A flying start – migrating into the new school year

It might not actually quite be the start of the school year anymore, but it is in its way a flying start. 

The end of school clear out inevitably means empty display spaces come the start of the new school.  This year I decided to make an immediate splash in the biggest space in the school with rapidly made charcoal drawings of birds made by the fourteen-year-olds I teach.

Now as we head into the autumn season of migration in the bird world, it seems appropriate to share the result online.  It’s not an easy display to photograph well, but in real life the transparency of the paper and the darkness of the images combine for ever changing results throughout the day as the light outside changes.

Good things come to those who wait….

It has been slow, but finally this relatively small painting is finished. Started earlier in the summer with a month-long trip that involved considerable staring out to the horizon on the north Atlantic seas around Orkney, and finished on our return.

Although the idea for the work was essentially in place before the journey north a number of combinations of ideas and occurrences are playing their part in this painting and the steps on to the subsequent pieces now being developed. The countless watercolours made of the Orcadian landscape and coast, the ever-present geometry of the horizon so present around the sea and a treeless landscape. Then there was the visit to an exhibition of Laura Drever’s work at the Pier Arts Centre in Stromness. Whilst her work is considerably less geometric than mine, we share landscape interests and a surprisingly similar way of layering imagery up.

For me the work hints and opens the door further on the series of pieces I’ve been developing since the start of the year. More subtle and sensitive that the brasher and brighter paintings from the spring. More to follow……

Getting twelve year olds to look carefully at Renaissance art and architecture…..at the end of the school year

Written at the end of last school year, but a nice post to start the year with……

The weeks are ticking away until the end of the school year.  Three lessons to go with the group of twelve and thirteen year olds that I teach. The temptation is to go for something passive and comfortably time filling.  But I want to give them one last push, but also engage them with a little fun.

The solution…..

The content

Renaissance art, and in particular architecture as it is found in the paintings of the period

The skills needed

Looking carefully

Some creativity

A little digital knowhow on at least one of the platforms we were using

The technical bit…..

Using, or learning to use one of the following digital design possibilities

  • Tinkercad.com
  • SketchUp online
  • Minecraft
  • The Sims (A new one for me in an educational context…I wondered if it would be a bit too restrictive in its possibilities. In the end I feel I was generally proved correct)

The class had heard a while back that I have been known to use Minecraft as a creative tool for building assignments.  They’d been nagging me a little bit to do something similar with them.  These last few lessons of the year were an ideal opportunity.

The assignment was a very simple one.  I had a PowerPoint of a selection of images or renaissance paintings, and in particular images that showed examples of Renaissance architecture.  The pupils simply had to choose one of the buildings and try and recreate it on their favoring design platform, and perhaps add to it a little in an appropriate way.

For SketchUp and Tinkercad I had to start with a short demonstration into how the software worked and what a few of the possibilities were. But with Minecraft and the Sims no assistance was needed. Within thirty minutes of the start of the first lesson the room settled down and we were off! Focused looks on the faces, mouse hand moving in its familiar erratic jumps.  And this point it was quite easy to leave the room to go and get myself a cup of coffee, on my return I could see the start of their Renaissance inspired worlds starting to take shape.

Minecraft is a favourite amongst the pupils. It is familiar and the idea that you are actually allowed to use it for a school assignment does have something of a special attraction.  But it is the work done on SketchUp and Tinkercad that I enjoy watching unfold the most. In both cases you create your own building elements, the software has more flexibility for refined work, and the icing on the cake as far as Tinkercad is concerned, we can make the final step of 3d printing the results.

Vacancies, vacancies and still more vacancies

In education there is always a certain amount of roundabouting. Teachers leaving one school and moving onto another.  The Dutch secondary school where I teach is no different in this regard.  Most years we wave goodbye to one group of colleagues only to say hello to another.  This year is a continuation of this pattern, and maybe a few more than we are used to are making this changeover. 

Are we unique in seeing a larger than normal switch around of staff looking for pastures new to explore?  Well, if I look at the number of advertisements for teaching posts in circulation my conclusion would very definitely be no.  Maybe even more indicative of a more general change are the number of art teaching vacancies that are passing through the Dutch art teaching Facebook groups I am member of.  Art teachers are used to having to wait and be patient for teaching opportunities.  The odd teaching posts that come by are often temporary, small in the number of hours offered and hugely oversubscribed for.  This year though is different, there is a positive deluge of vacancies!

What is going on?  What has changed this year?  Dutch education in general has a personnel shortage.  The work can at times be very challenging and the hours are long with a tendency to spill all over your life.  Added to this the classes are getting bigger, the administration workload more far reaching and the demands from government, parents, and the pupils themselves at times, is more pressing.  Getting new people into the profession is a constant necessity.  Or should I say, getting the right, talented, driven people into the profession is a necessity.

