Digitalization – finding the right fit

Forcing digitalization into education can be a painful affair. Some people might say ‘yes, that’s what they’re trying to do to the education situation that I work in!’  But that would be to misunderstand what I mean by forcing digitalization. I am absolutely for the use of digital technologies in education. What I mean though is that the use of computers, laptops, tablets and indeed phones have a place, of that I’m sure, but exactly what that place is may take time to find.

The school I teach at took a decision a few years ago to move to a form of computer aided education where every pupil works with their own iPad. I’ve been teaching art lessons with the possible digital dimensions that this offers for two and a half years now. Despite being one of the most progressive minded in the school when it comes to the iPad, I would also say that I am still finding my way with the device and uncovering the possibilities. It’s a fascinating process for me, and I think for my pupils.  Searching out for the opportunities where it offers extensions to a project, or perhaps simply something new and previously unconsidered.

A few of these curriculum enrichment situations have been exactly what I have been experiencing in the classroom this week and observing in the pupils results.

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Last year I worked for the first time on a children’s book design project with the fourteen to fifteen year olds that I teach. In short, the pupils write and make an illustrated story book in which an artwork that they have previously researched plays a starring role.

Last year, each group of three produced and entirely handmade book. Illustrations were made, text was added either by writing it out by hand or printing it out on the computer and collaging it on to the illustrated pages. The results were satisfactory and in some cases good, but the problem we encountered in integrating the text was a bit of a puzzle. The classes worked well, but without the luxury of having the iPad to combine the language element with the illustrations.

This year though the situation is different and it is fascinating to watch. Groups are sharing tasks, stories are being written, handmade illustrations are being produced using the traditional materials, the artworks are being photographed, digitally enhanced where necessary before being inserted into page layouts and finally the text from the story is then laid on top.

I’m not quite finished with the assignment yet, but I’ve seen enough already to know that this is an example of digitalization extending a project into new areas. Groups are working genuinely as groups, sharing tasks and discussing what they are doing and working with a high level of engagement to produce and end product.  What was a good project has become an excellent one through a well-fitting digital extra element.

For those who are interested, the app we are using for the layout is the excellent Design Pad By Quark.

A rebus as a CLIL (content and language integrated learning) activity

rebus
ˈriːbəs/
noun
1. a puzzle in which words are represented by combinations of pictures and individual letters; for instance, apex might be represented by a picture of an ape followed by a letter X.

I’ve been experimenting with a short language and design assignment recently with my two classes of third years (14-15 years old) that I teach. As is often the case with a new idea or assignment, after the first use of the idea a little refining is necessary, but I think there is enough of a finished idea to share it here.
As the definition above a rebus is a mixture of images and text (often in the form of loose letters) that combine to represent a new word or phrase. The most surprising and satisfying rebuses are often those that make unexpected use of the phonetic sounds of particular sections of words.
The assignment was simple; create and illustrate your own rebus. This could be done as either a straight forward black and white, ink on paper illustration or made digitally on the pupils’ iPad or computer. I made a couple of clear requirements for the finished piece of work:
• The rebus itself must contain a minimum of at least two pictorial elements
• The rebus should be placed in front of an appropriate background
I offered an example of the word acrobat to illustrate the sort of possibilities I saw.

The language part of this assignment comes first in the working process. It is very much about opening your mind up to the way words are constructed and thinking about what visual possibilities may be on offer. You want your pupils to think hard and experiment for themselves. My suggestion is to do this part of the the work in class and under almost exam-like conditions. Do not allow your pupils to use their phones or other online devices. Typing ‘rebus’ into a search engine will throw up countless examples that the pupil most likely won’t be able to resist….and the language challenge in the assignment will as a result be largely lost. Instead you could perhaps give them all a dictionary to help them along!
Try also to encourage pupils away from the most simple, unsurprising and illustrative combinations. The word football illustrated by a foot and a ball is unimaginative and obvious. Elements that play into the phonetic sounds of parts of words or phrases are much more fun to play with an deliver a final artwork that becomes a sort of visual and language puzzle.
I chose to set the design work/illustration of the rebus as a homework assignment and gave the pupils a choice of what sort of materials or approaches to use. As I said at the beginning it is still a bit of a work in progress, but below are a few examples of my pupils’ work.

