PROSPECTIVE

For the collaboration part of this module I am working with three peers of mine. Initially I wanted to do an exhibition in the school I am at however this didn't materialise because of the fact I wasn't working with anyone from the course - I was collaborating outside and not with anyone. Another constraint was time, as it is ever present in anything anyone does this was more the case in the situation. With the schools and university being closed over Easter this was proving more and more difficult the more I tried to organise it with people.

 

Stephanie, Zoe & Kelly are in the group as well and we've spent time brainstorming - and we have finalised an idea of creating an online platform in the form of a blog that consists of online interviews from artists in different fields.

 

From photography to craft, from illustration to textiles we want to aim to cater for all. The aim is to provide questions and answers that would appeal to post and undergraduates in creative fields. Questions on how the artists got to where they are today, if failure motivates them and other useful questions about routes they took and what they would advise.

 

We have decided to call it PROSPECTIVE because of the definition of it meaning the future events =

 

definition of PROSPECTIVE:

(of a person) Expected or expecting to be something particular in the future.

Likely to happen at a future date; concerned with or applying to the future.

 

we have also decided on a very clean cut layout that is simple and easy to navigate around. The labels on the right offer direct searches for particular artists.

 

PRO SPEC TIVE (link)

 

 

P.O.A

 

the plan from now is to contact artists with questions and blog the results appropriately

 

we should also think about advertising this blog - maybe online, social networking and possibly stickers? leaflets? cards?

 

 

 

 

Academy Day 2

Today I spent my second day at a local secondary school. I attended a year 8 class, a year 9 textiles class, a year 12 fashion class and then helped with the technician for the rest of the afternoon.

 

I saw first hand the 'Behaviour 1,2,3' rule as a student was given three warnings and then was sent to another classroom as they were continuously disrupting the lesson. Once the lesson was over the teacher retained the student afterwards which was the students break time. The student expressed that he hated the way they 'were always picked on' and that 'its not fair'. The teacher then sat down and asked the student -

 

when was the last time you handed in homework?

when was the last time you sat down and got on with the classroom tasks without shouting across the classroom?

when was the last time you were on time to my lesson?

when was the last time you had a 'ready to learn' attitude?

 

the student could not answer the above and looked quite ashamed of their own behaviour. They then realised what he had done to deserved to be told off continuously and why they were 'being picked on'

 

The teacher continued to sit down and listened to what they had to say and then asked how there could be a way around not shouting his name and 'nagging' them all the time. The solution was to go on 'lesson report' which is a report that is kept inside the students planner so that the parents and other teachers can see. The report has 3 targets on and if the student doesn't achieve the targets in that lesson then more serious consequences will be chosen appropriately. The student then apologised to the teacher and a phone call home was made to the students parents as this was something that wasn't just happening as a one off - this scenario was happening every week.

 

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Another thing that i learnt was about differentiation

 

Differentiate = To make different by alteration or modification

 

There is a student in the year 8 class that is a ballroom dancer. At the start of the year when the teacher started teaching this particular class they couldn't understand why this particular student was so fidgety and constantly moving whilst he was sitting at a lower table. (note - this classroom has a couple of tables that have average seats that are average height but then the rest of the tables are higher and need stools) The teacher then found out that this student was a Ballroom dancer and was at their happiest when dancing. This initial behaviour of this student was down to the dancing forte and not down to being 'naughty' or 'disruptive' it was simply down to their make-up. As a result the teacher changed the seating plan to accommodate this students needs - they are working so much more effectively now they are standing up on a higher table and not sitting down.

 

This taught me a valuable lesson in the fact that this teacher had looked past the fact that his wasn't just 'naughty' behaviour this was down to something that could be solved through a seating plan.

 

I learnt a great deal through both of these cases and I too, one day will help and encourage young people to be creative as this teacher is already doing!

 

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I have also devised a half term plan of a lesson for a year 9 textiles class. This sadly cannot be completed for real as the teachers have already mapped out and planned until the end of term. This will appear in a separate post.

 

 

 

 NOTE- THE USE OF 'THEY' IS TO ENSURE THE STUDENTS REMAIN CONFIDENTIAL AND RELATE TO A SINGLE STUDENT NOT 'THEY' AS A GROUP OF STUDENTS.

Interviews for new level 4s in September

Interviews at Margaret Street

Today I helped through the interview process for this Septembers intake. We had morning and afternoon sessions and the interviews were in different  formats, the morning sessions were individual one to one with a tutor (and myself) in separate rooms or shared rooms so that there was 2 people being interviewed in one space, and then in the afternoon as some applicants didnt show so the tutors doubled up so there was 2 tutors + me + the applicant.

The first applicant was pleasantly confident and explained their work and answered questions effectively. they showed Independence through their work and demonstrated their skills and techniques. They brought a portfolio and sketchbook, they were offered a space.

Another applicant however brought the same volume but the work wasnt the same standard. The applicant was more suited to the foundation course as they still wanted to explore their practise and as a result they were declined for the BA but they offered them a place on Foundation.

Today was extremely interesting to see about what it is like to take a tutor role at higher education. I have been to a secondary school and i am going again on Friday so it is very useful to see how tutors at university are and how tutors at sixth form and key stages 3&4 are, how different and at the same time how similar they are.

Im really pleased that i signed up for today as i have learnt so much in terms of professional practise but it has also been insightful to see on a student basis and its been exciting to be on the interview team and to have an input.

