Evaluation of workshops

Workshop exploration and Evaluation.

Whilst exploring the possibilities of workshops I could provide for the children of Russells hall school, I noted several important factors regarding time and use of materials.

1.
Children will be provided with SELF DRYING clay. My initial assumption would be to use clay I have experience with myself, but as this clay requires firing and a more experienced approach (so as to not create air bubbles in the clay) Self drying would be more practical and simple.
Self drying clay works in very much the same way as clay that requires firing, however, different qualities include
Being dryer
Being firmer
Drying quicker
Therefore I suggest having a small bowl of water in the centre of tables for children to dip fingers and apply small amounts of water to the clay if it becomes dry or difficult to mould as they are creating their objects.
Otherwise, This self drying clay can be used to create lovely objects which can be taken home and appreciated for many years.

2.
Children should use PVA and other WATER BASED paints and materials. This is for their own safety and causes no harm to skin, or child if swallowed etc.

3.
Due to the windows of time usually formed into one class, each activity must be simple enough to be completed in around a half an hour to forty minute window. after the explanation and research with objectives etc

4.
Found objects should be inspected or provided before hand to ensure their are no dangerous sharp edges or are in any way poisonous or hazardous to health.

5.
Due to timescale, it would be more effective use of time If i were to pre-cut discs of card and other materials for use creating shields. This is due to the fact that harder and more durable materials are surprisingly difficult to cut neatly and effectively without deep concentration and time.
I explored this further by using children's safety scissors which would be available in a school environment. The task was almost impossible.

6.
Using large pieces of brown paper or rolls of paper would require a to more space than a classroom may be primarily set up for.
Therefore, the room would have to be set up in advance.

7.
Time would be required for cleaning up. This wouldn't necessarily be as much of a problem if there was a break directly after class as I can continue to get the classroom back into a fit and tidy state for the next lesson.
On average I would say it would take 5 minutes for children to wash hands, remove aprons and place all tools etc onto trays or into a sink for cleaning.
I would say It would take me another 15 minutes or so to fully clean the classroom and all tools, placing/displaying made items to dry etc.
I could begin this while teachers resumed talking/winding down the events in class?


Overall, Exploring workshops before attempting to engage children in them, was an essential part of my learning.
Elements that I completely took for granted raised problems that i would otherwise have run into at an inconvenient time, ruining the fluidity and completion of tasks in school.
I will therefore continue to explore all the possibilities I can offer in this way, all the while creating and developing visuals to aid children of the stages/visual clues and queues to enhance learning.

Workshops developed/practical activity/exploration

Workshops

Using child and classroom friendly materials such as air drying clay, PVA glue, glitter, split pins, paper plates, cardboard, paper and pencils, safety scissors and found objects, I have developed a small range of workshops as an example how art or creative practice can be used in conjunction with subjects in primary school such as history.

Based on the knowledge that Russells Hall Primary School children are learning about the Vikings and the Stone age this term I have developed some Ideas shown below.

Stone age

Stage 1:
Gathering and foraging materials
Alongside clay, children can choose from a provided array of "tools" and materials that can be used for cutting, pressing and mark making, creating interesting patterns shapes, objects and textures.
This stage could be made more interesting by allowing children to forage outdoors for these tools.

Stage 2:

Making a bowl

Children can use a "rock" (painted ball of polystyrene) to mould a dish, or can use their hands.

Stage 3:
simple cutting tool or twigs/stones can be used to create a neat edge and to remove clay from the "stone" (if using the polystyrene shape)
Children may prefer a more rugged texture and choose to leave their bowl uncut.

Example:

Stage 4:

Mark making and exploring pattern using found objects and tools.

As above using red clay:

Stage 5:

Making a lid or spoon

Children can create a simple lid for their pot or bowl by flattening a small ball of clay.

As above:

Creating marks and textures using tools

Example:

Here I used an acorn to create a small handle for my lid. this adds an organic and naturally sourced feel to my stone-age pot.

Alternatives:

Children could choose to create a spoon or other object such as a pestle and mortar in a similar manner.

Stage 1:

Making a stone age necklace

Children can create an array of shapes, using a variety of clays and can gather items they find interesting (from a pre-drilled selection of organic fund materials) to create "beads".

Stage 2:

Making holes

Use found tools (small twigs and sticks) to create holes through their beads.