If you are not sure, the three above, in no particular order are ‘electricity’, ‘fireflies’ and ‘beliefs’.

If you are interested in more CLIL related activities click here.

 

One letter switch – language and graphic design, a CLIL (content and language) assignment

Studying a little graphic design is part of the broad art and culture course that I teach my classes of fifteen and sixteen year olds. Their world is full of this type of visual material in the form of websites, magazines, posters, packaging and video.  However it never fails to surprise me just how little they have actually stopped to think about it and how good design can influence them.

With this in mind I have constructed a series of lessons that explore various forms of graphic design it features interviews with designers and analysis of their work. I like to support this sort of theoretical work with a practical assignment that encourages the pupils to try and get to grips with design issues themselves. It’s a kind of ‘doing is the best form of learning’ approach, a standpoint I am definitely a supporter of.

The assignment

I wanted to set the pupils the task of designing a movie poster. It’s an area of graphic design that they are all familiar with and one that by and large has a number of design elements that come back again and again, ones that they could also be applied in their design work.

The image part of the poster I decided to turn into a small photographic assignment. All photographic imagery had to be made by the pupils themselves, nothing was to be sourced from the Internet.

The language challenge

However before any photography or design work could be started the language element was going to be crucial in determining the direction that the final design would take. The rule I imposed for the fictitious film that they were to design a poster for was simple; they had to take the title of an existing film and then create a new, and completely different direction for it by switching just one letter in the title for a different letter. No other variations were allowed, it was just one for one.

brotherbearI gave a couple of examples to get the ball rolling a little, Pirates of the Caribbean  could become Pilates of the Caribbean or Saving Private Ryan could become Raving Private Ryan. One letter in each case, resulting in film titles that head off in completely new directions and would produce very different posters.

This sounds too simple to be much of a language challenge, but when I watched the class engage with the challenge it soon became clear that it offered more than I expected. The pupils searched through countless film titles on their phones seeking out word and letter switches that could work. It almost reminded me of a classroom of pupils trying to puzzle out crosswords as they juggled with letter and word combinations.

For most there seemed to be two pressing criteria that developed.  Firstly and perhaps most obviously, that the new title had to produce an idea that could also result in a photographic image that they felt that they could actually make, but also the presence of humour seemed important.

I realize now that in terms of creativity I should have shown them one of my favourite, crazy film related websites, Cardboard Box Office. It doesn’t exactly play along the same language related lines, but it is not far off.  In terms of taking a film related image and theme and twisting it in a wonderfully creative way there are few sites to beat it!  I think it would have almost certainly lead to greater creativity in arranging the photographic material. A note to self……next year make use of the cardboard box office!!

setpostersOn the level of extensive content and language integration (CLIL) this is a fairly modest language assignment. But it was a language element that was certainly enjoyed by the pupils. It engaged them and caused a form of creative play that was a positive diversion from the more standard report writing that they are more often involved with.

I’ll be posting a second assignment that continues, in a slightly more complex way , in this direction in a week or two, follow the blog if you’d like to hear about it.

Priceless moments in education – the Jean Paul Gaultier dress

Once in a while something in the classroom happens that is just priceless. It might be the timing of a joke, throwing a ball of paper over your shoulder and across the classroom straight into the bin or a truly insightful comment of a pupil. Yesterday produced such a moment…..

It concerned a fashion assignment my fourth year pupils (15-16 year olds) are working on. A number of the girls were sitting at computers doing some preparatory work by researching nineteenth century fashion and contemporary designs. I don’t have any fashion orientated training, more a passing interest that has recently been stimulated visits to a number of museum fashion exhibitions. To my pupils, I think I am very much their art teacher and one with a particular interest in painting and sculpture.

