Making it REAL

We are all here for a reason.. (apart from getting the kids through the exams) if you think like me, we are all here to prepare the students that we teach for the outside world, to prepare them for employment and life beyond the safe and predictable environment of the classroom.

In my subject arimage ea it couldn’t be more important. I often get enthusiastic students wanting to be fashion designers ..in reality would they manage the workload? Is is right for me to just teach them the specification and then send them on their way blissfully unaware of the harsh reality of the REAL world!?
This has caused me some concern over the last couple of years. A career in design is hard work. I speak from experience, freelance work is difficult to sustain and then even if you manage to get the holy grail and obtain a permenant position at a high street retailer, it is often a lot less glamorous as it initially seems (I have a friend who after years of hard graft, works for a well known menswear brand designing different blue striped shirt fabrics & has to present them enthusiastically EVERYDAY!)

To support my current group of Textile lovelies I wanted to do something new, something real. To make this happen I set up a project that involved designing for a local client. I was lucky enough to be able to make a connection via email and arrange a real life experience for them. Over the last week my year 12 BTEC Textiles have presented their design outcomes to the owner of Doddington Hall (after using their summer sculpture exhibition as inspiration for fashion scarves.)

imageI have to say, they did me proud. A few were quite nervous with the prospect of discussing their ideas and design concepts with someone REAL. however, they soon settled in and were happily chatting away in no time.
Even though it was quite difficult, I stood back and let them take the lead. It was important for them to jump in and see if they could swim rather than me speaking for them.

On the way back to school they was a real confidence and sense of accomplishment. Even though it didn’t really give them anything in terms of their assessment, it gave them so much by building the foundations of their future careers in the design industry. This is totally something I will do again (despite the HUGE amount of paperwork to get there!) as it feels like I am doing what I am meant to do.. To fully prepare my students for the REAL world. I wish I’d had chances like this, maybe I would have had the confidence to ‘make it’ as a designer rather than being a teacher? ..who knows, at least I can try & make sure that my students are as well prepared as possible so that they can achieve whatever they want – no matter how unobtainable it may seem!

Mrs Arty-Textiles

The most important thing.. well, according to me at least.

There are many crucial elements in education.. This is in no way to suggest that things like assessment and Wagollsfeedback are not important. In my opinion, there is just one thing that is MORE important within my teaching. The thing that never seems to fail to engage the students and help them to understand how to create and improve their work every time… My WAGOLL’s.

Maybe it is because I teach a practical subject, or maybe it is because students just like to be able to visualise their learning.. Kind of a Blue Peter style ‘one I made earlier’, whatever the reason, they work. The image on the left shows a snippet of the WAGOLL table at the front of my classroom – a developing area in my room that is set up for students to use as a constant reference.

When I first started using practical examples (usually a selection taken from previous students as well as my own versions of the project too) I tended to focus on the good ones – what a good one looks like.

I very soon realised though that for some students, the WAGOLL made them feel that the learning was out of their grasp. On reflection, just displaying the really good examples as a positive, sort of ‘ethic of excellence’ motivational learning tool within lessons made them panic. Using differentiated examples instead visually explained the possible outcomes to students without the fear of the unobtainable WAGOLL. In most cases, the students easily identify the example that matches up with their own current level of working, then look towards the next level up for inspiration. I have found that it makes no real difference what the age of the student is – using different graded sketchbooks works just as well with exam groups too. Students usually feel more comfort in understanding what the next ‘step up’ actually looks like. Even if we do want the students to get to an A grade eventually, I have found that starting at a steady pace and supporting the students in making progress to improve their grade outcomes using the differentiated examples has worked better overall rather than just using ‘perfect’ full mark examples.

…on the flip side of this theory, this year I have used what I have affectionately call a ‘WACOLL’ (for my own amusement of course, not necessarily shared with the kids!) ..it stands for ‘what a crap one looks like.’ I used this after my year 10 photographers had gone through the initial skills boot camp over the first term. To give the students confidence in their ability I created a VERY rubbish version of their mini coursework project – I made sure that all of their little bad habits from the early stages of the course were included. We then spent a lesson analysing the example given and providing feedback based on the assessment criteria. Initially, they were too polite to be critical (one of my lovely girls said she didn’t want to offend me but she thought it was really rubbish!) they did soon get into the swing of it though and were able to really accurately assess the work given before identifying the key things that they needed to avoid in their own work.