Stage 3:

Children can organise and thread their own necklaces onto a natural fibre (We will use wool providing children to not have an allergy to lanolin, in which case i can supply leather or natural string)

Vikings

Stage 1:

Making a shield

Using a selection of circular templates and cut card, children can create their own viking shields.

Stage 2:

Push a split pin through the layers of card/paper plates etc and split. A safe and simple approach to creating layered shields.

Stage 3:
Decorate as child sees fit. Here i used Pritt stick and PVA to attach glitter, creating a metallic effect followed by some simple crayon and felt pen details.

Stage 4:

Attaching a handle. Using strips of card, bend and both ends and attach using an additional two split pins.

Stage 5:
Centre piece.
These pieces can be inspired by the Viking long boat, house teams, or something the child feels passionate about.

Example:

Finished shield.

Stage 1:

Making a Viking Medalion 

Children will be supplied with a ball of clay, just enough to make a sizeable medallion around 8cm diameter.

Stage 2:

Flatten into a circle

Stage 3:

Create detail using simple mark making and cutting tools. (Supplied by myself if required)

Stage 4:

Adding some colour and threading

Children can add some glitter to create a metallic finish in silver bronze or gold, use some simple coloured clay (clay water and food colouring) etc. To add detail to their medallion.

I will provide small discs of paper or card on which children can draw something associated with the Vikings, or home teams etc. We will attach these using a small blob of PVA and leave to dry.

( I will thread the medallions for the children to ensure safety and so as not to damage their work)

Research, and workshop Ideas

RESEARCH and workshop consideration

Vikings

Vikings, at the British Museum

Ghost ship … a reconstruction of Roskilde 6, the biggest Viking vessel ever found, ends the Vikings: Life and Legend exhibition at the British Museum, London. Photograph: Frantzesco Kangaris for the Guardian Frantzesco Kangaris/Guardian

"It cuts through the air like a sword through flesh, relentless. The prow is as sharp as a shark's tooth. A fragile heart of oak survives within the metal skeleton. This ghost ship is solid yet empty, there and not there.

Roskilde 6, the biggest Viking ship ever found, is the lifeblood of the British Museum's exhibition Vikings: Life and Legend. This colossal exhibit – it is 37 metres long in its reconstructed totality, though only about a fifth of the hull is original timber – is spectacular, beautiful, thought-provoking and profound. It embodies not just the nautical ingenuity and martial prowess of the Vikings but their art and beliefs, too.

Around its enigmatic presence are displays that amplify its meanings. A carved, eighth-century "picture stone" from the Swedish isle of Gotland shows such a longship ferrying a dead warrior to Valhalla, the hall of the god Odin, where Vikings who die bravely in battle will feast until they are called to fight in the last battle, Ragnarok.

A phantom Viking ready for that apocalyptic fight glares from a glass case near the warship. He's a surreal composite of metal and bone. His head is a helmet. Under this grins a jaw, with its teeth filed to create a horrific snarl intended to terrify monks. Tattoos would have added to the warrior's scary aspect as he jumped off Roskilde 6 into the surf, screaming and roaring as he rushed onshore to kill and steal and burn."

 Ready for the apocalypse … a jawbone, helmet and weapons, at Vikings: Life and Legend, British Museum, London. Photograph: Frantzesco Kangaris for the Guardian Frantzesco Kangaris/Guardian

Carvings of valkyries on display at Vikings: Life and Legend, British Museum, London. Photograph: Frantzesco Kangaris for the Guardian Frantzesco Kangaris/Guardian

This exhibition highlighted the importance of the long ship, however, was limited in terms of exploring arts. Practical developments can be seen however in the carving of materials such as wood, stone and metal. Perhaps in my workshops we can explore carving, helmet design, shields, painting longships etc.

The Stone-age

Textured swirls carved into stone, perhaps exploring the movement of water or feeling of the wind. These carvings could be decorative. But in either case, the technique and process of making could be interpreted as something myself and the class could experiment with. I could provide clay and stone tools through which they might explore texture and movement. 

The above images show cave paintings preserved over the centuries, providing insight into the types of materials and approaches used when creating art and dialogue. Raw natural materials such as mud, chalk, clay, leaf stain, berries, blood, and charcoal were used to create images depicting life and animals.

My response to the above images

Exploring rough texture, and materials such as charcoal and mud-ink I created the below image in response to the stone age cave paintings shown above. My intention was to recreate and explore the textured drawing approach, and analyse how children may also create images in the style of stone age people.