As I walked around watching the pupils trawl through hundreds of photographs on a variety of sites one of the pupils stopped me and pointed to an image of a model in a dress on the screen.

gaultier“Do you know by any chance know who designed this dress sir?” she asked.

I looked over her shoulder, I could hardly believe the coincidence, it was one of the gowns that I had seen last year in the Gemeentemuseum in The Hague last year, and better still, I did remember who’s it was!

I paused for a moment and said, “yes, that’s by Jean Paul Gaultier”, carefully saying nothing more, and definitely not referring to the source of my knowledge. A couple of searches and clicks later and the pupil concerned had double checked my identification and found it to be true.

The best bit though was when the girl sitting next to her (and a bit of a fashion expert herself) slowly turned and looked up at me and said, “and you can tell that just by looking at the dress?”

“Yes” I said and walked away. As I moved on I glanced back, the look of dumbfounded amazement on the second girl’s face was truly priceless!

They say that a little knowledge can be a dangerous thing, but equally, a little knowledge , used sparingly can be a truly wonderful thing. You can walk away appearing to be, if not a genius, at least a contemporary fashion expert.

Further fashion related posts:

https://petersansom.wordpress.com/2014/12/16/is-fashion-becoming-my-thing/

https://petersansom.wordpress.com/2014/12/17/fashion-and-storylines/

“Design, design, did someone say design?” – what the art department did

This has become a bit of a joke at school. I said it once in an email in relation to a comment from a colleague when he provocatively said something like “what we need is someone who could design us a good poster”.

tshirt

My “design, design, did someone say design?” mantra is often thrown around now at school whenever there is something visual to be made. I didn’t train as a designer of any kind, I did fine art and to be specific painting. But like many a fine art graduate I like to turn my hand to anything creative. Schools benefit a lot from their art departments  and their creative teachers. One of my deputy heads (a physics teacher) at the school where I teach recognized this when he said that “alle scholen hebben creatievelingen hard nodig” (Dutch for, every school needs creative minded spirits amongst it’s personnel). However the reality is, that often the specialist skills they bring to a school are not always given the acknowledgment they deserve, or alternatively hugely and unrealistically overestimated.

Another former colleague used to observe how other staff seemed sometimes to want to hijack her art lessons, “can you just quickly use some of your art lessons to design and build the scenery for the school play?” Like the art department doesn’t have plans  of its own for lesson content! Maybe the English department would like to try writing the school play with the cooperation of sixty of its pupils, that should produce an interesting evening of entertainment. Or what about a geography class and a French class taking charge of the next exchange with a school in France?

I’m joking of course, and actually I really like the extra creative tasks, if I have the time for them I really like doing them and I do feel appreciated too. In the last couple of years I and my art department colleagues have designed and built websites, produced artworks for departing school heads, exhibited pupil work inside and outside of school, produced publicity material for school, designed school t-shirts and hoodies (the actual t-shirt in the picture comes from www.teespring.com and seemed to fit this post so well – hope you don’t mind guys!) and even repainted part of a wall where ink had been spilled and nobody else could manage to match the colour! Many of us also keep our own studio practice running alongside the school work as well.

There is a certain irony here too.  I often find myself explaining at school that there is work and careers to be found by those who choose the art and culture route at school (contrary to what a few colleagues might suggest to pupils). Within a school context there is actually a lot of work to be done! People seem to quite like calling on us for extra assistance and help in any number of creative areas. I sometimes wonder whether the physics department have to help with the electrics around school, or the economics department with the school budget? I suspect not, I guess the truth is, we’re just a little different in the art department, but then I think most of us knew that already.

Gender roles in the classroom

Sexual stereotyping, and a tendency to stay within the most expected of role models it would seem is alive and well in the classroom. Or at least it is amongst the fifteen and sixteen year olds that I teach.

