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Art and Design – Architecture and Urban Environment Task

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The task: Children, architecture and the urban environment

Explore your local environment or house and street, or the university campus, or other environment, taking notes, taking photographs and/or making sketches. Consider one building and all the planning that goes into its creation and construction. What does the external appearance of the building “say” about it? Does the form of the building suit its function (is it fit for purpose?) How well does it fit with its surroundings? What materials have been used, and why? Are there decorative elements to the building?

Observations of the local environment

From my walk around my local area I found that Dundee has a mixture of traditional old buildings and new contemporary buildings.  This encouraged me to reflect on the history of the buildings – if they have always served the same purpose? Do the buildings still meet the needs of our 21st century life? This could link in well with a history topic on our local area. Through this, pupils could explore the different materials that are used in older buildings compared to now and consider if overall design preferences have changed.

The V&A- Planning

The building I chose to focus on is the V&A museum.  As this is one of only two V&A museums in the whole of the UK and the only one in Scotland, I presume a large amount of planning will have gone into the building. As it would also become a landmark for Dundee, it needed to stand out and have its own identity.

External appearance and it’s surroundings

The appearance definitely stands out. It has a very bold exterior, made up of one colour (dark grey concrete) and very defined edges. I feel the colour fits in well with the location of the building which is surrounded by other grey things such as roads and buildings. In comparison If the building was sitting in the middle of the countryside it would be a harsh contrast. I wonder if the colour is also a reflection of the history of the area which was a shipyard many years ago.  I can imagine this industrial part of Dundee being very grey then too. Moving onto the shape of the building, I believe the shape may be designed to resemble a ship which obviously suits its location well. Designing the structure of the building in this way would have needed careful consideration by engineers. For example, there are parts of the building hanging over like cliffs and these would need to be supported somehow.

 

 

What does the building say?

I believe the building conveys the message ‘strong’. Concrete is known as being a very durable material therefore I feel its concrete bulky exterior suggests it is strong enough to withstand the elements from the water it sits beside.

 

 

 

 

I also feel its bold and heavy look suggests it is owning its space on Dundee waterfront and plans to stay. However, this almost makes it appear uninviting from afar; considering it is a space designed for everyone to access. Although, I feel it balances this out with aspects of light. For example, the inclusion of the walkway in-between the two sides of the building lets in some much-needed light and makes the building appear more inviting. Additionally, the large glass windows at the top of the building also help to break up the dark exterior.

 

Functionality

The location of the building assists its functionality as it is situated in the centre of town opposite the train station making it easily accessible for visitors to Dundee. When inside I felt it kept to its modern design with a very open planned layout and allowed for easy navigation around the exhibitions. Although, I was surprised by the lack of windows inside as I thought it would want to take advantage of the panoramic views of the River Tay.  However, there is a large balcony dedicated to taking in the views. I wonder if this was on purpose to prevent visitors becoming distracted by the views when looking at exhibitions therefore, they made the view an exhibition in itself.

Decorative Elements

I noticed a few decorative elements to the build which I feel were designed to prompt visitors to take pictures and therefore increase publicity of the building and the museum.  For example, the large V&A sculpture outside the entrance and the pools of water which surround the base of the building.

Overall, I really enjoyed this activity and feel it had great educational value. It required me to spend time looking in details rather than just glancing. This is known as perceptual development (Eglinton, 2003). Following this, I had to develop my visual literacy skills which allowed me to ‘read’ the building and vocalise my thoughts  (Penny et al, 2002). As a result, this encouraged me to reflect on why things are the way they are and consider how I might do things differently. This is developing my critical thinking skills as I evaluate and search for new ideas (Battelle for Kids, 2019). I feel this period of observation has sparked my creativity and the want to design my own building- this could be a great art and design project with a class.

This activity has also awakened my aesthetic senses and taught me to appreciate the beauty in everyday things (Bloomfield, 2000). In my opinion, the most beautiful part of the building is the walkway through the middle of the building as it perfectly frames the view of the River Tay in a neat triangle. This makes me feel as though even when I am in the centre of a busy crowded city, there is a calm open space nearby; it makes me feel relaxed. Now I have experienced it for myself, I understand the importance of aesthetic awareness, as it opens up a new way of seeing and appreciating everything in our world (Lowenfeld and Brittian (1987 cited in Eglinton, 2003, p. 8). I would love to hear about other people’s opinions on the building and see how they differ from my own- this would be a great way to highlight to pupils that people have different aesthetic preferences.