In short, the use of visual examples, whether they are good, bad or differentiated – is a total winner for me, regardless of the group. I can actually genuinely say that the time spent preparing examples is the best use of my PPA time. The practical and visual examples drive the learning forward in my lessons, they help students to clearly understand how they can leap to the next level as well as supporting them in solidifying their existing knowledge by analysing the work of others. Even though I am known for banging on about assessment, if I had to pick just one thing that makes the most impact in my lessons, it is my WAGOLLs. Watch this space for more virtual examples to be uploaded to support students in developing their learning outside of the classroom too!

Mrs Arty Textiles

 

 

#nurture1415

Since the last entry of this type it’s amazing how many things have changed. My #nurture1314 blog almost looks like it is written by a different person.. not quite sure if that’s a good thing – maybe just a sign of how quickly things change, particularly in the current climate of education.  Looking back and reflecting on it now there are some things on my 20 14 ‘ wish list’ that I managed:

I have started to wear more sensible shoes for work (might seem a tad trivial but my back is very grateful for it!)

I have just about finished my MA – just awaiting game now to see if it’s actually all been worth it and I have passed!

I have started to do more art myself. It may be mostly WAGOLLS at the moment – think it’s a good transition from doing nothing though and it makes me feel less guilty for spending the time making and creating.  In reality,  I don’t mind making things to use at school,  the outcome of the making isn’t as important as the process. I just enjoy the creation and experimentation of physically doing and making  things… in a way, the wide range of examples that I do for school is far more satisfying for my creative needs as I get the chance to play and experiment!

Now.. on to this year. I have opted to slim things down this time (in an attempt to be more efficient and all that) rather than writing out 14 best bits from 2014 and 15 wishes for 2015:

5 ‘best bits’ from 2014Art office

Being appointed as Head of Art – after a few failed attempts to progress in the pastoral system at school I did feel slightly deflated and not sure of where was meant to be. The Head of department role has allowed me to feel like I can use my skills and ideas to benefit others.. its early days but it feels like this is always where I was supposed to go.  We have a really hard working and dedicated team which obviously has made things a lot easier to make changes but also, there’s a lot to be said for just  feeling like you work with nice people who are on the same wavelength as you.

Teaching Art full time – This may seem like a strange one considering the above comments.. However, like many textile teachers I  have always had to teach D&T textiles for KS3 students as well as teaching the more arty version to exam groups. The change of job role this academic year has meant that textiles has been fully integrated into the Art department now.. Arty textiles for everyone!

Lovely new office – The relocation of classrooms etc.  over the Summer was slightly more eventful than anticipated; opening the Art office in the first week of the holiday and finding that the fridge had leaked all over the carpet wasn’t really on the plan! however, like all things, there is usually a silver lining.  After a lot of work, paint and throwing things away – we have a refurbished office (complete with sofas so that we actually have somewhere to sit and mark work now. The image above shows the before (on the right)and the completed job (on the left.)

Going Underground – I had a vision for the department to ensure that the KS3  students bought into their assessment process and new how to develop.. Those of you who have read my staffrm story on bradding will already know that I have a slight obsession with the London Underground – it is this that influenced the branding off the new assessment systems.  The students seem to really understand the differentiated train lines and how they need to improve in order to change trains. The conversations with students aren’t just  ‘what level am I Miss?’ – they are meaningful  discussions about how they an improve.

Saying goodbye to Year 11 – For some teachers, you will read this and fully agree that waving off year 11 each summer is indeed a positive! .. For me it is a slightly more complicated one. This year I said goodbye to my first tutor group, the group of students that I had from their first day in year 7 and supported right through to their last day in June (I even spent most of my Easter holiday hand drawing/painting a version of each of them as their leaving present!-I know, sad!) They were literally like an extension of the family – and I often had ‘proud mum moments’ as well as the ‘disappointed mum chats’ in equal measure over the years! It really was lovely to see how much they had grown up and (in most cases) turned into mature, confident an independent people. The really lovely thing about it all though is that in September I was given a year 12 tutor group – I even have some off my old ‘kids’ back.. even if they didn’t say much as they left year 11, they have told me that they really appreciate having me back for their 6th form journey as I’m their school ‘Mum’ and they know I’ll sort them out!

My lovely tutor group

5 Wishes for 2015 

Be a good HOD - I know this may seem like a bit of a far fetched one…. However; I want to (try my best) to be a supportive, understanding,  inspiring HOD who aims to drive the subject forward and uses the range of subject knowledge that I have to develop the way that art is perceived by the wider school community. It will be interesting to see how this one develops – I anticipate that this will always be on my ‘wish list’ from now on!