For several weeks now I’ve been working with them on a module about architecture.  It has been largely theoretically based focussing on contemporary buildings in our locality and via the internet, around the world.  All ninety two of the pupils I teach have completed this part. To add further depth to the assignment I include practical assignment at the end of the project. This involves producing an architectural design, firstly for the interior layout of a building (done on paper) and then for the exterior (done on the computer using Google Sketchup). I’ve done this assignment a number of times and know from experience this somewhat technical challenge is not everyone’s thing. So I have started to offer an alternative assignment in the form of a fashion design assignment. An architecture/fashion choice is always going to split pupils along a bit of a boy/girl sort of axis I suppose, but this year it is particularly pronounced. In the overall group, which is probably pretty close to 46 boys and 46 girls, just one boy (well done for being up for it Daan!) has chosen to do the fashion assignment and the number of girls selecting the architecture assignment can be counted on the fingers of one hand. I can’t recall ever seeing such a uniform division of my groups.

gender

It is all pretty anecdotal evidence of sexual and cultural role models in the classroom, but does perhaps hint at greater and more significant imbalances. This particularly the case when you look at both the pupils who choose to study art and culture as an exam subject in the upper years of school, and (not insignificantly) the teachers doing the teaching in schools.

I work in an art department of eight members. It is a group of diverse ages from mid-twenties up to colleagues in their fifties. Within this group of eight, I am the only man.

I am also the national arts subject leader for bilingual education in the Netherlands. In this role I regularly chair meeting for groups of art teachers. At such meetings the female/male balance is often of the order of 80/20 at the very best. A further observation and confirmation of the ‘female heavy’ nature of the sector was made clear to me last year when we were interviewing for a new department member. As I sorted through the pile of application letters and CVs I was desperately hoping that after thirteen years working in an art department of only women I might actually be able to turn up a male colleague at last. But there simply weren’t any such candidates to be found.

Don’t get me wrong, I have no problem with female colleagues, I enjoy working with them. Where my problem lies is what image this sort of situation presents to the pupils. It cannot be unconnected with the classroom observations that I started with. We really seem to have our work cut out in trying to persuading teenage boys in particular that creativity and artistic flair is something they could aspire to wanting to be successful in. It’s a bit of a paradox really, within school male artistic role models are at something of a premium, outside of school in the art, music, film, photography, theatre, design and architectural worlds there is an abundance. You could even argue that the situation somehow reverses itself, a problem that has often enough been addressed by women artists in the past.

Self-Promotion

websiteSelf-promotion is not my strongest side. I prefer to just get on with things. But if you are active in the creative world it is difficult to get by without some sort of website. I mentioned a couple of weeks ago that I was busy giving my website a makeover.  Thinning it out here and there and hopefully making it a little easy to find things when looking for specific detail.  Well after a couple of weeks of work in odd moments the result is finished, well kind of, it is difficult to know when this sort of project is actually finished.  I’ll no doubt continue to find things that need attention.

What in particular has been changed, apart from the way it looks is the section for my own paintings (the ‘studiowork’ section). I’ve created a series of galleries for various themes in the work. Maybe the next step is to write statements to accompany these galleries.

Click on the image to visit

Fashion and storylines

Having visited two fashion exhibitions in the last couple of months (which if I’m honest is quite unusual) I find myself reflecting back a little on what I have seen. What has engaged me, what has caught my attention?

The two exhibitions were one that took a look at nineteenth century fashion and linked it with a number of contemporary designers at the Gemeentemuseum in The Hague and The Future of Fashion is Now at the Boijmans van Beuningen museum in Rotterdam.

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In short the show in The Hague focussed on the developments and progressions through the nineteenth century, the silhouette, the fabrics, the under garments and the history and romance of the designs as the title Romantic fashions indicated. The Rotterdam exhibition had a perspective of looking ahead, exploring new materials, functions and the practicalities and impracticalities of things we might wear.