I scratched, rubbed smudged, pressed and splattered using twigs, sticks of burnt wood, charcoal and chalk. 

This could be turned into a very accessible and successful  workshop, as not only is the subject relevant but the process will engage students in the times.

Stone-henge

Research source: Teaching kids news

CBC sound produced by stoneage rocks

virtual tour of stoneage through the English Heritage site

For many years, archaeologists have wondered why the people who built Stonehenge – a prehistoric monument in the south of England – used huge rocks that came from more than 300 kilometres away. A team of researchers believes the rocks may have been chosen because they produce musical sounds.

Stonehenge was built between 3000 BC and 2000 BC, during the Stone Age or Neolithic era. Archaeologists think it was originally used as a burial ground and temple. 

Stonehenge was made with two types of stones: sarsens and bluestones;

Sarsens were the rocks used to build the outer circle, which is made up of pairs of large standing stones with lintels (one rock balanced across the tops of two other rocks). They were found locally.

The older, inner circle includes bluestones. These are believed to have come from a place called Carn Menyn, in the Preseli Hills in southwest Wales, about 300 kilometres away.

Recently, a team of researchers from the Royal College of Art in London went to the Preseli Hills to study the visual and acoustic (sound) properties of the landscape. They found that there were many “ringing rocks” in the area – rocks that make a musical, bell-like sound when struck with a small hammerstone. (A hammerstone is a rounded rock that fits easily into the hand and was used as a tool by early humans.)

They think this may be the reason Stone Age people brought bluestones all the way from Wales when they built Stonehenge.

One of the researchers, Paul Devereux, said that many prehistoric cultures around the world thought that stones that make interesting sounds were very powerful. They believed ringing rocks or caves with echoes were the homes of spirits.

Research: Aesthetica Mag, contemporary sound art

Research: Flavourpill, sound artists

Workshops or classroom activities I could offer, or that would be suitable for primary schools based on my research

Textiles
clay workshop; ceramics, historical pots, relief, casting, etc
craft, design workshops
drawing with a range of materials ie light, shadow, charcoal
print workshops, using a range of techniques inclusive; paper stencil/sponge print, fruit stamps
painting, various methods and materials
Photography, using contemporary, traditional and camera-less methods.
Sound exploration

Examples of ways these workshops/techniques could be used in context.

these workshops could be used as part of a lesson plan perhaps using a similar breakdown in timekeeping. 

10 minute talk, explanation

5/10 minute example

30 minutes activity/craft - broken down accordingly

10/15 minutes to discuss our findings, what we have enjoyed, not enjoyed, share, display.

Based on the knowledge that Russells hall primary school is currently integrating artistic approaches throughout its curriculum, in order to enrich the learning experience, art lessons are being based around the same topics being covered in other classes, ie: Vikings - KS1 and the Stone age. 

Below are some examples of how my skills could be applied in these subject areas.

Viking Homestead

Fabric/Textiles

children can make their own weaves/fabrics which vikings would use as blankets in the home.
or perhaps children can as a group make one large piece?
I can pre prepare a set number of weaving "boards" from card and wool/string, children can select their own pieces of fabric or twine to create woven pieces to take home or display as part of a wider project.

Making our own Viking metals/Jewellery

Create replica bronze/gold castings of medallions and coins/brooches etc from card, clay.

Use circular cutting tool/cookie cutters to achieve a small circle for decorating, can use the typical glitter glues, gold paint, sequins to enhance metal appearence and precious quality.

Viking Long-ship

Make/draw our own bow heads?
paint their own images of ships at sea?
make our own boats? - premade templates, to be cut out, positioned and glued into 3d models for display? therefore creating our own fleet.

Geographical

Map exercise 
Have big map blown up on the white board. Ask class where they think the Vikings came from (hands up) then point out the Scandinavian countries – ask them to colour them in on their a4 handout "Viking world maps"
Next ask where the class think the Vikings travelled to and how they got there... Discuss, mentioning and pointing out different countries, i.e. Iceland.
Then explain that they went everywhere on the map in front of them – even as far as America thanks to the successful design and speed of the Viking long ship.