Embrace technology - this is a slightly complex one as it involves a range of different aspects of the job.. The ideal situation is to become more efficient with assessment, planning and teaching by using carefully selecting ICT systems. We have already streamlined the way that photography is taught in year 10 by using virtual portfolios.. The new iPad should hopefully go someway to help the quest for more efficient assessment (this extends to continuing to push for increased access to ICT for the students too!) ..looking forward to significantly less books to be carted home.

Accept that I can’t do everything – I am a self confessed perfectionist and this s a tough one.. I hope that this will be a simple way to relieve some of the build up and stress over the last term. It is difficult for me to admit defeat, but I need to be honest more often and tell people when I’m sinking. (Those of you who know me will understand how out of character it is for this one to be on the list.. Although, it’s an important one.. I am more than happy to admit that I can’t pretend to be superwoman anymore!)

MORE Art! – Even if it is just to add to the ever increasing mountain of WAGOLLs for work, I have really enjoyed the making and creative aspect of the job. I often tell my 6th form students that I never started out wanting to be a teacher.. I am a failed designer. The teaching thing just happened by accident. Not that it means I am any less dedicated to the job, it just means that I crave the creative, hands on making ‘thing’ …making working examples for the students helps me to keep creative without having that ‘teacher guilt’ thing that I’m wasting valuable planning/assessment time etc.

Wagolls

Complete the department blog – This is a personal target, I really really really think that it would not only be a HUGE asset to the current cohort of students but would be a really valuable resource for future students (not to mention the wider arty education community) too. The directory sections of my personal textiles blog have been the most visited by far, it is this type of resource that I want to create across the art endorsements…. Watch this space for a fully detailed, all singing and dancing art blog at: http://www.srpaartdepartment.wordpress.com soon.

…There are so many more wishes, although being more realistic with my time is something that has to be a priority in order for all the positive change to be sustainable…. It will be interesting to see if I manage it!

 

Mrs Ary-Textiles

 

 

 

Using Technology to Engage

I have always prided myself on the fact that I can put a good Powerpoint presentation together – you know, using different music and images that the students can relate to (more recently using the Bitstrips app to create different versions of me to ‘speak’ to the students for lesson tasks.)

After observing others on Twitter I decided to download the ‘explain everything app’ to play with. So far I am very impressed with the ease of use; even though I have only had the app a couple of weeks,  I have already used it with GCSE students to explain areas for further detail and to support them with their annotations (inspired by the lovely @LeedsArtTeacher) to give students a clearer idea of exactly where their work needs improving with the use of visual images and written notes.

This initial success with using different ways to communicate information with students has resulted in me testing the app a bit further. The example above is the outcome of discussions with younger KS3 students during their  lessons. They like to get started quickly (this obviously benefits the lesson as they have longer to complete tasks) students also, maybe rather obviously said that they like videos and more interactive media. This got me thinking about how to start a lesson with the ‘explain everything’ app… what if every lesson had a video to set the task – would the students engage quicker? would the novelty of having a ‘video’ telling them what to do instead of me get them settled quicker?

..this is very much an experiment that will be expanded and developed to test the full potential of using the app in lessons. At the moment the voice over is provided by my daughter – the version with my croaky throat was terrible and so cringeworthy to listen to.. my year 8 students might even listen to Ruby more carefully as it’s a break from the norm.

I am really interested to see if this can develop into video demonstrations and other virtual support for use in lessons – possibly to share with other staff in the department.

‘Explain Everything’ is available on both Apple and Android – why not download it and have a play?

 

Mrs Arty-Textiles

 

 

All Change

dsc010671.jpgAs the new academic year approaches things are set to be slightly different.. new classroom and new job. The Summer has been spent getting things sorted, as well as all of the usual planning bits and bobs, getting things moved and ready has kept me busy.

This year will be full of new challenges as I am starting my new role as Head of Art and I’m really looking forward to getting started. Alongside my usual updates about the textiles students I will be updating the new department blog: http://www.srpaartdepartment.wordpress.com if anyone fancies a look at the ‘bigger picture’ – hoping for it to be full of information within weeks of the new term starting.

Hope everyone’s new term starts well and that you have all had a relaxing break.

 

Mrs Arty-Textiles

Developing Independent Learners

Like many others, this year has felt like an uphill struggle at times with my year 11 .. even though some students were enthusiastic and willing to put the effort in, a large chunk were quite happy to let me do all of the work!

To be honest, I think that this cohort of students were less motivated than in previous years (I certainly don’t remember it being like this before) but I was determined that this would be the last year that this happened… and so the GCSE ‘bootcamp’ started with my year 10 students!

