After the first trial workshop (given to some of my university peers) I then felt it possible to take on young minds that had never seen or heard of the project before, not only was this to give fresh insight, but also to attain the understanding and knowledge of such a project. The workshop progressed as follows and aimed to infuse the ideals behind the project guided by the participants own views.
Workshop 2011
Samantha Small at St Patricks
Visual design sculpting
Lesson Title: H campaign
Grade: 5
Purpose: To inform of the HCAN aims to bring forward a mixture of the old and the contemporary, with the ‘H’ Campaign. The campaign will provide creative arts information points, including music, art and theatre and a trail of installation or street art throughout the town centre. They will be encouraged to make their own 3D designs from clay and other materials.
Materials & Resources for the Class:
· Air-dry clay (divided into pieces and placed in plastic bags)
· clay tools, guide sticks
· pencil, paper (6”x9”), colored pencils
· rolling pins
· water color paints
· brushes, water containers
· newspapers
Materials & Resources for the Teacher:
· objective chart
· reproduction
· teacher made PowerPoint about ‘h’ project
· student hand-out- pictures from Power Point
· art elements chart
· sample work
Procedures:
Motivation-
The Teacher will:
Lead discussion
· Ask students, “What are some ways people have used to communicate in the past
and the present?”
· Explain:
The hcan project and what it aims to achieve through the ‘h’ campaign.
· Show a PowerPoint
Discuss the use of elements in the industrial and agricultural works of Huddersfield i.e. industrial revolution
“Describe your home town at this point in time.”
Modelling –
I will:
· Discuss the characteristics of the ‘h’ seen in the Power Point and those in the
student handout.
· Point out the characteristics of Huddersfield’s history.
· Explain about how people lived in the industrial revolution. If you wanted
people in the future to know about your life, what could you draw? Think about
popular objects and architecture.
· Explain that students will draw pictures of their ideas in everyday
Places around Huddersfield. They can choose any style they like.
· Direct students to draw three pictures on the (6”x9”) paper provided.
· Demonstrate how to roll out the clay to make a slab.
· Show students how to place the selected picture on top of the clay slab and go
over the lines to transfer picture.
Guided Practice-
I will:
· Demonstrate how to create a relief with drawings as students observe and ask
questions
Independent Practice
I will:
· Circulate around the room and monitor students as they work.
· Work to complete their clay reliefs.
· After clay dries allow students to apply colour using water colour paints.
Artwork Analysis
Creativity How original and innovative is the
work?
Fulfils Assignment
How well does the work solve the problems outlined in this assignment? Objectives? What could be used?
Composition And Design
Did the student use the principles of design and composition to make the visual elements work well?
Care - Effort Is the making of the work appropriate for the style of art being made? Craftsmanship? Didn't rush to get it done, but paid attention to consistency in the work. Conscientious?
Closure:
Students are asked to explain their artwork to the class, then all work is displayed.
Thoughtful Application:
Students can write stories that tell about their artwork.
Lesson Adaptations:
Younger students could benefit from this lesson. The idea of pictures that tell us about
Where they live is a common theme.
Students responded well to this framework and there was room for improvisation with the materials. As you can see, there was great variety within the work around what inspired them about Huddersfield. The results of this have allowed me to tailor further workshop planning to its audience, and have also provided a useful insight into the views of the young Huddersfield.
Harold Wilson, Located outside the train Station
A multitude of pieces, including ducks and flowers from the park, swimming lessons from the local fitness center, ballet from local tution and writings from the libary on egyptian prosperity. Although many of these asre not neccisarily directly related to the project outcomes, they do relate to the individuality of each person amd their views. 