27, 11, 2013

Sculpture, life casts and press moulds.

The last time i took the life cast sculpture lesson i felt very overwhelmed and out of control with the precognition of the lesson.   I decided to ask the students to work in pears so they could work on each other. In the last lesson there were students trying and failing to work on them selves. I also brought with me examples of each stage of the modrock demonstration to show the students before my delivery of the practical. I also used a different but more reliable release agent for the plaster so that the students had a better result. I gave H&S before demonstration which i forgot to on the last. After lunch i delivered the alganight demonstration.
I felt that the lesson had a better structure and ran smoothly.

It was easier to concentrate on one process at a time in stead of students trying to do both the modrock and alganight at the same time. I felt that there was more time and the setting times fell into brakes and lunches instead of waiting around.

25, 11,2013 stiudio day

Monday tutorials

Carol asked me if i would cover Steve's foundation group as he was working away for that day. I decided not to do a group tutorial as i knew the group needed to get on and work. I instead offered individual tutorials for those who felt that they needed to talk about their work. After the register i placed a piece of paper down for all the students that wanted  a tutorial to put their name down. only to did witch i felt was a shame.
My first tutorial went very well. the students are focusing on talking about their work and looking at what words would describe their interests and practice. I listened to the student an realised she was interested in accident and control guiding her mark making. Also light and shadow played a large part in her over all body of work. I offered artists that she could look at and possible ideas that could take her experimental exploration to new medias.
I felt that the student got what she needed from the tutorial and was happy.
When i looked on the paper for the next name i noticed lots more had been put down.

during the day i also gave practical advice on construction of a 2 piece mould. i did feel that i didnt have enough time for that student as she was in Hanna's group and i felt torn from Steve's.

during lunch Carol asked if i could give a special tutorial to one student that had lost a lot of time on the course. I found this to be show of confidence on my tutorial skills. Its extremely impotent not to loose a student because if numbers go down then possibly jobs are lost. I was very happy to give the tutorial and felt the student had a strong plan to move forward with.

wednesday 20, 11,13

Sculpture

In the lay out of the course, the three groups of learners alternate round all the different art and design disciplines. It means that i get a chance to repeat the lesson on different learning groups.
This was the second time round for me to teach 3d drawing in space with wire. The lesson starts off with drawing 2d and then with the wire. In the last 3d drawing lesson i felt that the students lost motivation to the point in 3d drawing. I decided to print off examples to well known artists that use wire as their media of choice. Also i explained that the proses would be useful as a tool in clay modeling and if they could master the wire proses well that their clay would benefit from it.

Monday 18,11,2013

i had the opportunity to take group A for group crit. their usual lecturer was not in so the day was offered to me. i grabbed the chance with both hands.
the whole class seem unmotivated to take part in the session and so i had to reinforce the reasons why group crit was so invaluable to them as artists. the students explained that the session usually takes most of the day and that they were worried about time left for work.
i had seen their work up to date and was awere that they had just coume back from London field trip so changed group crit to group dissussion on what to do on that day.
i felt that spending only an hour that morning and directing the discussion to more productive out comes was more beneficial to the group on the whole, but also allowed for constructive feedback and direction for those that needed it. i could also detect who would need a tutorial later that day. the rest of the day was spent giving tutorials or demonstrating skills one to one.

13,11,2013

Wednesday is usually a day in sculpture but on this occasion it was spent helping students with technical skills and tutorials. i feel i am learning to slow down when demonstrating a technical skill. i was jumping from group to group with instruction for the students for the following day which was a trip to London.

Monday 11, 11 2013

Monday is a studio day for the foundation students, studio days are when the students have to bring in with them all their work for tutorials. I was asked to do some tutorials with group c, Hanna's group. on the hole the foundation are behind on their work so we had strict instructions to encourage productive exploration in building their portfolio and body of work. i enjoy tutorials as it is a chance to help channel thoughts and ideas that the student has. it is a strong part of any arts course and so i am eager to develop my tutorial technique.