References

  • Battelle for Kids (n.d) About Us. Available at: https://www.battelleforkids.org/about-us (Accessed 3/11/19).
  • Bloomfield, A. (2000) Teaching Integrated Arts in the Primary School. London: David Fulton Publishers.
  • Eglinton, K.A. (2003) Art in the Early Years. London: RoutledgeFalmer.
  • Penny, S., Ford, R., Price, L., Young, S. (2002) Teaching Arts in Primary Schools. Exeter: Learning Matters.

 

 

 

 

 

 

My understanding of Interdisciplinary Learning so far…

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What is Interdisciplinary Learning? 

Curriculum for Excellence’s Briefing 4 ‘Interdisciplinary Learning’ explains that ” the curriculum should make space for learning beyond subject boundaries” and that learners should be making connections between different subjects. This involves grouping together experiences and outcomes from across the curriculum (Education Scotland, 2012)

Barnes’ (2015)in his book ‘Cross -Curricular Learning 3-14’ explained that there are many different types of cross curricular learning, for example:

  • Theme-based – Using a theme to explore several subjects. Barnes advises that this method works well with teachers who have a vast knowledge of the topic, however if they do not they can find themselves making weak links.
  • Multi- disciplinary- involves using a single concept to explore different subjects but also using different subjects to understand the concept. In this method there is no link between the subjects being explored.
  • Hierarchical – this method aims in achieving progression in one subject while using another subject to do this.  Usually these other subjects are of the arts. Barnes stresses it is important to ensure these subjects do not get labeled as ‘less important’.
  • Interdisciplinary – This where you are applying knowledge from various subjects to work on a topic/project or problem. In this model links are made between the subjects too.

(Barnes, 2015)

Benefits of Interdisciplinary Learning 

  • Strengthens motivation and promotes an inquisitive attitude
  • Development of collaborative working skills
  • Problem solving skills
  • Engaging and memorable

(Humes, 2013)

  • Empowers children to apply their knowledge and skills by showing them how they can be used In other ways
  • Consolidates knowledge

(Education Scotland, 2012)

Advice for planning 

Through my reading and lectures I have discovered that if not taught/planned correctly learning can be confusing, unconnected and temporary (Humes, 2013). Therefore I found the advice for planning extremely useful:

  • Start with a few Experiences and Outcomes
  • Ensure you are able to justify choosing these E’S & O’S
  • Plan what you want to achieve form each session and next steps
  • Reflect after each session to ensure you have not gone off track
  • Involve children in planning to increase motivation

(Education Scotland, 2012)

  • Assess in context
  • Measure how well they can apply knowledge and skills

(Humes, 2013)

References

  • Barnes, J (2013) Cross-curricular learning 3-14. SAGE: London
  • Education Scotland (2012) CFE Briefing 4 Interdisciplinary Learning. Available at: https://education.gov.scot/Documents/cfe-briefing-4.pdf. (Accessed 25/09/18)
  • Humes, W (2013) ‘Curriculum for excellence and interdisciplinary learning’, Scottish Educational review, 45(1), pp. 82-93.

 

Lesson Planning

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Today in Social Subjects we were asked to use a current news story as a stimulus for creating a lesson. It was for a primary 7 class and the lesson could be anywhere in a series of lessons, it did not have to be the first one.

I choose a news story that discussed the effects our rubbish was having on turtles and created a lesson around recycling. You can see the lesson plan I made here:

We then presented our lesson plan to other members of the class. I found this activity extremely useful and learnt many things from it. Firstly it introduced to me the idea of using a news story as stimulus. I can see how this would give the children a context to their learning and show them it is meaningful and current.

Secondly,  after discussions with my tutor and peers it was brought up that many aspects of my lesson plan were teacher initiated/led. For example, instead of the teacher telling the pupils ways in which our rubbish can impact the environment; I should be letting the pupils research this themselves. We continued to talk about how it can be extremely beneficial for pupils learning as it allows them to develop many skills such as note taking, team work and evaluating sources. Another benefit is that it cuts down teacher workload and time can be spent on other things.

I feel like I now have a new perspective on lesson planning and will ensure that after planning I critically reflect my lesson plans and consider if things can be done differently.

 

The Child’s Voice

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In this weeks lecture we looked at the child’s voice in the classroom, how this can be incorporated and the advantages of this.

