An educational luxury…..a little extra time

Twice in two weeks I’ve had the chance to work with groups in a workshop situation. There’s nothing so unusual about that, but in both cases the workshops have been for unusually long sessions.  Last week I worked with a group of twenty 12 year olds for a seven hour long art, language and creativity workshop (yes, with a couple of breaks!). Today I have had four hours with colleagues to try and use an afternoon to create new lesson material that combines lesson content and language learning challenges in imaginative ways.

The length of both workshop sessions are relatively unusual in educational contexts,  where so much is cut up into small pieces to fit a timetable or simply to make sure all subjects get their allotted amount of time.  Both children and staff are constantly switching, readjusting and having to start again. It is a system that generates a lot of wasted time and a great deal of disruption.  Breaks are of course important to refresh and clear the mind a little, but the normal school day (or the average conference day for that matter) it does at times feel like overkill. These are the reasons why these more extended workshop sessions feel so different and offer other possibilities.

For the children last week we were able to extensively play a series of language games, combine them with practical art activities and written assignments. The pupils got completely involved and spent the day consistently speaking English (their second language) after only having had a couple of weeks of bilingual education. The workshop had something of a pressure cooker effect, intensive input, active involvement and language rich output. Yes, we were all exhausted at the end of the day, but there is nothing wrong with that once in a while!

Today’s workshop with colleagues was rather different. Four hours together essentially with the aim of producing teaching material that can be put into use in the forthcoming weeks and months. This too, like last week, required energy and focus. But the unusual difference today is that we have been able to have time to work together. The more usual format being a workshop that presents a collection of ideas, the workshop ends, everyone goes home and you may (or may not) get a chance to return to workshop content a few weeks later when you get a moment, and that moment is very unlikely to be with your colleagues. Again, as so often in education the the breaks and disruption get in the way and potentially constructive work is lost as a result.

school-bellInterestingly, the school where I teach, are currently looking at the merits of personalized learning. It is a bit too early to say whether this will ultimately help in this area.  But it certainly will be interesting to see if it might be possible, in a readjusted school day, to see a timetable that might help in this area.  Could it result in more scope for pupils to work on particular subjects in more extended ways when it is possible to do so and perhaps be a little the slaves to the school bell?

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Climbing at altitude with thirteen year olds and a teacher with altitude sickness….well sort of

It is nice to get out of the classroom with the pupils, the dynamics change, but whether I am always comfortable with it, that is a very different question.

Each year near the start of the first term we have a day without lessons and there are any number of activities to develop the relationships within the class in new ways and for teachers to a build different sort of contact with their groups.  All sorts of things are done, swimming, canoeing, bowling, team-building games and so on.  I joined a class of second years (13 year olds) that I teach art to. Our outing was to head into the local town to climb (with a guide) the 55 metre tall church tower. (Using the steps on the inside, unlike the picture below!)  Along the way we would hear a bit of the history of the building.

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Maybe I’m overly cautious about safety matters, but as we started our accent on a fairly well-worn wooden staircase (that looked to have been constructed rather a long while) my eye catches the sign that says, ‘climbing the tower is done so at your own risk’.  What must I do with such a notice?  We’re already there, the kids are already climbing the steps ahead of me.  Should I be worried?  Is there something I should know?  Yes, we’re climbing a fifty-five metre tower with a group of maybe overly excited 13 year olds.  I know enough about their classroom behaviour to know that they can sometimes simply do unpredictable and unexpected things. You project that sort of behaviour onto the current situation, climbing narrow, winding, wooden staircases round the edges of a series of nine metre high spaces.  At the back of my mind are also those occasions when  I have biked with a comparable class observing the way that they themselves seem oblivious to risk or danger!

We climb higher, the kids do seem to be enjoying it, chattering and shouting to each other.  Just about calming down enough to hear the historical nuggets of information that our guide provides.  We pause 18 metres up, in a large room.  A couple of the pupils don’t want to go higher, the height issue being a bit too much for them.  I feel a bit like a Sherpa, leaving a couple of climbers at base camp two.