Amazing advert

Ain't I A Woman

The value of mobile technology in teaching and learning;

The value of mobile technology in teaching and learning;

The current culture, or “social revolution” (Rheingold 2003 Author of  Smart Mobs: The NextSocial Revolution) where mobile technology is to hand or more realistically in every ones hand. The term mobile is defined by the ability to move or be moved effortlessly. From a constructivist approach to learning, the benefit of this new age is to utilise the already built in awareness to a learning aid or device like an iphone or ipad. Mike Sharples (a professor of educational technology in University of Birmingham) states “rather than seeing them as disruptive devices, educators should seek to exploit the potential of the technologies children bring with them and find ways to put them into good use for the benefit of learning practice” (Sharples 2003) Lecturer’s and teacher’s can build upon the learners prior knowledge and skills in mobile technology to teach, learn, observe, structure in all areas of the classroom environment.

From a lectures perspective, the benefits to mobile technology ranges from group text and email to students to inform them of room change, timetables and tutorials, as well as links to websites, YouTube video’s, demonstration videos, skyp to aid distance learning, notification of attendance. With out forgetting time management, lesson plans and general notes.

From a learners perspective the list is potentially endless if used effectively in the classroom.

MarkGreenfield and educational technology consultant believes that “where education technology tends to fall down is where professors use it to teach the way they have always taught, rather than understanding the advantages of a new media” he also states that “ there is a tendency to add technology to the classroom without adequate training in how to use it effectively”. Shaples states that “learning is mobile in terms of space, ie it happens at the workplace, at home, and at places of leisure, it is mobile between different arrears of life” (Sharples 2003). mobile technology can be invaluable if used for the outside classroom, 

 

field trips, access to the lecture and the lectures notes, multi-sensory learning, learning difficulties with detection as well as an active aid in the learning experience and the flipped classroom that works side by side with technology.   

 

Bibliography

David, F. C. (2013, 2 8). Informationweek, education. Retrieved 11 4, 2013, from Class room tecnology faces sceptics at reaserch universities : www.informationweek.com/education/instructional-it/classroom-technology-faces-skeptics-at-r/240148217?pgno=2

Januszewski, A. M. (2008). Educational technology intergration. different values, different understanding , 3 (55), 223-252.

Naissmith L, L. P. (2004). Futurelab series. Retrieved 11 1, 2013, from telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf

Thinking on my feet.

I helped this foundation student with photos for his project in graphic design. His theme was steel works but had found a lot of imagery off the internet. I showed him sculptures forge and took photos of it as there was a class in progress.

Contextual studies

watching the experts at work

sculpture wednesday

foundation life drawing

Tuesday 5,11,2013

I realise I have spent every opportunity in a lesson to teach or take part somehow. In a life drawing lesson today, I asked if I could observe and take notes instead. Its truly amazing how much you can miss by trying to teach without watching first. Bob, the lecturer had taught for over 20 years and had a lot to teach me. I wrote down every move of his, and watched as he seemed to conduct his lecture with ease (or years of practice). He mentioned to me at the end of the lesson that he does not teach in the same way as when he started, and that he still learns today.

first day back at school

Monday 4,11,2013

today my mentor took me into her class to observe and take part in group tutorials, also called group crit. it was of all their work so far in their development this year. i thoroughly enjoy group crit as it is a time when i can listen to all the individual students talk about their creative journey. i feel extremely confident in my input, and feel that i am strong in my suggestions and comments. the good feedback regarding my contribution only confirms my confidence.

in the group crit, i became aware that one student had not only forgotten his whole book, but had dismissed the only work he had brought in with him. i noticed that some of his work was strong, and suggested that he should present his work in a portfolio. i also suggested that he shouldn't apologise for his work, for example in an interview for university, if he does not like his work why would the university. 

Ceramics

10,10,13

Ceramics

I am not at all confident in ceramics. Also I was not familiar with the students. When my confidence is low I feel useless and look for something to do. When looking to be helpful I am not watching the lecture teach. I am meant to shadow him not scrap out all the tubs so that they are clean for next use.