Arguments for encouraging children’s voice in the classroom. 

  • Stimulates development of skills ( accountability, resilience , confidence, turn taking, debating )
  • Children can bring in their personal experiences, making the learning more relevant to them
  • Children can be ‘co-teachers’ and can help other children understand concepts using ‘child’s language’
  • This also benefits the ‘co-teacher’ as by talking through a concept it will help consolidate it in their own learning
  • Children can steer direction of learning, which in turn increases motivation
  • Can add knowledge the teacher didn’t know
  • Shows the child that their voice is valued which can be vital in relation to child welfare issues

(Catling, 2014)

How can we encourage children’s voice? 

  • Involve them in planning of new topics
  • Set up projects or clubs and make them leaders and decision makers
  • Help them develop a critical eye and skills on forming arguments
  • Organise debates
  • Organise ‘co- teaching’

(Cartling, 2014)

Arguments against children’s voice in the classroom (with solutions)

  • Not all children are able to articulate their voice – Give them other ways to be heard, eg drawing, acting etc.
  • Puts unnecessary pressure and stress on the child, especially with decision making – ensure that participation is voluntary.
  • Could develop a lack of respect for parents, teachers, elders – ensure that rules are in place for these discussion times.

(UNICEF, n.d)

How does a teacher’s educational philosophy influence the implementation of approaches that encourage children’s voice? 

  • Teachers can struggle with giving away full control as they feel it is their job, however if the child does not feel their voice is not actually going to make a difference they will lose motivation to contribute again. Therefore it is not enough to just listen to the child, we must allow them to steer decisions too.
  • It is part of teachers philosophy to be the educator, however in order to get the most out of the child’s voice we must sometimes be ‘co- learners’ and learn with the child.
  • As teachers we are so busy and sometimes go for the quickest method of learning. However, so much more can be learnt for example during classroom discussions.

(Cartling, 2014)

If I am honest I have never put much thought into the role of children’s voice in the classroom, however now I feel I have a much greater understand of the benefits and how I can implement this in my practice.

References

  • Cartling, S (2014) ‘ Giving younger children voice in primary geography: empowering pedagogy – a personal perspective’, International Research in Geographical and Environment Education, 23(4), pp. 350-372.
  • UNICEF (n.d) Every Childs Right To Be Heard. Available at: https://www.unicef.org/french/adolescence/files/Every_Childs_Right_to_be_Heard.pdf (Accessed 18/09/18)

 

 

 

New Module Motivation

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Yesterday we had our first input of our new module ‘Developing Effectiveness In Learning and Teaching’. The module aims to show us how we can ‘take learning beyond subject barriers’  known as Interdisciplinary Learning (IDL). This is where teachers plan to make appropriate links to other subjects across the curriculum to create a learning experience (Education Scotland, 2012).

I found the whole input very interesting and as the class discusseed their own IDL experiences at school I constantly found my mind getting carried away with hundreds of ideas I could use in my own practice. However, now the time has come for me to reflect on my own experinces I am at a stand still. I only remember some of the topics I covered in school such as Evacuees, The Victorians and Bridges etc. I recall very little about what activities and avenues we explored within these topics. The only memory that truly sticks out was when my class visited a mock victorian school.  We spent the morning dressed up as victorian children and were taught by a victorian teacher. We got to see the type of resources children in those days used and got to experience the harsh ways of victorian teachers. This experience was very exciting for me as I loved history and it was showing me clearer than ever what it was really like back then. From a professional perspective reflecting back on this I appreciate it is not always possible to go on school trips but it has got my imagination running wild with ways you can bring that aspect of realness into the classroom.

I have gone on to read Education Scotland’s CFE Briefing 4 ‘Interdisciplinary Learning’ which has given me a real insight into what IDL learning should look like in the classroom. The briefing emphasised the importance of careful planning of IDL ensuring the links are strong and are clearly planned through a few Experiences and Outcomes. It also suggested teachers should always call upon childrens previous knowledge and involve them in the planning too (Education Scotland, 2012).

Overall I am very motivated to learn more on this topic and look forward to further inputs.

 

References

  • Education Scotland (2012) CFE Briefings, 4 Interdisciplinary Learning. Availible at: https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-(building-from-the-statement-appendix-incl-btc1-5)/CfE%20Briefings. Accessed 18/08/18.