But the general shortage of teachers is a longer running problem.  This end of year, job circus feels different.  Like I said at the start, it feels like a roundabout, a game of musical chairs is perhaps also a good metaphor.  Most years it feels more like a situation of more mature colleagues leaving the profession at the top end, to be replaced by recent graduates joining it at the bottom end.  This year though, teachers at all stages of their working career are on the move, and as soon as one makes the switch it opens up another space that needs to be filled.  That will in turn perhaps tempt someone else to make the jump from another school, and so the rotation goes on.  This certainly seems to be what is going on amongst those much sought after art teaching posts.  The way new vacancies are popping up with just days to go until the end of the school year are evidence of this.

Is this all perhaps a consequence of the Corona years?  Are teachers less likely now to just stay put and make do?  Have the Corona years lead to an urge to work closer to home?  Were tough years of online, hybrid and generally chaotic education the final straw in a decision to leave education and head off in a different direction?  Or is simply a case of hoping that the grass will be greener on the other side of the fence?

I’m really not sure where the reason lines, one thing is sure though, I’ll have quite a few new colleagues on the other side of the summer holiday.  I will also be missing a few others who have been familiar and much valued faces in the staffroom.

Art lessons, homophones and Ukrainian homophones

It’s a bit of an end of year project for me with the 13-14 year-olds that I teach.  A short, essentially creative graphic design assignment with a language twist.  In short, we take homophones (a word that is pronounced the same as another word but differs in meaning), and design pictograms that illustrate the two different meanings.

I’ve written about the activity before, and that post can be found here:https://petersansom.wordpress.com/2015/03/26/homophones-clil-art-and-english-assignment/

This year I did much the same again, asking the pupils to produce a pair of matching pictograms that illustrate the contrasts in terms of language and meaning.  This year I offered the possibility to produce a handmade drawn result or a more graphic digitally made result.  Below you can see a few of the results.

All well and good you might say.  But for the last few months I have had two new additions to the class, Ira and Iryna from the Ukraine.  They’ve been two fantastic additions to the group.  Despite all that is of course playing out in their lives, they have been enthusiastic and extremely creative members of the class.  They have enjoyed the freedoms of the art lessons, that were rather different to the style of teaching they experienced back home.  I should also add that their level of English has allowed them to slip easily into the bilingual class that has been their educational home since arriving.

When I explained the homophones project to the class and set them to work on an initial bit of brainstorming and sketching out of possibilities I turned to Ira and Iryna, had they understood the project?  Had they grasped the eccentricities of this particular corner of the English language?  I didn’t have to worry, with an excited look on their faces they announced that they wanted to do the project using Ukrainian homophones, and off they went making plans for the illustrations for examples from their own language that they were able to share and explain to me and others in the class.

As it turned out there are homophones that the two languages share, such as organ (the musical instrument) and organ (the part of the body), but there were others that in English showed absolutely no connection at all!

A proper open day at last

Open days at school have been a bit of disrupted business over the last two years.  A chance for a school to show potentially new pupils what the school is all about, the atmosphere, building, and of course the staff.  For the first time since January 2020, we invited both parents and their primary school aged children into the school yesterday evening.

For the art department it’s a chance to show just what we are about and stage an extensive display of the pupils’ work, from the youngest in the school (aged 12) right through to the oldest (aged 18).  During the five hours of the open day, we welcomed around 300 ten- and eleven-year-olds into the main hall to show them round. 

But an art department wouldn’t be an art department if there wasn’t something to do and participate in.  Not an insignificant challenge when they are coming through in groups of up to twenty-four children every ten minutes or so.  The resulting activity is kind of formulaic, and maybe lacks a bit in the area of creativity, but it certainly had a good groups participation factor and a wow effect at the end!

For step by step instructions on how to carry out a similar large scale, pixelated portrait click on the link below to download the .pdf file.

Its a simple idea…..using photopea.com to look at colour and tone

Getting children to understand a bit about how areas of tone and colour can work to create form is a central task for most of those working in art education. The pupils generally get the idea of how line has a part to play rather quicker than these other two might combine to occupy the areas between the drawn line.

Also increasingly central to activities, at least in my art room, is how digital tools can also have a part to play and can be combined with more traditional approaches.

The following short assignment played very much into these areas, focusing on how form can be created using surfaces of colour, colour mixing and becoming familiar with how a few digitally editing tools can be used.  Those tools can be found in most editing software, and we were using the excellent (and free!) open source software offered on the photopea.com website.

The contextual background for the project that I did with my class of 12-13 year olds was transcriptions in art.  We had looked at a variety of artists’ work, but had paid particular attention to Velazquez Las Meninas and Picasso’s numerous interpretations of it.

