opportunity to be instead of their art work being written off without being appreciated. For example, giving children encouragement and freedom to create art that we ask about in order to make children feel that their art work is good and has value.

To achieve children feeling this way, I learned that we also have to give them a wide range of resources to make art with. For example, a child cannot make certain types of art if the holy don’t have certain types of materials such as larger paper, different colours etc. I have realised that for a child’s creativity to be unlocked, we have to provide the key as teachers by providing a wide range of resources within our capabilities and only then will we begin to see a child’s true creativity. I will now also always try to ask children the meaning behind their artwork because I was never really asked in school and I always found myself wondering if my wrk was good or not and I do not want any child in my class feeling like that. I have learned that there is always an important meaning or story behind every piece of art carried out by a child.

Here is a picture of my interpretation of the art work.

In this session, we also discussed the importance of allowing children to draw in permanent ink. I never thought before the session that this made any difference to a child’s learning and development in art but I most definitely have realised that it does now. It is important as they are less likely t truly and erase ‘mistakes’, which allows them to be less critical and harsh/dissaointed with their work. There isn’t less comparison and expectation from both teacher and pupil as there is no expectation of ‘perfection’. Children are more likely to feel that there work is worth something as it isn’t not being compared to everyone else’s as everyone’s work is going to be different.

In the second session of the day we were in the music studio. I took music in secondary school all the way through to advanced higher. I loved music in school and so I was looking forward to this workshop.

at the start of the session we were asked to listen to sound files and tell the class how they made us feel, some of the answers were; happy, sad, scared and calm. I found this exercise useful as it helped me just engage and enjoy music. This is something I would do in my class in a primary school with any age group, probably mainly P3-P5 but I could adapt the songs to suit different age levels. This exercise is also helpful to help children express the different emotions that music makes us feel. This could also be made into a drama lesson with the appropriate planning.

Afterwards, we were drawing through listening to music. We were asked as groups to come up wth a story behind a piece of music. We all listened to the same piece of music. As a group we drew a story board consisting of 8 pictures of what we thought the music represented. It was interesting and useful to see everyone’s different interpretations f the same piece of music.

Our group, thought that music sounded like it represented Christmas time in Santas workshop. We came up with the story, that in the beginning, everything is going smooth on Christa as eve in santas workshp. (Calm cheery music). Suddenly there is a change in the music that symbolises chaos/panic and the converter belt breaks in the workshop. A baddie called grinch frost then enters and the chaos is still pursuing. There’s us then another crescendo/accelerando in the music which we thought represented a chase between the elves and grinch frost. The music then returned to quite calm and slower which we thought represented the calmness returning to the workshop again. The music then sped again and this represented another panic in the form of a storm when santa is delivering the presents but everything finished on a positive as the presents are delivered just in time for Christmas and everything is well and good.

Here is a picture of our storyboard.

I thought that this was a great exercise for us to carry out that allowed us to interpretate music in a different way and see the different emotions through music that could perhaps never be identified through just listening to it.it was actually quite amazing to see that although everyone’s had similar themes of a panic/chase in their stories, they were all cometely different despite listening to the exact same piece of music for the exact same amount of time. This further emphasises that everyone interprates things differently in art and music but everyone’s has skill and capability in different ways. I would definitely do this exercise in my classroom because I think that children would love this as it is interactive and would allow children to express their creativity through both drawing and listening. In an art lesson in a classroom, it would also allow children to take pride in their work as there is no right or wrong answer, therefore, no comparison to other students.

Both workshops, related to each other greatly, emphasising the fact that everyone interprates things different in art, wether that be, drawing, painting, listening to music, the list is endless. These workshops are extremely useful to primary teaching, not only for ideas for lessons but in order to realise the importance of allowing children’s to create their own art and allow them to discuss their art work, like we were in the workshops. This will allow children to enjoy art more and not feel that they have expectations to have art work like everyone else’s.

During the workshops, I realised that we were using many differently categories from the Tallis Pedagogical Wheel. We were being imaginative, making connections,being persistent,tolerating uncertainty, sharing the product and many more. I love using this tool in the module and I will definitely use This in my classroom in the future because I think that it covers everything that should come out of a great art lesson. I want to be able to provide children’s with a quality education in art and music in primary schools which is something I don’t feel that I ever really got the ortunity to have as much as I should have.

A picture of the Tallis Wheel-

Tallis, T. (2013) Tallis Habits Pedagogy Wheel

 

References

Tallis, T. (2013) Tallis Habits Pedagogy Wheel. [Online] Available: http://www.thomastallisschool.com/tallis-pedagogy-wheel-guide.html. [ Accessed on 6th October 2017]