We take a side door and suddenly we’re walking in the space between the roof of the church and the ceiling of the main body of the building.  For this part we are on a narrow wooden walkway, at times with no barrier to the side.  A mountain ridge springs to mind as the pupils must swing themselves round beams that are awkwardly placed for the walkway.

Then we are climbing again, past the bells and onward and upwards.  The last staircase is little more than a ladder.  And finally, we’re out on the fifty-five metre high roof.  It is a big view, I glance briefly at it, take a photo, but as so often with pupils outside of the school I find myself focussing on my charges excitedly shouting and jumping.

There is no doubt, the children have enjoyed this, it is good to see.  The question is, have I also enjoyed it? Well, yes, a bit.  But I find myself thinking about my brother who teaches in the British educational system.  Before he does anything outside of school he has to fill in a risk assessment form.  I’ve never seen such a form in the Dutch system.  Generally, the Dutch approach is much more open and free-wheeling.  Too open for me?  Well at times, maybe.  But then again, perhaps this approach by educationalists (and parents too) also has a part to play in the success in ‘happiness’ surveys that Dutch children seem to score so well in.  The have an independence and openness that stands them in good stead for their future.

For today though, we’ve reached a conclusion, we reached the summit, enjoyed the view and descended safely. The children are on their way home for the weekend.  For some that means a 16 km (ten mile) bike ride through towns, villages and countryside which they may well do completely alone.  This may well in itself say something about the Dutch approach to risk.

Class sizes, it’s a numbers game…..and being lucky, for this year at least

Its the start of another school year.  Everyone returns rested after an unusually warm summer holiday.  This year though, for me at least , something has changed a bit and it is leaving me feeling a little more positive than this time last year.

The reason for this optimism is simple, It lies in the way that the pupil numbers cookie has crumbled this year for me, I have been fortunate.  Across the seven classes that I teach the average number of pupils in the classes has dropped by five.  Last year my biggest class was a whopping 32 and the smallest one of 24.  This year that has become a biggest of 27 and the smallest a tiny group of 17.  (All my classes fall in the 12-16 year age group)

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Wow, what an improvement you might say! And this year it certainly is. But I did have the experience of last year first and I have been doing this long enough to know that next year will almost certainly spring back to more normal levels.

Class sizes are, in most cases, simply a numbers game.  There are ‘good’ numbers and numbers that are less desirable. If, in a given cluster or year layer within the school there are 90 children, that means three classes of 30 will be made.  However, if there are 75 in the cluster the result will be a much more attractive three groups of 25.  A disaster number for most of my colleagues would be 96, as I work at a school where we have been known to create classes of 32 on occasions. My mini class of 17 this year is the product of a particular cluster counting 34 children…..too many (just!) for one class to be created, but seemingly extremely generous when two of seventeen are the result.

Like I said, it is a numbers game of balancing the class sizes as much as possible, but then there is the other numbers game of the financial consequences (extra teaching hours and other resources) of having to create an extra or unexpected class also playing a significant part.

There is research that suggests that class sizes has little impact on pupils’ learning.  If I’m honest, when I’m up the front explaining something to the whole group it makes little difference if the class is 17 or 32.  Maybe it could even be more than 32.  Equally if everyone is simply getting on with an assignment quietly and I’m marking or preparing the next activity, then the group size is of little significance.

However, and it is a big however, this doesn’t explain why the class sizes that I have got this year have left me with a feeling of relief. Let me list a few positives of smaller class sizes. Some are general to most teachers, some are more specific to me as a teacher whose work involves a significant amount of practical activities:

Classroom individual contact time

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As an art teacher a significant amount of my teaching is done one on one, walking around the classroom helping, assisting, guiding and encouraging individual pupils. Smaller classes means more opportunity for this sort of teaching. More personal contact can only be good for the quality of the education.