I also I loose confidence in instruction. I heard and listened to the lecturer but couldn’t relay the information with out questioning it first. I felt the students loose a little confidence in me and questioned if I was in fact right.

The work that foudation created on wednesday I uploaded from their facebook page.

Sculpture

9,10,13

To day was the whole day in sculpture. Andy (the lecturer) thankfully explained to me the plan for the morning and afternoon. The students were the same as the day before so I felt quite familiar with them. The aim of the lesson was to draw with wire in space; they used a skeleton as a reference. It is meant to show proses and 3d drawing. I spent the day offering help and suggestions. I was asked often for help, which built my confidence in the class.

Andy had to leave soon after lunch for a meeting and left me in charge to clean up, group discussion and to move all the wirer sculptures into the small seminar room for photos that I organized.

During the time alone with the class, one student became disruptive and others didn’t feel involved in their work. Sculpture it seems was not for them. It was my job to re-motivate and focus them to the positive aspects of the task.

In the time left I managed to finish up and discuss the work and take the relevant photos, I was extremely happy with myself but also think I still need to step back a little to allow the student to think things through for themselves.

At the end of the lesson I asked to talk to the student that was disruptive. I briefly explained that I was also the idiot in the school classroom and in fact most people in an art university are dyslexic or dyspraxic and understood why he was disruptive, but that it would be a shame if his talent for art didn’t gain from their experience and knowledge. He agreed and later became helpful during the photo shoot.  

Print making

To day I had the opportunity to spend the whole day in print making with Steven and his foundation class. It was the first day they had met him and myself. I watched him introduce the use of the printing room and health and safety. He was very strict with the class laying the law dawn and asking them all not to talk. He explained later that there were a few students in the class that are disruptive.

I was offered the chance to observe and guide one half of the group of seven while he observed the other. I felt quit comfortable and confident in print making as I have a little experience in the practice. I resisted the need to fill every silence with my own voice and offered help only when I felt it necessary and when asked advice.

After lunch I swapped groups and had a chance to ask questions on their practice and over all project. I felt confident to offer suggestions, ideas and artists that may be of interested.

I thoroughly enjoyed today and looking forward to tomorrow, my first day with my old lecturer Andy.   

First day on the job

My first day

First things first I used the student toilets instead of the staff toilets. Lesson learned. 

Today I joined in on a group critique and had some tutorials with some students. I think a may have upset a girl on her work with a suggestion or two. Steven (the teacher I shadowed) explained that he was to take a step back because they were so nervous and quiet but that I could introduce thought bubbles or suggestions on their work. I think the student thought I was criticizing her work when in fact I mean to suggest a different rout or an added rout to her research. I think it takes a lot of practice to hear constructive criticism and not a presumption that the suggestion is an implication that their idea is week, bad or wrong.

The class are fresh out of college and are desperate for clear guidance with obvious outcomes, but it is not the nature of the course. The course is to encourage and teach self-exploration and direction employing and experimenting with as many materials as possible.

 I helped a student with Alginite and plaster and modrock. We had little equipment and I had to improvise. I think I should have asked for the correct equipment as Hanna, (another teacher I shadowed) had never used Alginite, modrock before.  

 I believe I need to step back a little and watch more than talk. I feel like I don’t have the right to be there and so loose confidence but on a one to one I felt very confident.  

Play doh recipe

1/2 cup of flour
1/4 cup of salt
1/2 cup water
1 tsp of cream of tarter
1/2 tbsp oil

Mix well and gently heat in a non stick pan until it comes together.

 

Micro Teach Power-piont

Paula Scher

Paula Scher reflects upon her life in design, she also touches upon her well known hatred for Helvetica. 