Our focus was subsequently on the work of Vermeer for our own remakes.  The working process was reasonably simple and worked as follows:

  • Import the image that you want to remake into Photopea.com
  • Create a new layer above the image
  • Look carefully at the image and try to identify areas of colour that whilst not being identical are at least very similar
  • Use a selection lasso to trace round the area
  • Sample the ‘average’ colour in the selected area and fill the whole area with just that colour
  • Then proceed onto the next area

The pupils find this quite fascinating to do and work in an increasingly focused way, gradually building up their own image.  The result look a little like vector drawings that might have been created using a inbuilt filter, but it is very much a question of look, analyse and then carry out the digital steps.

For a group of 12-13 year olds the results have been excellent and has resulted in a feeling of considerable pride in the group.

The second phase was to use carbon paper to transfer the ‘vector’ drawing structure onto paper and then to paint or colour (using coloured pencils) the resulting simplified linear drawing.  At this point it becomes very much a colour mixing exercise where the subtleties of the digital image are transferred into a handmade version.

This part of the project is still at a relatively early stage, but the signs are good for some well made results.  But of course the real proof of the pudding will be in seeing whether pupils are able to take the lessons learning into future work, but hopefully without the digital step always having to be used.

Below is a link to a short PDF booklet that explains how the part of the project done using photopea.com works. It is written about portraits, but the principle and process is the same.

JR, street artist in Groningen….and the frustrations of the art teacher

Every art teacher has had this experience I think.  You visit a museum or art gallery and find yourself wishing you could take your pupils to see this particular exhibition. 

Today was one such occasion for me. The artist involved was the French street artist JR and the place was Groningen in the far north of the Netherlands. It’s a two and a half hour trip on the train for me to get there, and if I was traveling from the school where I work it would be more than three hours. With such a time frame, a school visit, no matter how appropriate the exhibition isn’t going to happen.

In the case of the JR exhibition the ‘you just must see the real thing’ sort of recommendation isn’t really relevant. The exhibition doesn’t actually have the ‘real’ artworks. They are out on the streets in cities around the world interacting with the contexts and locations in which they are placed. In JR’s case the work is often on a huge scale and in places with serious political or social tensions. What we see in Groningen is documentation and museum installations that help give a feel for the scale of the work and includes supporting films that document and interview the participants involved. Together, multiple narratives are presented, the life and development of an artist, and the aims an objectives of each individual project.

When seen as a whole, this large scale presentation of the Frenchman’s work, has an effect that I know would have been so interesting to show my pupils. We’ve recently been talking a lot about street art and in doing so have also looked at JR’s large scale photographic work. Whilst in class at school, we have so many possibilities to look at art, a large lcd screen at the front of the class for images and films and pupils have their own computer screens to carry out further web-based investigations. But a walk into a museum, even if it is only to see this sort of documentation does bring other benefits and a chance to reflect and discuss in different ways than in class.

As I said at the beginning, we won’t be going to Groningen.  Maybe I’ll share someone the photographs I took today with my classes.  But there will be other museum visits at other times that are more feasible. It is crucial to those of us in education to continue making such visits when we can, to give a non-screen based experience of art and culture to our pupils.

 

 

A classic poem in a CLIL context in the art room

Jabberwocky by Lewis Carroll

Combing content and language in the learning process

For a while now monsters of one kind or another have been a feature of the lessons that I give to my groups of twelve-year-old pupils.  We’ve done various drawing assignments, made clay gargoyles, and dipped into art history by looking at the work of the likes of Hieronymus Bosch.

With these classes, being bilingual learners (Dutch children, being taught across their timetable in English in order to super-charge their acquisition of the English language), I am always looking for ways of enriching the practical lessons with elements of language beyond simply using it for instruction.  For example, recently I have had the class writing haikus that were inspired by the clay heads that we made together.

This year though I decided to branch out in a slightly different direction and make use of Lewis Carroll’s poem The Jabberwocky.  The monsters connection was obvious, but how to work with it with these children who are only eight months into their experience of bilingual education was the question.  Would they be ready to deal with this curious piece of literature?

I needn’t have worried; they were up to it.  When I asked them to read the poem for themselves and underline all the nonsense words, they were able to complete this first challenge without any problem at all, their vocabulary being sufficiently developed to spot the words in amongst the text.

Next, we spent time thinking of alternative words that could be used to replace the nonsense in the middle section of the poem.  Again, no real problem.  An occasional grammatical error or slip in the spelling perhaps, but they were definitely onto it, and understanding the intention completely.

The fun and laughter really started when I asked them to come up with their own nonsense words for the first and last verse.  At this point I wondered if the imaginary words they created might end up having an English or a Dutch feel to them.  It was of course all nonsense……but to me, the words that they were coming up with did have a distinctly English twang to it and they generally nestled perfectly well into the context of Carroll’s poem.

The link below allows you to download a step by step guide to the language part of the lesson.

With this language component of the lesson series complete, we moved on with enthusiasm to work on a more than five-meter-long group drawing of our own Jabberwocky.  The result of the drawing project can be seen here, but how exactly we arrived at the composition and in what order we did things, are details I’ll save for another post.