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)