Reflection- Online unit 2

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Reflection can mean many things and can be used in a variety of different ways. Today I will be discussing the types of reflection I will be using during my academic study and professional practice.

First of all, I’d like to clear something up… ..simply describing the situation/event IS NOT REFLECTION. Reflection involves looking at an experience and considering what you learnt from it. Here are some examples:

Independently one way in which everyone uses reflection is by considering the success or failure of your actions for example reflecting on a lesson you planned for your class. You will do this by calling upon your own experiences, emotions and beliefs related to the situation. You will then be able to note what went well, what you achieved and what you didn’t. However, it is vital you also look at things from others points of view to come up with the best next step. This leads me onto the next form of reflection…reflecting together.

Reflecting together can be in two forms. It can involve working together by comparing your beliefs to come up with a joint solution. You would do this by having a discussion with your class on what needed improving about the lesson. This allows you to gain new ideas and learn from the experience. It can also mean reflecting on feedback you have received. For example, looking at the feedback you were given on your last essay and thinking about how you can improve for your next one. This type of reflection also allows us to learn and in some cases, challenge our existing beliefs when hearing others opinions.

Both types of reflection result in a learning experience that can be put into practice in future (for example your next essay), you will then reflect again on this new situation and so the cycle continues. This then demonstrates that one of the best ways to learn is to constantly reflect on your practices.

Summary of why we should reflect –

·        Build theory from observations

·        Continually self-develop even if things are working fine

·        Help solve problems/ gain new ideas

·        Learn from mistakes/ challenge existing assumptions

·       To take control of your own learning

Top tips for reflection-

·        Do it immediately after the event

·        Reflect again after a couple of days

·        Ensure you look at the situation from different view points

·       Think about how your learning will affect your future practice

Overall this activity has helped me understand the importance of reflection and the different ways I can do it. I am keen to get into a good habit of reflection as I know it will be key in my future career therefore I will continue to work on my blog to develop my skills.

Following on from this the final task asked me to reflect on my understanding of various academic skills including: Punctuation; Spelling; Grammar and Shaping of text. The required reading (The Study Skills Book) gave me an insight into my strengths and weaknesses in these different areas. I have concluded that my strengths lie in shaping of a text and grammar whereas I am weaker in areas such as spelling and punctuation. I feel confident in paragraphing and sentence structure which will be useful for my academic writing. However I struggle with complex and less frequent punctuation along with uncommon spelling of words.  After reflecting on this I understand the importance of these skills for my academic study and my future Career therefore I will continue to develop these. I plan on doing this by practicing the Online Literacy Assessment – an online test the university created for students-  and using The Study Skills Book to revise the areas I am weaker in.

I will post soon about the effect this has had on my OLA score!

Identifying my Skills and Abilities- Online unit 1

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After completing Activity 1 and 2 I feel I have a better understanding of my strengths and the areas I need to work on. The completed activities can be found in my  Personal audit and transferable skills page located along the top of the blog.

The discussion task ‘What would you say are the most important skills/attributes/qualities we need to develop for successful academic study, and why?’  helped me realise the different ways in which I can use my skills.

Here is what I wrote…

Setting personal goals: I believe this is key to academic study. By setting your own goals you are able to deal with a large amount of tasks in a more organised approach and become motivated to achieve them to a high standard. It also helps you keep good time for example when working towards an assignment submission.

Building social networks: I see this as a useful tool in academic study as it allows you to learn out with your lectures. By making friends and talking with others on your course you are able to share knowledge and opinions on subjects. This skill is also useful when working within groups during your academic study.

Take notes: This is an important skill during academic study at university. Not only does taking notes give you the opportunity to refer back to a subject area it also helps you retain the information more  than just listening does. There are also many useful pieces of information said during a lecture that are not on the Power Point Slides. Having the ability to listen for this and take notes will widen your knowledge.

Evaluate information: In assignments or any piece of academic writing it is not enough to simply state knowledge you must be able to evaluate this to gain higher marks. For example demonstrating how the information/ knowledge is useful or relevant to the question.

Participate in discussions: I believe this final skill is key to successful academic study as it allows you to broaden your knowledge. By participating in discussions you are able to get others view points on your opinions and this can be very useful to use in your writing. Contributing in discussions will also help to consolidate your learning on the subject. If you are able to discuss it this shows your understand it.

Overall I feel this task has been very useful and I know I will refer back to it throughout my academic study.