Has technology changed the way we learn

It could be said that we currently live in a ‘Knowledge society’ or ‘information revolution’ where information and data are downloaded or uploaded into our personal space on an hourly basis. Crawley believed that although there are positives in that “It can draw people and communities together”(Crawley, J. 2011: p57), it also could create a ‘digital divide’ in society. The information overload itself could be questioned. Although knowledge is now so very easy to access in the class room or out of it, in seconds a student can research just about anything.

 

 Accurate and solid information is a different matter. The student now has to be educated in the value of the content of the research. Crawley again suggests that we “ a media society where we are information rich but content poor”(Crawley, J. 2011: p57). For the student it is not as simple to go to the local library and pick up a book as any one can write on the Internet. So although the student not only has to be a where of the potential poor content but also tort how to filter through all the dater and fined true academic sources.
Not only dose the student have to change to adapt in the knowledge society but it could be argued that the teacher or lecturer has to change also. Currently students spend less then 5000 hours of their lives with their noses in books, but spend double that on video games and double that again on Ipad's, watching TV, Ipod's, phones and computers. In the words of Marc Presnsky, (2001) internationally acclaimed leader in critical areas of learning and education, "Our students have changed radically, today's students are no longer the people our educational system was designed for". The list of apps that aid learning is endless. A few examples are Collins revision apps, bitesize maths, IBM think, and Atlas by Collins the list goes on.

Using an interactive white board and power point ineffectively both can be counterproductive in the classroom as well as an aid to teaching.

The interactive white board being used as literally a board of which to write on, in this instance the teacher is not utilising the full potential of the interactive nature of the board. Power point also can be used inefficiently limiting the presentation to a mere slide show of built point after built point. Slides ladened with text and in the words of Petty (2009 p380) “failure to exploit the medium”.

The interactive white board has the potential to enable the teacher to engage the class and as the board suggests, interact with the class. Not only are there pens for the board, but also the computer screen can be put up on the board for the whole class to observe and take part, as well as a number of different activities. Both the board and power point allows the teacher to integrate with the class and become more approachable for possible questions. (Bennett/Dunne(1992) believed that joining in on an activity in the class was much better than just supervising the activity. joining in raises the possibility of dialogue. Feeling comfortable and able to ask questions enables effective learning.

For example if the teacher wanted to assess the class on the lesson of that day, they could construct a quiz on the board using the pens and dragging the answers with their fingers. Geoff Petty (2009,p247) believed that “games can produce intense involvement, and a quality of concentration no other teaching method can match”. It could be said that playing games like a quiz in a learning environment heightens interest and motivation, also a game that stimulates good feelings and laughter encourages positive feelings towards the topic being tort.

The interactive white board along side power point could be a very powerful tool in the classroom if used effectively. Over 80% of information that enters your mind is visual; also visual information is easier to remember.

Power point with the interactive board allows for multisensory learning, which is considered one of the best ways of learning. Auditory, visual and tactile learning could be met with visual aids, areas for discussion and a virtual interactive game. With so many digital contributions to the class room and with an audience already geared up to accommodate and thrive of it, it could be said that it has changed the way we learn and the way we teach.

References


Bennett, N, Dunne, E, (1992) Managing classroom groups ,Stanley Thornes (publishers) LTD

Crawley J. (2011) In at the deep end Perth: Prepress rojects LTD(cited Goethe 2009) p57


Castle, S. Explain Everything App in the class room (10,3,2013) http://www.youtube.com/watch?feature=player_detailpage&v=Cr9sZycBYLM. Accessed 19,9,2013

 Petty,G. (2009)Teaching Today, Nelson Thornes LTD, (Cited page 247)
 
Presnsky, M. Digital Natives, Digital Immigrants (5,10,2001) http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. Accessed 19,9,2013


Sawers, P. 12 of the best educational apps of 2012 (27,12,2012) http://thenextweb.com/apps/2012/12/27/12-of-the-best-educational-apps-of-2012/. Accessed 19,9,2013

What is learning?

I have always thought leaning was a part of growth as an individual, gaining knowledge, basically knowing something you didn't know before. Now I think there is a bigger debate over what exactly learning is and when it stops being the natural growth of a person, but something extra.