Materials practicalities and limitations

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Most art teachers work without technician to support them. The smaller the class means that more complex practical variations can be offered. You can move away from the tendency towards a ‘one size fits all’ approach. The teacher becomes less of the technician shuffling and preparing materials at the expense of the actual content and teaching that they should be involved with.  Choices and differentiation within the lesson and the materials on offer are increased.

More effective lesson time

The start-up and clear-up phases of lessons with a smaller class are reduced and invade on the lesson time less. The result is simply more effective education time at the core of the lesson.

Admin and marking reductions

Free Essays Cliparts, Download Free Clip Art, Free Clip Art On regarding College Essay Clipart

If I am honest, it is here that my smaller classes this year give me the best feeling.  One of the subjects I teach has particular benefits in this area.  In this subject the pupils have to produce written reports of cultural activities that they have completed. Think film reports, theatre reports, exhibition reports and so on.  If I ask 80 pupils (like I had last year) to produce a 1000 word report…..yes, do the maths, that’s 80000 words……and giving eighty times written feedback on top.  46 (like this year) is obviously a significant saving in the time that I will be ploughing through the work my classes produce.  This freeing up of time obviously also opens the chance to maybe do other things that benefit my pupils further.

For me these are four pretty convincing reasons why class sizes are a serious issue in the eyes of so many who work in education.  It results in conflict and disagreements within schools, where leadership groups are asked to balance budgets using the resources that have been allocated.  Their hands are often tied by the financial restraints imposed on them.

There are many things that can be done to improve the quality of education.  Class sizes is certainly one of them.  But national educational budgets are generally failing to recognize this.

Advertising slogans…clil and creativity

When teaching a second language through the content of other subject areas, art lessons in my case, the production of language rich output from the pupils is often an important part of the learning strategies used. One day we might focus on written output and another on verbal. Both are important aspects of language acquisition and use.

advert

Within a standard language learning situation the focus is often placed on issues such as sentence construction or grammar. Within my own branch of language teaching, the CLIL classroom (content and language integrated learning) other elements are given increased focus, such as subject specific vocabulary, ensuring the pupils have a mastery of subject themes and terminology.

This is all well and good, but personally (and creatively) I want to take the output one step further and ask the pupils to take the creative steps that I expect of them when we are drawing or painting and make similar steps in terms of language.  In a sense I say to the pupils;

‘OK, you have a certain knowledge of language, now what can you do with it in terms of communication and creativity?  How can your choice of language output engage, communicate and grip the reader?’

I’m exploring this very idea with my third year class (14-15 year olds) at the moment. We are going to be looking at how printed and digital advertising makes use of the way image and text can be combined in an unexpected and maybe slightly surreal way in order to help sell a product. The language output is initially likely to be in the form of discussion based around some examples. But really my attention is more on that question of how can well-chosen words be used to communicate in the form of a slogan or attention grabbing phrase.  Whichever route is chosen,  a sharp and concise text is required. It asks the question of the pupils what can you do with language, how can you use it, and in this case use it to activate an image in a particular way?

This challenges the pupils in a number of ways:

  • Be economic in your choice of words, this is absolutely about being clear and to the point
  • Be creative, entertaining and engaging
  • Stretch your language ability to the limit, don’t rely on the familiar, safe and obvious routes of communication (a tendency that is often very strong in teenage learners!)

The assignment

Let’s get one thing straight from the beginning, creating advertising imagery and text writing is deceptively complex and difficult. In some ways it is like coming up with a joke, we can all recognize and appreciate a good one when we see or hear it, but coming up with one of our own is completely different matter! It is not without good reason that businesses employ expensive advertising agencies to help them with this problem.

But let’s not be deterred, surely 14-15 year olds can do this!

It is all about framing the assignment up in such a way that it leads the pupils in down the path you want to explore and still offer scope for their own ideas and creativity.

I provide the pupils with an image from advertising. An image that has been lightly photoshopped in order to remove the text or slogan which activates the image in terms of bringing image and text together to promote the product being sold.

The pupils are also given the necessary information as to what the product actually is, if indeed it is not clear from the image. The challenge after that is simple, working in groups they have to write their own adverting text, one that engages and activates the existing image.