Tutorial feedback (18-03-13)

Tutorial feedback (18-03-13)

> Narrative
> why is the pigeon / rat dressed up
> always check equipment before presentations (this was an unfortunate error as it my CD didnt work on mac but did at home on my pc)
> idea of taxidermy could be holding me back
> look at the map of Monday
> Hold onto the dark humor/ comical essence
> dont just use real animals
> more clarity on the task/ outcome
> photograph and experiment

> sculpy - use foil inside to make it lighter
> paper mache (already completed on larger head)
> look at Spartacus Chetwynd
> how important is the illusion of the creature being really exhisting
> how important is it that the materials are dead animals?
> think about the mix of natural and man-made materials
> think about the horror element
> the comical aspect is strong

Inside the classroom

SOURCE

 

Walter Potter (mentioned in previous posts) is one of the most famous, successful taxidermy in history. I really like this piece as my aspiration in life is to become a secondary school teacher and encourage students to for fill their potential and be creative as possible! I thought it was quite apt to share for both professional practise and negotiated.

In hindsight i would have really liked to have included key stage 3&4 somehow into my puppet project but alas it too late in the game to tailor it to that with Easter slap-bang in the middle of the project - ts already proving difficult. This is already a constraint that i have to overcome and work through.

Taxidermy gone wrong!

I came across this article on Daily Mail online. It showcases very good examples of unsuccessful taxidermy. I thought it was very beneficial to my research so that i can see how its not done! the eyes and mouths are noticeably bad, and the expression of some of the animals is just shocking - i really want to avoid this in my project and hopefully i will do the hybrid justice!

 

 

"One user failed to see the comic value of the amateur taxidermists who make a mockery of many dead beasts, that are butchered and left looking incredibly deranged. He said  'There is something very creepy when taxidermy is done badly."

Read more: http://www.dailymail.co.uk/news/article-2014186/Taxidermy-animals-gone-wrong.html#ixzz2Nc7rcqw0
Follow us: @MailOnline on Twitter | DailyMail on Facebook

 

Taxidermy Rabbit Stop-Motion animation

This was a really interesting clip on Youtube of a interpretation of 'Alice in Wonderland' originally written by Lewis Caroll. It was very fascinating how the rabbit scenes were all in stop motion animation as it is a taxidermy rabbit and then the scenes that the rabbit isnt in are just filmed naturally. I thought it related well to my project as i will be practising this for my animation part of my puppet project. Unfortunately this video is no longer available. However I still found it incredibly useful and inspiring. This has given me something else to consider.

 

 

 

Girlguiding Publications Report

I think it would be a waste of knowledge if i didnt put what i learnt last Friday during my time in the publications and design team at Girlguiding HQ.

 

I started today working on Indesign on a A5 zine/ publication about the information and guidelines that the department follows. I followed the guidelines and used the appropriate colours and themes. I am yet to finish it but today i made a start.

 

 

I have scanned in an example of a publication that i particularly like that was given out last year. Ive done the cover and then the introduction page.

Notice -

• the distinct block style
• the raspberry pink and guiding blue colour scheme
• the Trebuchet typeface
• the clear, precise structure of text, blocks of text
• colours of typeface on certain backgrounds
 

 

 

 

 

 

Native Headdresses

I would really like my hybrid creature to wear a costume, similar to the sketches i have done previously. So what i have to decide is it a rat with wings or a pigeon with a tail? I could use elements of each to create 2 specimens mixed together. Looking at my dead pigeon i have the feet and wings are really cool and all in tacked. This could prove valuable to me - especially when my rat arrives. I was thinking maybe a head piece for the rat made from the pigeon head, this would symbolise maybe as a trophy? or a disguise? this is something i need to consider.

 

I started by looking at tribal head wear that use dead animal skins to showcase their status and to symbolise their success in their tribe.

 

SOURCE

 

 

Hercules, Ancient Greek Mythology

 

Hercules was a Greek God and is popular in Greek Mythology, as a baby he was turned into a a half God - half mortal because of a mistake of Hades (his Uncle) who wanted to make him mortal so he could kill him (as you cannot kill a God) Hercules re-earned his God like status and was seen as a hereo. The Lion Skin and the Club was an attribute for him and a symbol of succession.

SOURCE

 

A Native American Chief

 

SOURCE

 

A WOLF IN SHEEPS CLOTHING

 

 

 

this is a really interesting take on my project as I am doing a Rat with wings or alternatively a pigeon with a tail. This is a very old phrase that is still used today. It stems from the Bible and has a meaningful reason/ depth behind it.

 

Meaning: Someone who hides malicious intent under the guise of kindliness.

Origin: The cautionary advice that one cannot necessarily trust someone who appears kind and friendly has been with us for many centuries. Both Aesop's Fables and the Bible contain explicit references to wolves in sheep's clothing.

The version of Aesop's Fables that is best known to us today is George Fyler Townsend's 1867 translation, in which he gives the Wolf in Sheep's Clothing fable this way:

Once upon a time a Wolf resolved to disguise his appearance in order to secure food more easily. Encased in the skin of a sheep, he pastured with the flock deceiving the shepherd by his costume. In the evening he was shut up by the shepherd in the fold; the gate was closed, and the entrance made thoroughly secure. But the shepherd, returning to the fold during the night to obtain meat for the next day, mistakenly caught up the Wolf instead of a sheep, and killed him instantly. 

SOURCE 

 

This piece of text could really support my ideas and concepts and this is something that was suggested in my tutorial.

 

 

 

 

 

Rats with wings or Pigeons with tails?

After the tutorial today I have a few things to think about.

> Practice Stop motion animation
> Create a miniture set of a drain
> research into tribal helmets that use dead animals as trophies as a symbol of succession
> create a narrative for my hybrid film
> be in a strong place for next mondays presentation of puppets
> Rats with wings or Pigeons with tails? look at mythical creatures and wolf dressed in lambs clothing aspect