For the first time I introduced the students to the coursework a lot earlier and set them a mock project rather than the longer series of skills workshops that I had usually spread over the first term up to Christmas. This allowed the students to get to grips with the assessment objectives and to fully understand how the projects were structured from an early stage. The main coursework project for GCSE textiles usually uses literature as a starting point. In previous years we have used ‘Alice in Wonderland’, this year we are moving onto ‘Romeo and Juliet.’ This encourages the students not only to read but to ‘see’ things in the text that can have the potential for development into textile outcomes.

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In order to fully prepare students for the main event, the mini coursework project used ‘Harry Potter and the Philosophers Stone’. This provided a rich variety of visual themes for students to work with (as well as a good excuse to visit Warner Brothers Studios for some primary recording!) Most importantly though, the mini coursework project which spanned about 12 weeks from start to finish, allowed students to fully appreciate the expectations of work quality for their Unit 1.

The students produced some lovely outcomes from the Harry Potter project and were able to apply a lot of the skills and techniques that they were introduced to in their initial few weeks of the course. The group really became a supportive network for each other and they all gradually got used to the concept of sharing ideas and group tutorials (none of them like these to start with and wouldn’t speak to each other!)

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The most pleasing outcome from the project from a teaching perspective was the reflections produced at the end of the process. After the students were graded and provided feedback on their work against the assessment objectives they were asked to create a set of targets to support them in improving the quality of their work as they moved onto their ‘real’ coursework project. I had initially thought that they would create them individually and keep ideas to themselves.. so I was very surprised when they naturally all sat around the large table and started sharing ideas, mind mapping what they each thought and ultimatley created a shared list of ideas for the task! clearly the brainwashing was starting to work and they had all also developed an understanding of the beneift of the group support network/group tutorial approach that I had been trying to get them to feel comfortable with for the last 12 weeks.

harry potter outcomes

 

The student generated targets were:

  • They needed to be braver with their choices of materials (whether it is for recording form sources or for actual sample development.)
  • That they needed to present their research in more depth with a wider variety of inspiring visual information.
  • That they needed to think carefully about their annotations – fully explaining how they can develop things further rather than just stating ‘what’ it is.
  • That they needed to push ideas further and develop samples towards their final outcomes with consideration of all of their research sources.
  • That they needed to allow time for refinements before making their final outcomes.

 


The whole process of year 10 this year has provided a learning journey for everyone, not only the students, but also me. I now understand that it is possible to have a truly independent GCSE group, they just need to be pushed in the right direction and be included in the bigger picture from the start. The students now typically start every Monday lesson with a group critique and discuss their work with each other updating on research/samples added as they make progress through the Romeo and Juliet project. They are very aware of the need to support each other rather than to rely on me for their input. The most lovely thing about this whole process has been the way that the year 10 students have started to find ideas for each other – if they are researching at home, they often come to lessons with photocopies or weblinks for others in the group too for their starting points in addition to their own.

GCSE Tube map learning journey

To further support the students in their learning journey (and to also satisfy my slight obsession with tube maps) I have developed their GCSE learning journey into a tube map. All students have a copy of this clipped into the cover of their sketchbooks for them to track their own progress and to keep them focussed for the course. Another happy perk of this resource is that it made it a lot easier to communicate student progress at parents evening too – parents even went home with their own copy for the fridge! .. there is also a set of complimenting tracking documents with oyster card logos etc. the students think I’m totally bonkers but they seem to appreciate my crazy approach to planning and quite tragic excitement everytime I’ve made some other other resources for them that match the theme.

The bootcamp would appear to have been a success – at least for now. I only hope that the students continue to support and develop each other as they progress into year 11…. it will be exciting to see the variety of outcomes that they come up with for their Romeo and Juliet project, there are certainly some fab ideas being explored at the moment!

Mrs Arty-Textiles

 

 

Pinterest

Like so many others, I have discovered how fabulous Pinterest is as a teaching tool. The recent exams were made so much easier by adding inspirational images and artists to boards for students to research.

alevel boardAs well as the obvious use of Pinterest as a student research tool – what about teachers? Personally, I am totally a ‘visual learner’ ..I need the visual imagery and experience of actually ‘seeing things’ before I can fully develop ideas. With this in mind, I started sharing images of the work that my students do (in addition to the usual updates on here and the bits that are added to the #artcubed blog.)

So, if you fancy a more visual experience – why not come and visit me on Pinterest? GCSE board There are frequently updated pictures of my students fabulous work as well as a much more visual version of my ‘Textile Artists Directory’  to inspire fellow Arty teachers and students.

artist boardIf you haven’t used Pinterest before, it’s really easy – Just a word of warning in advance though… its slightly addictive!

Happy Pinning!

Mrs Arty-Textiles

http://www.pinterest.com/glwrps