Breakdown of today:
Arrive at the school at 8.20 ready to begin, I am introduced to staff and meet with June in her office to discuss the days plans.
She explains to me that today we are beginning our display on "values" for the school entry, which as discussed previously is to incorporate the notion of hopes and dreams, symbolised through dream catchers. This is intended to link with Shakespeare and a midsummer nights dream.
We also have an informal discussion about mask making and how I have contemplated the notion that fantasy and reality are captured through masks, something that is a recurring theme in Shakespeares work. In addition, theatre and plays use masks both to symbolise and represent new characters through fiction, fantasy and mythology etc.
Following our discussions I am invited to go and meet a year 5 class of students, with whom I would be spending the morning assisting. After a brief introduction and meeting the students, we attend assembly. This was a beneficial start to the day where I could note and take on board the kind of routines of a teacher and their class of a morning. It was also made apparent that behavioural issues can arise first thing and seeing how these issues are dealt with appropriately is something I feel is vital for me to experience.
After assembly we return to class and begin the first Arts activity of the week and Values topic.
Making dream-catchers:
Some of the students opted to draw portraits of teachers from photographs for the staff directory on the Russells Hall School Website, Although I assisted students effectively, I found that my own experience was a little awkward initially where by some student's abilities were so vastly different from others. Where one student may understand the concept of measured drawing and shade/tone, another would struggle to grasp even the inclusion of ears. This experience was endearing, however, I found having to explain things in different ways for each child required real initiative. It was a challenge but something I thoroughly enjoyed. I struggled to use my own understanding of drawing somewhat though where children of this age apparently see very different elements and details, expressing scale and form very differently to that of older students. This was something I expected to see, a basic use of my own knowledge and understanding of drawing, rather than an ability to teach at a higher level, whether it be theory or practical skills. It will take more time and experience to honestly decide which will give me more fulfilment, but also what age group would benefit most from me being involved in their education.
Children were enthusiastic and eager to please and learn which was something I find really enjoyable and rewarding. Their constant and immediate growth with such little guidance made me feel proud of their achievements. I found it simple to communicate with them, gaining and keeping their attention with relative ease. This perhaps may be due to me being new, Perhaps I am a bit of a novelty at this stage, where they are keen to impress me.
Due to the craft based nature of making dream-catchers, Little of my experience or research came into effectively teaching how they should be formed/created. This is again, something I expected, to lose touch with more advanced Art making and materials.
June has asked me to go home and experiment with "quilling" a sort of paper craft whereby strips of paper of spun around a small stick to form swirls and patterns of raised paper forms.
This is relatively tricky and may be too advanced or difficult for 8 year olds. I am going to explore how I can make this more manageable tonight through using thicker strips of paper.
Out of curiosity I am going to research Origami also, as the folding of origami paper sculptures is something that explores values patience etc in its creation, however, may be more simple for 8 year old children to create.
Quilling, "growing respect" theme under values, paper sculpture, flowers,
research: other artists approaching these themes
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Quilling research
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My attempts,
workshop plan,
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