This whole project comes on the back of a series of lessons about the art of Surrealism, so I certainly encourage a slightly surprising and out of the box line of thought.

What does this require of the pupils?

  • A thoughtful interpretation of the image that they have been given and an understanding of what exactly the product is and what our relationship to it can be.
  • A concise and creative formulation of a text or slogan to activate the relationship between the image and the product Like when working on a drawing, pupils have to remain switched on to working with care, correcting where necessary and above all trying to stretch and refine their language output, both in terms of the verbal discussion of possibilities in the group and the small, but hugely significant written output that follows.

In practice this might only be a few words, but that is all the more reason to be critical in producing a truly fine-tuned phrase. Below are a few examples of the resulting pupil work, along with the original texts from the advertisements.

Like when working on a drawing, pupils have to remain switched on to working with care, correcting where necessary and above all trying to stretch and refine their language output, both in terms of the verbal discussion of possibilities in the group and the small, but hugely significant written output that follows.

The photos I couldn’t possibly post….

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To be honest I felt that these photos were photos that I couldn’t even take, and so decided not to……Why? Well that will perhaps become clear.

It was a school excursion to a museum, the pupils were having at this particular photographic opportunity, a lot of fun, they were laughing hysterically in fact. I suspect it is going to be an excursion that hangs in the memory for quite some time.

It was an excursion day for a relatively small group of sixteen year olds. Twenty four pupils in all. The whole group were pupils who have chosen art as an exam subject. As part of the course my colleague organizes a couple of times a year museum visits as an extension, and enrichment, of the classroom program.

Last Friday we were visiting Rotterdam, first a session in the Kunsthal and after that the Boijmans van Beuningen museum.

In the Kunsthal we saw the Hyperrealist sculpture exhibition. It was an exhibition with a wow factor, certainly for our pupils. They had never seen anything like it. Duane Hanson, John deAndrea, Ron Mueck and many others. The strange confrontation that these life like sculptures bring, the permission that they give to stare at the human body without embarrassment and the slightly alienating effect of it all had our class transfixed.  They were focused in a quite different way than I think I have ever seen pupils in a museum before.  It was a good start to the day, the pupils left the museum for lunch talking about what they had just seen, which as a teacher is exactly where you want them to be.

But then there was still the afternoon part of our city visit still to come…..

We regathered on the steps of the Boijmans museum ready for our second cultural dose.  We were principally there for the museum’s permanent collection and had arranged two guides to lead our pupils through some of its high points.  As we had hoped, particular attention was given to the museum’s collection of Surrealist art. Although, my group also had a really nice discussion with our excellent guide about performance art.  Time was nearly up when our guides brought our two groups pretty much simultaneously to one last work, a piece by the Vienna based artists’ collective Gelatin.

They explained that it was an art work that invited a form of participation, although it was entirely up to visitors as to whether they actually did.  There was no pressure to do so if you didn’t want to.

We entered a first space with what at first glance looked like racks of clothes.  Well, they kind of were, but kind of weren’t!  But they were garments of sorts, designed to be pulled on over your normal clothes.  Rather than describe the rest at length, maybe it’s easier to just add a link to Gelatin’s own website showing photographs from the opening of the exhibition in Rotterdam just a few days ago.

Link to Gelatin site 

I have to admit to being a little surprised, partly by the artwork itself, but more so by the reaction of a significant number of our group.  They just couldn’t wait to get involved and pull some of the outfits on! Thereafter there really was little to be done to control the hysterical laughter. This really is going to be an excursion that is going to be discussed for years!

The artists themselves clearly want their work to have a sharp element of humour. But it is also about dissolving hierarchies by, in a way, equalizing physical appearances, through imposing a sort of artificial nakedness.  Most of the girls couldn’t wait to try on the male outfits to huge comic effect. They were happy enough to take photos of themselves and each other, but somehow it just didn’t feel the right thing to do myself. Restraint seemed appropriate.