Future-of-Fashion-is-Now-3In the Boijmans show in Rotterdam there certainly were a number of examples of designs that were, in practical terms, difficult if not impossible to wear. Having mentioned this though, I can’t say that I am particularly bothered by such a detail. I am only too happy to walk through a painting exhibition without needing a function more than an aesthetic one or just intellectual stimulation, so why should clothing not also occasionally offer the same?

In this way I might say that the Future of Fashion is Now exhibition was actually closer to that areas of art and culture that I might usually engage with, yet looking back I feel that the display I saw of nineteenth century fashion actually drew my attention more. So why was this, what was it that the exhibition in The Hague had that wasn’t the case in Rotterdam?

What I am left contemplating is not only the historical perspective that the older clothes have, but also the sense of narrative. The clothes come from a period past, they connect with stories and lives that once occurred and are, to a small degree, captured in these items of clothes that have passed through time. They have a story to tell, a sort of historical authenticity. Maybe this is what I missed in Rotterdam. The clothing there was a look towards the future and so inevitably missed some historical baggage.  Maybe that as I get older I myself am more able to look back and appreciate and contextualize this more. I am able to link the nineteenth century clothing with what I know of the period through its art, form the photographs I’ve seen of distant relatives wearing similar clothing or from books that I have read.

Both exhibitions of course have their own merits, but in order to engage, appreciate and understand maybe I need a little more of a storyline (even if it is one I construct myself) to be able to find my way.

Is fashion becoming my thing?

Fashion design is not my specific area of specialization. I was trained as a painter and that remains my man focus of interest. Having said that, one of the great luxuries of my education job here in the Netherlands is that I get to teach the subject known as Culturele en kunstzinnige vorming (CKV), which roughly translates as artistic and cultural education. It is a fantastic subject that takes me and the fifteen and sixteen year olds that I teach into the broadest range of cultural disciplines such as film, theatre, dance, music, photography, architecture, applied art, design and visual arts. Over the fourteen years that I have now taught CKV it has lead me to widen my own cultural knowledge base into many new areas.

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It is with this process of continual self-education I travelled to The Boijmans van Beuningen museum in Rotterdam to see The Future of Fashion is Now exhibition. As I wrote earlier fashion design isn’t specifically my thing, although I have to admit to a growing interest and have just completed writing a module of lesson material for my CKV lessons that I’ll be working with after the Christmas break. The exhibition today was an opportunity to top up on ideas that I might be able to make use of in my lessons.

A particular challenge in this area is to break through the inherent conservatism in the pupils’ view of the world. So many of them in their approaches are anything but radical. IMG_0427 (1)They like what they know any they know what they like!  Forcing them to consider things outside of their normal range of experience is the challenge here. I want them to think creatively and experimentally, the idea will ultimately to produce a design idea, although I should add, not and actual item of clothing.

Partly inspired by another recent exhibition in the Gemeentemuseum in The Hague entitled Romantic Fashions my idea is set the challenge of producing a hybrid item of clothing that combines the clothes of today with elements of fashion from the nineteenth century. There are examples of designers who have done just that already, people such a, Vivian Westwood and Jan Taminiau. But in taking these frames of fashion reference I am attempting to reduce the over whelming range of references that are potentially on offer to the pupils.  They will learn a little about the cultural world of 150 years ago and they will relate it to the world that they know today.

It is at this point that the exhibition in Rotterdam today will be useful. Pupils know what to expect in the high street in 2014 generally, they might even know a little about what appears on the catwalks of Paris and Milan, but much of what was visible today was altogether more experimental and will challenge them to think further and hopefully creatively when combining the designs of the past with the sensibilities and materials on offer today.

School Cultural Newsletter December 2014

It is the start of a new month and time again to send out a cultural newsletter to my pupils and colleagues at school in the aim of keeping the cultural profile and interest levels as high as possible.  Sharing it with the online world is of course good also to do.

cult.nes.dec 2014

To read the full version click on the link below:

dec 2014(blog vers.)

If anyone is interested in making use of the idea in their own educational environment I would be only too happy to share my material and format with them, don’t hesitate to get in touch if you would like to.