The best example of leaning given to me was a stircase and on each step was two words.

 unconscious incompetence -> conscious incompetence -> conscious competence -> unconscious competence.

(this whole sentence is a dyslexic nightmare.)   

It basically means not being aware that you don't know something, realising you don't know something, knowing something but not with out thinking first and then knowing something so well that it becomes second nature. 

Also kolbs learning cycle which helps me understand were I have not been able to learn before and also could be used as a basic starting point to a listen plan. The student would experience something, reflect on it, come to a realisation and learn from it.

we also discussed why learning was important and what could block your learning experience. I found the discussion extremely helpful with not only a realisation on my own personal learning blocks but how I could apply everyone elses' experience as well as my own to my teaching.  

'Read everything properly'
 It turns out that after trying to download Smart not book of the internet, while waiting I open power-point to copy images on an existing presentation, then I closed down all my open windows to expose power-point that I then mistake for smart note book. I have recently tried to download smart note book again to rectify the original mistake. I have just realized that I am trying to down load a windows application on to my mac. I have now successfully downloaded the correct one.

It seems patience is extremely important to stop the extreme frustration and to remember the correct way to upload an image.

The first time I came across power-point was only three years ago. then, I used power-point as a slide show of images to illustrate what it was that i was trying to convey, and as prompts to help me stay on track during my presentation.
Although power-point can be used in this way, I didn't use it to its full potential. I have learned to hyperlink to other slides and to websites, and to return home to the slide i started on. I can also leave notes for myself at the bottom of the screen but out of sight of students.
I understand the importance of the layout, and how an image will appear on the slide. I have also learned to interact and demonstrate a point with the audience using the pens directly on the board.
I believe it is important to make learning interesting and captivating when possible, allowing the student to best enjoy and therefore understand the topic. power-point (used effectively) is a tool that I would use; although I am aware that my subject would have benefited from a film or more step-by-step images.

I find it extremely frustrating when you plan to do something as simple as copy and paste on to this blog, even using ctrl and v, or ctrl and c but to no avail.

Simone Brizzell Browning

When people look at my website they have the option to follow or like it.
A thumbnail icon will appear at the bottom of my page mandylanesculpture and allows me to click on it to see their blog and website. my page also brings up people with similar interests to me so that i can network. Simone Brownings liked my website and so i clicked on her thumbnail icon. Her website not only interested me with her amazing sculptures but also tells me when I can catch her next exhibition. She has a links page so I can look at other websites if they interest me, and also links to organizations that i could possibly join like sculpture cymru. I found her site extremely helpful and useful as well as interesting.

Explain everything App

After experimenting with the app Explain everything, I found it easy to use and believed i would use it in my teaching in the future. However, i used the app incorrectly - like a power point. Now after being taught the right way and after watching tutorials, I feel the app has even more to offer than i first experienced.

The link is below shows how the app can be used and demonstrates how a young student works out his maths problem.


http://www.youtube.com/watch?v=Cr9sZycBYLM

Barriers to the Effective Use of Technology in Education.

Barriers to the effective use of technology in education.

Technology is in the classroom. The question is how effective is it being utilised. Playing an active part in your own learning experience rather than merely enduring lectures or the monotonous tone of the teacher or pages and pages of text can be hugely beneficial to the learners learning practice. Skinner and Wellborn argue (Wery, 2003) “students who are involved in creating the project assignment or the project checklist gain valuable experience in setting their own goals and standards, in addition, this gives students a sense of ownership and control over their own learning”. It could also be said that participation in the learning experience heightens the student’s motivation to wards the objective of the class. Researchers suggest that motivation is a key part of the success in learning and is defined as “the individuals desire to participate in the learning process; it involves the reasons or goals that underlie their involvement or non-involvement in academic activities” (Wery, 2003). It seems the more inviting the learning process becomes it appears the more motivation to engage in the learning process. It could be said that technology in the classroom could enhance the interaction with the students and the students’ motivation towards their work.  Januszewski and Molenda (Januszewski, A. M. (2008) believe that “in education, technology increases the options and opportunities for educational practices”.