It also felt extremely appropriate not to join in with the artwork myself…..I feel absolutely sure that my pupils wouldn’t have been able to show the same restraint had I pulled on one of the skin coloured overalls. It would certainly have been a photo that would have been shared throughout the school and that would have subsequently followed me round forever!

Parallel Worlds

There was a strange symmetry to today. I was sitting in a hall with about one hundred of our eighteen year old pupils taking their final English exam. Meanwhile, about twenty miles north of where I teach, my daughter was sitting down simultaneously to take the very same exam.

Such a parallel activity inevitably makes you stop and reconsider the pupils in front of you. They sit there ploughing their way through the selection of texts and trying to answer the questions that are designed to split the narrow gaps in possible interpretations. It’s an intensive business, especially on warm afternoon.

Today’s exam was two and a half hours long. Most of the other exams during this two and a bit weeks long test period are three hours long. The sheer length of the sessions all seems rather extreme.

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Still Life on corner of exam candidate’s table, May 2018

Many of the pupils present this afternoon are ones that I have taught in the past. And, if I’m honest, have had to work hard at times to keep them focused and motivated during a sixty-minute lesson.  It does kind of beg the question ‘what are we doing sitting them down for such a massive test of concentration?’ Yes, I know it is also a test of knowledge and insight, but make no mistake here, this is a level of concentration that is rarely, if at all, practiced for.

It is certainly not easy for a school to clear sufficient space in timetables to spend too much time giving them three-hour dry runs.  But these are young people who are used to having their days broken up into mostly forty-five or sixty-minute chunks.  Most people simply find sitting still for 180 minutes pretty challenging.

Imagine if you had a driving test that went on for three hours!  Its perhaps not any entirely fair comparison, but it does seem that footballers run into trouble as soon as a match goes beyond the regular ninety minutes that they train for and are used to.

Maybe I’m just seeing the world through my daughters eyes this year a bit too much. Could we not be constructing slightly shorter test? Could we simply cut them into two smaller pieces?  Maybe we should actually be looking at different ways of test altogether….I guess in my heart of hearts that’s really what I think.  But one thing that I feel sure about three-hour exam sessions and sometimes two in a day does seem rather like some form of punishment as a last experience in a child’s secondary school career.

 

 

My colleague says she loves her job……

My colleague app’ed me the other day to say that she loved her job. I love my job too. We both work in the art department. This admission came in the context of a particular assignment that we are working together at the moment.

The project is part of a street art related theme and is centered in particular on the Little People Project by the British street artist Slinkachu.

Slinkachu’s own website

We were preparing the figures, similar to those used by Slinkachu to give our pupils the chance to work in a similar way when they visit The Hague for a day in a couple of weeks’ time. We were both doing the preparation work simultaneously on a Saturday afternoon apping photos of what we were doing to each other.

littlepeople

We’d sourced our own simple plastic figures and had them mailed from China. We wanted to deliver our fifteen year old pupils high quality painted figures with which to work and had decided to do the painting ourselves.

Why were we enjoying the preparation so much? Well, it was fun to do. Slinkachu’s art has a childish playfulness to it. Having presented the idea of the assignment to our pupils this week it is clear to see that they too recognize the element of childish play that is involved here.  Even fifteen year olds love the chance to play…..sometimes there almost seems to be a nostalgic view back to their own childhood activities! If I ask them to bring in the LEGO from in the box under their bed for an animation project, they love to do just that, and the excuse to play.

Picasso once said:

“Every child is an artist. The problem is how to remain an artist once he grows up.”

In this regard our assignment certainly seems to connect with Picasso’s thought.  But I think that it also relates strongly to why my colleague and I enjoy our work.  All creativity involves an element of play and experimentation.  An open minded involvement to our activity as art teachers has a free wheeling playfulness to it. When, as a teacher you are able to awaken this sense of playfulness in your pupils, the rest generally takes care of itself.

 

The power of the crowd (and small technical steps)

Many of my colleagues in school have something of a strained relationship with pupils working together in groups. It is probably also fair to say that many of the pupils themselves have an equally troubled experience with this educational approach. The main reason for this is the tendency for there to be children in almost any group who are just in there for the ride, benefitting from the efforts of others, without putting the effort in themselves.

