I might be jumping the gun a little bit in this post. But the school where I teach is considering a change in our digital device of choice. For about six years all the pupils at our school have worked with an iPad alongside their regular schoolbooks or in many cases in place of their regular schoolbooks. As a school we are on the cusp of implementing considerable changes in the way we teach our pupils and, as a result, it’s a good moment to be reflecting on the educational tools that we use. This is the reason why our choice for the iPad is up for evaluation. It could well be that in the end we choose to stay with the iPad, although I feel maybe the balance of opinion within the teaching staff is shifting. Might the future device we choose be a laptop or a Chromebook perhaps?
Within the art Department we are also reflecting and thinking about what we prefer. If I’m honest and look back to the start of our iPad experiment, in the beginning I wasn’t sure exactly how it would come to gain a place in my lessons. I too was new to the iPad and the possibilities the digital tablet may offer the creative wing of our school. Through a process of learning and experimentation the digital possibilities on offer found their way into all sorts of areas of my lessons.
I love having Internet access at every desk for researching and linking art history to practical assignments. I also love having every pupil ready with a stills or video camera to record their activities and document their work. It has offered graphics and page layout design possibilities in the classroom without having to relocate to computer classrooms to access desktops. I’ve done animation projects and photo collage assignments having simply first asked the pupils to download the appropriate app.
Possibly though, the area that I’ve grown to enjoy most, and in a way, has surprised me most, are simply the drawing and painting opportunities that the touch screen offers my pupils. Teenagers are often very cautious when it comes to putting pen or pencil to paper. Most are teachers have any number of tricks to try and loosen them up and tempt them into more expressive mark making. The instantaneous nature of a digital paper that the iPad offers brings different possibilities to this area. Yes, perhaps it is at times a bit overly disposable, but that’s exactly what helps. When I look at the decorative letter designs my 12-year-old pupils recently produced, and the freedom of mark making that they display, it is a considerable step from where I can get them to using pencils and paper. Also, when I consider the abstract designs that my slightly older 14-year-old pupils have produced using a different app. This work shows a speed of creative possibilities are so much faster than the comparable approach on paper would allow. It is not a replacement; it is simply something creatively different that allows them to cut loose and be considerably more experimental and ultimately more expressive in their work. In both cases these benefits can subsequently be drawn on and used in pieces that rely on more traditional media.
The art department enthusiasm for the iPad isn’t entirely shared by other areas within the school. Some colleagues lament the lack of a proper keyboard. Others would like to have a bigger screen. And many would like to lose the instant accessibility of the games put the pupils are so determined to play outside (and inside) their lessons.
I would certainly be interested to hear from any other art teachers and art departments that have been confronted with similar digital choices.
The idea of making a panorama photograph using a modern camera, even the one on your phone, is simple. Select the panorama setting press the button and sweep round the 180 or 360 degrees that you want to capture. The teenagers I teach are only too familiar with this possibility. So when I suggest that we are going to have a go at creating composite panoramic photographic compositions using maybe up to fifty photographs, there is a certain amount of ‘unlearning’ to be done.
Talking our way through a number of David Hockney’s ‘joiner’ collages of multiple Polaroid photographs certainly helps open the teenage imagination to the possibilities on offer. Preparing the pupils to head out to take their series of photographs is an important point in the process. Young people are not to used to the idea of stopping to consider their photographic subjects too much, the instant and endlessly free nature of the digital image has changed that. Yet for this assignment finding an interesting, complex and maybe above all, spatial subject is crucial.
Once the photographs have been made, what Hockney would have done, puzzling through all the hard copies of his images spread across a large table is easily done digitally and without expensive or time consuming printing. Although, having said that, I am regularly surprised at the difficulties experienced by my digital natives in getting images off their phone and onto a desktop computer! Once that is achieved though, the photographs can be dumped into a single PowerPoint slide or MS Publisher document and resized to an appropriate format. After that the enjoyable part to putting the photographic puzzle together again can begin, experimenting with the layering and overlapping as they go. At this point I can normally sit back and wait for the final pdf documents to be made and handed in.
This year was the second time I’ve tried this assignment with the 15 year olds that I teach. Maybe I’d learnt a few things from last year, spotted and alerted pupils to potential problem areas when explaining the process perhaps, maybe they are just more creative pupils than last year’s group…..who knows! Either way, the results are, generally more ambitious and successfully worked out than the first time around.
It’s been a while since I’ve done this wall drawing project, but a new addition to our school year has been two dedicated ‘project weeks’. The aim of the project weeks was to try and get some of the interruptions that regularly come along during regular weeks (and disturbing the lessons) out of these weeks and into one compact session. This has worked to a degree, but has also lead to new projects being dreamt up or activities from previous years being revamped and inserted somewhere into the five days. My ‘street art/wall drawing project’ was one such example.
For the second year pupils (aged 13) that I was working with, this was an opportunity, albeit a rather short one (about two hours) to have a go at creating some large scale images, a welcome change to the A4 or A3 sheets that we seem to spend most of our time working on. The other challenges we worked on were creating three dimensional appearance in the taped objects and also plenty of overlapping. Both points were aimed at creating a more spatial illusion in the drawings.
An interesting and very useful reference point we’re the wall drawings of British artist Micheal Craig Martin.
The documentation of this project from a number of years ago can be found here.
Two days in Brussels, the first ‘Image’ conference that I’ve had the chance to attend and I return home with educational batteries recharged, perhaps also feeling a bit physically and certainly mentally drained! But I don’t think I have ever attended such an event that has felt like it fitted me quite so well.
The thrust of the conference content is focussed on the role of imagery, in its various forms, and how it can be integrated into the language classroom. Most of those present seemed to be language teachers who were enthusiastic about art, film or photography. I arrived kind of from the other direction, an art teacher with a rather heightened interest in language.
Added to this there was an extra strand of presentations relating to refugees and immigration, a subject that I also explore in some of my lessons.
Highlights? Too many to name, but my colleague and I return with plans to place the medium of film more centrally into our schools teaching. Also extensive resources for the language classroom relating to refugees and other pressing world issues. Further there were keynote presentations relating to the use of art in the classroom setting for purposes of narrative and cultural identity and reasons to celebrate multilingualism in the classroom.
I’m sure that in the coming months elements of what I have seen and heard will find their way into my own lessons and maybe also onto my blog. My only regret really is that this relatively small conference doesn’t have a wider public. From my own perspective as a bilingual educator in the Netherlands absolutely everything I have participated in in Brussels this weekend is utterly relevant and useful to the Dutch bilingual context. It is such a pity that only me and my colleague were representatives of this particular educational stream.
So when and where is the next ‘Image’ conference? Well that is as soon as the spring of 2020……what will make it a little more difficult for me is that it is in Vancouver, Canada! Although for the North American readers of my blog it could very well be of interest. The conference after that? Well, I hear whispers that it may be the UK, a chance to take a few more of my Dutch colleagues perhaps.