Viking Warrior

Medallions

Clay medallions with their names or messages imprinted in runes, and painted them ready to thread onto leather thongs

Viking weapons/armour

Children can make their own helmets:
Cut a strip of card and make a band that will fit around your head. Staple it in place. create an arch by stapling two additional bands across the head. Staple in place, Attach horns, wrap in foil.
Alternatively I can come in with templates pre made for children, that they can colour in, and decorate using various paints and materials, which we can then stick together, or I can take home and bring back in completed etc. unless using quick drying/dry materials in which case I can do this during.

making our own shields, helmets and weapons?
Circular shields in accordance with Viking approaches. Decorate cardboard discs with glue/paint/pencils etc to coincide with a "viking bootcamp" as suggested in lesson plans researched? 
Each class or child could have his or her own identifying colour scheme? house teams etc. as war party.

Stone age - KS2

When discussing locally available stone use and tools/clay/organic matter

Fashioning their own tools

If children are permitted outside and also weather according, a short forage for appropriate tools such as twigs, stones, pebbles, pine cones and acorns. ( i can supply these objects and place outdoors if required so as to ensure safety and the appropriateness of item, or simply bring into the classroom and give children one each, or several per table etc)
I would suggest then encouraging children to create marks and explore the potential of their "tools" in clay.

Pottery

Using clay give an  example of how we might create a bowl and spoon, jar or pot etc. children can then make their own and decorate using their found tools 

Adornment 

Create beads from clay and found organic materials such as leaves, pieces of wood, stone etc Use twigs or pieces of "bone" to create holes.

(I can provide materials, with pre drilled holes in the harder items such as wood)

thread natural string through holes to create head-dresses/necklaces etc. (leave to dry on a "tree" or bed of leaves. Decorate when dry if required

Cave painting

Using sand, glue and paper or Pre-made sand coated sheets to create cave "walls" for the children to paint on with an appropriate texture.
alternatively use of crinkled/worn brown sugar paper or heavy GSM paper.
Children can select from a range of paint created using "soil, sand, stone, dung" etc  (pre made tonal colours to suit the origin with organic, classroom friendly paint)

Children can make their own "paints" using pestle and mortar to squash and crush charcoal or sand etc with PVA or water. Alternatively, watery clay and some food colouring etc.

Cave art display, length of plain wallpaper roll, or other paper roll around the room, child has their own space, and we can make a classroom border or display/ background in-front of which to display jewellery and tools etc.

Children can simply paint onto clay slabs with class-made paints. food dye and wet clays.

Children can create their own small caves:
Bring in a cardboard box from home, we can glue and put sand on them and paper balls to create a cave surface on which to paint or draw.

During the stone age, drawings were also created by spitting/blowing pigment down a tube of reed or other plantation or horn over the hand or other object, creating an image in negative.
Children can use water spray bottles to spray over leaves, twigs and their hands.

Other craft Ideas

clay reliefs:

use found items in a mark making, pressing manner.
create stamp tools with card, glue and found objects or string. whe  dry these can be used as a stamping tool in clay.

Weaving, spindle whorls, fabric, flint and striker, pots, spoons, game board, horns wall paper paintings, armour, metal fabrication if going on to discuss the copper age and smelting.


Other creative learning Ideas

If working with a range of subjects:

Mystery box - artefacts - children guess objects based on facts in subject ie; roman coins, geography stones/materials, maths - basic shapes and touch,
science/water/compounds/liquids etc (planet x) wax and water, light and shadow
role play - literacy, playing out books, plays and presentations/drama
displays
maths and trigonometry? basic shapes and repetition
history - mosaics/murals
materials - history/stone age - clay, tools, natural found materials, paint making, cave painting
poetry and illustration - literacy - dependent upon topic eg, material representative of topic (watercolour/fluidity/poetry)
symmetry and mirrors, action and drama - maths and symmetry

If offering purely Art skills based

skills
self portraiture
portraiture - children sat opposite and told to choose materials
workshops based on subjects being taught in the school - see above


For any of the above would need:

natural water based materials
safe tools
aprons

organic dies/colours/paints

Research - Existing examples, lesson/workshop ideas, tried and tested approaches.

Example of how skills or approaches I can offer, have previously and successfully applied in primary school. 

These examples have been directly taken from "Teaching art" by Nigel Meager''
Below; a series of drawing approaches and methods for children drawing portraits. Something that I may need to utilise in the school when creating Tudor miniature portraits.

"start by drawing the eyes"

This allows children to balance the image based on the main focus point, work up line and tone in stages 

Where I would usually use a wheel or in fact mould from a ball, using clay, children are best encouraged to use a coiling approach. It is simple to grasp and easy to do, often resulting in better symmetry and sturdiness than if asked to mould from a ball or lump.