I understand this problem and realize for many pupils and teachers that it is a thorny problem, but in the art department I have to admit to being a huge fan of group work. I certainly don’t continually pursue this route, but it is an approach that I regularly return to.

Maybe one of the biggest differences in the art department and a large-scale shared piece of work is everyone has to contribute, in a sense there is no place to hide! Failure to do your part is hugely visible and my experience is that very few pupils want to put themselves in that position.  It could be argued perhaps that working like this does put the less able pupils in a bit of a spot, the pressure is on, to perform to the level of the rest of the group.  My experience here though is that with careful teacher judgement and support even the most uncertain child gets the positive effect of having contributed to an in the end impressive whole.

But beyond that, there are several very positive reasons for my love of a group project:

  • It gives a chance to produce something really big, an artwork with a wow factor!
  • Pupils leave the project with a feeling of having played their part in producing something where the result often feels greater than the sum of the parts
  • It creates an energy and curiosity in the classroom, especially at the end of a lesson where the whole group are hungry to see the progress and how the total art is coming together
  • ‘Are our individual pieces going to be graded?’ is often a cry I hear after a while, ‘no’ I say, wondering the first time whether that would make a difference. My experience is that it certainly doesn’t, somewhat dispelling the thought that pupils only work when there is a grade in it for them.  The reward in this case clearly lies elsewhere, and not a grade that contributes to the next report.
  • Socially within the cohesion of the group involved there is undoubtedly a positive effect. On a small scale there are often discussions within the group about the connections with ‘neighbours’ in the group work.  These are often interesting to see as the contact takes an individual to all corners of the classroom group and not just their most familiar friends.  But beyond this and most importantly there is a total bond in the group, a completely shared activity to which they can all contribute, a true team performance.

With the case documented here, and its small scale individual sections, I have been given the chance to explore in a relatively controlled and defined way a small but important technical skill.  In this case it has all been about mixing colours and combining colours on the painted surface to get a more complex and interesting end result.  The twelve-year-olds with which the group was made are used to using colours direct from the pot, but a little less used to mixing colours and even less familiar with the idea of painting a single area with a multitude of different hues and shades. Certainly a very useful insight to give for future projects.

Click on the links below for related posts:

Larger than the sum of the parts

Tim Rollins and K.O.S.

Friday afternoons….

The last lesson of the week on a Friday afternoon.  Not the best moment to have to teach, but somebody has to, or are we to shut all schools on a Friday after lunchtime?  For me this year this has meant teaching H2P (13-14 year olds) as my final session of the week.  I’ve always had a last lesson of the week of course, but this one has felt a little different.  This has been the case for a couple of reasons:

  • Most of my classes I see twice a week, but for H2P I only see them once, so everything has to happen in the 60 minutes that we have together!
  • They are quite a jumpy bunch and come to my classroom shortly after having had their physical education lesson, making them a little extra tired, a bit more jumpy and a ever so slightly sweaty!
  • Before this school year I hadn’t taught any of them, meaning I had to get to know their own little ways and of course they had to get to know mine

It’s fair to say that they are a class that you have to learn how to handle.  My teaching style is not to dominate my pupils, I prefer to sweep them along with enthusiasm…yes, even on a Friday afternoon.  Having said all this though discovering how exactly to do this in our one hour a week has been a bit of a process of experimentation and discovery.

We’ve drawn, we’ve painted, done some collage and designed for the 3D printer.  It all went OK although it did take a while before I actually had the whole class traveling with me on our artistic journey.  Some of the boys seemed to be testing me out to see if it was acceptable to do, well the absolute bare minimum.  As the weeks went by even this group started to up their game.

 

The 3D printer idea was one that I thought would trigger the enthusiasm, it did for a few, but a significant number were blocked by the intellectual leap that is needed for working digitally in three dimensions.  To be honest I was surprised, but teenagers can really be as irritated by computer software as their grandparents!