Availability used to be a problem for teachers to use technology to aid their teaching, but as computers, white boards and even ipads are now in most schools, availability it seems is know longer a main contributor. It could be said that the mane use of technology by teachers is to complete administrative jobs instead of a vital part of teaching the class. A lack of training opportunities could be a key factor "educational innovations usually do not succeed if teachers are not provided with the skills and knowledge needed to carry them out" (Mentz, M. Mentz, K. 2003). If the teacher does not know how to use the technology with confidence it is less likely to be used in the class room as an integral tool. Fear of change could also be a contributing factor. If technology has a common place in the class room then teachers have to adapt their whole teaching strategies. " To fully integrate technology into class room teaching and learning, teachers must use new instructional strategies" (Mentz, M. Mentz, K. 2003 p559).

One barrier to the effective use of technology in the class room is the presumption that technology in the classroom would only be used to teach students to use it. In the book teaching for tomorrow, a guide for teachers to help them become better informed teachers, over half way through the book was there a mention of technology. The author Ted McCain did state recognition for this but that technology was mealy a tool and the fundamental teaching was still relevant. He states 'technology is a tool' 'the mind that controls the technology is far more important than the technology itself' (McCain, T. 2005:p36). He then went on to mention how technology would be good for the students to learn to make graphs and build a website. He did not however mention the possibility of teaching with the technology to engage and involve of class.
Lawless and Pellegvino states " technology can make it quicker or easier to teach the same things in routine ways, or it can make it possible to adapt new and arguably better approaches to instruction and or change the content or context of learning".

Januszewski, A. M. (2008). Educational technology intergration. different values, different understanding , 3 (55), 223-252.

Skinner,E,A, Wellborn, J, G. and Cconnell, J, P (1990) What it takes to do well in school and whether i've got it: a process model of perceived control and childrens engagment and achievement in school. Journal of Educational psychology, 82. 22-32.

Wery, J. Thomson, M, M (2003)motinational strategies to enhance effective learning in teaching struggling students. support for learning british journal of learning support;28,3p3 (cited in Dev,P.C (1997)instrinsic motervation and academic achievement. Remedial and special educations, 18,1,12,19.)


 

First day of reflection journal

First day of reflection journal

9.30 to 3.00 IT lesson with a very enthusiastic and patient lecturer. I was computer illiterate up until 3 years ago when I enrolled on to my degree course. It’s amazing how long you can get away with out learning through avoidance. Being Dyslexic I found finding my way around a whole system that uses words extremely scary as well as a lot of hard work. I have always been worried about pressing the wrong button or getting caught up or tangled in a virtual web.  Surprisingly today I found myself in the same shoes as every one else. It seems that if you don’t keep up with technology it can run away with out you.

The topic of today was social networking and how effective it could be as a tool in teaching. Examples to this would be Facebook, twitter and blogging.  I found it quit easy to transfer my skills in building my own website into starting my own blog but found that old habits do not die and just go away. My confidence in completing the task asked of me was often lost and so I needed reassurance that I was right or at least on the right track, also my spelling let me down when I typed an address, if you spell an address wrong then your never going to get there.

My first post

My first Blog

My name is Amanda and I have recently graduated  with a 2-1 BA Hons degree in fine art sculpture.

I have not always been as passionate about art, but art has always been a part of my life.

After only gaining 14 credits out of a possible 30 in an access course to higher education but not wanting to clean toilets for a living, I decided to play on my strengths and enrolled in a foundation art course where i fell completely in love with sculpture. For a creative mind, having no limitations in your media can only be a plus!

During the final year of my degree, I also wrote a book - ‘My Name Is Soldier’, which is the core of my current work.

I feel that art is completely subjective and is something that in practice and with enthusiasm can only receive praise. I would like to teach the subject to support others on their journey, to imbue in them an enthusiasm and freedom to express themselves and enjoy art.

my map