 

The true watershed in the activity of this jumpy group of teenagers came in an intense drawing session, using charcoal that we had one afternoon.  In 45 minutes of drawing each child produced a series of six to eight drawings.  Which the following week I immediately rolled into the beginning of a lino-printing project.  Suddenly there was so much energy in the class, and all being channelled into the practical activity.

The last few weeks I have presented the necessary materials at the start of the lesson, the ink, the rollers, the paper and the lino, and then I have largely stood back and manned the drying rack making sure we start loading it up at the bottom and work our way upwards (why do teenagers always fail to work that out for themselves?).  The drying rack aside we have enjoyed a series of lessons where kids have been wandering with fully loaded inky rollers, others have been head down over their lino block, whilst others are frantically rubbing the backs of their paper trying to get the best possible prints.

Yes, we’ve had messy tables, messy children and occasionally messy floors. But we have also had children standing back at the end of the lesson, the end of the week, thinking wow, did we just do that.

The challenge for all teachers is of course to try and carry this energy into the next assignment…..I still have some thinking to do about how I’ll approach that!

Capturing the imagination – a photographic remake

It is normally a pretty good sign if some colleagues in the staff room know about a project that you are working on before you’ve told them about it. It means that pupils themselves are talking about it!

This was the case last week. I had taken my fourth-year classes (15-16 year olds) to our local museum, the Jan Cunen Museum, to see an exhibition by the Dutch photographer Micky Hoogendijk. Most of the work on display were quite large-scale portraits with varying degrees of digital manipulation often in the form of overlays of other imagery imposed over the head or face. Three works stood out though as slightly different. These particular photographs didn’t have the same manipulation, but they did have a historical resonance with seventeenth century Dutch art.

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We talked about the set of photographs whilst at the museum, the clothing, the poses, the use of light and the restrained expressions on the faces. The linking with seventeenth century art was strong and something the pupils later explored in a homework assignment.

Whilst the Hoogendijk works don’t seem to have been based on specific images from the past they offered the pupils a contemporary route back to artworks that they often pass quickly over in other circumstances.

The photographs also offered me a chance to make use of a practical assignment that I have used in the past. This involves a photographic remake of an art historical portrait where the pupil plays the part of the subject of the portrait. It is a relatively straight forward assignment to explain, and maybe this helps in the way that it seems to have captured the attention of my pupils in the last couple of weeks.

I provided a large selection of images for the classes to search through to find something that they thought that they could work with. I gave strict instructions for the photographs that they were going to take, and these were going to become my marking criteria when evaluating the work:

  • The pupil really has to play the part, the expression involved and displayed was important
  • Composition and the arrangement of figure and attributes were important
  • The use of light in the painting had to be followed as much as possible in the photograph
  • The pose of the figure should be used as a basis in the photograph
  • The clothing can be updated but should show a relationship to the original painting   Providing the framework
  • Cardboard box office
  • Related posts:
  • All photographs shown above are included with the pupils’ permission.
  • Looking back on the results that were finally handed in, I feel that the effect of that having seen high quality photos in the exhibition had a positive effect. I feel that it made them approach their own work in a more ambitious way. It definitely seemed to help them in taking a step away from the idea that this was just going to be a relatively unconsidered snap shot, an approach that is the dominant feature of most of a teenagers photographic output.

Beyond these instructions I left my pupils to it. Sending them off with a two-week deadline to produce this practical homework assignment. Although I did also stress that this was perhaps not an assignment to work on in a hurry on a dark Tuesday night…..they were to try and make use the of the natural light that the weekend offers.

 

Looking back on the results that were finally handed in, I feel that the effect of that having seen high quality photos in the exhibition had a positive effect. I feel that it made them approach their own work in a more ambitious way. It definitely seemed to help them in taking a step away from the idea that this was just going to be a relatively unconsidered snap shot, an approach that is the dominant feature of most of a teenagers photographic output.

All photographs shown above are included with the pupils’ permission.

Related posts:

Photographic frames of reference

Cardboard box office