Year 11

Year 11s are getting ready for their GCSE exam, so they were independently planning and experimenting for the final exam piece. I was able to talk to individual students about their interpretation to the project brief, which was ‘Caged’ and how they are developing there idea into a final piece.

They were all an Exam planning sheet and check list to fill in.

At this stage of school they are all independently learning, and I was just there for when they need some help and guidance on the planning for final piece. 

Year 10

Year 10 had was in the middle of a GCSE project about identity, as they were half way through they were independently working. So I took the chance to see what all the students have done so far. They was looking at typography and using it to create a self-portrait.

(This student was my brother so I was able to take pictures of him)

Year 9 - Art and Graphic

In the year 9 art lessons, in groups they were creating big murals of their favourite films, some of them being Twilight, Avengers and Shrek. These where planned to be displayed in the playground so they were created by waterproof paints.

I found myself not as needed with this year group as they understood what they was doing and got on with it. So therefore I got involved with some of the painting and helped students when needed e.g. help creating a skin colour with paint and correcting lips so they look realistic.

This was also the case when it came to year 9 graphics. They were creating a sporting brand, a logo and products. I spoke to the student about the project and their work and what they planned to do next.

As it was the last lesson of the day, some of the boys started messing around so I sat down with them and helped them calm down and do some work. 

Year 8

Within year 8 art lessons, they were looking at the Fish artwork of Vincent Scarpace. They had to draw a fish in the style of Scarpace, and use different techniques with paint to create patterns and texture. 

When the lesson begun I introduced the project and worked on a quick example in front of the group. Through the rest of the lesson I went from table to table giving support and talking to the student about their work.

Year 7 - Art and Learn 2 Learn

Within the year 7 art classes they was looking at the artist Shauno, and creating a self-portrait in the style of the artist.

Below are images of the project mood board and the Year 7s works in progress. 

Learn 2 learn is extra lessons set up to specially teach Maths and English to children that need extra support, due to learning difficulties and lack of concentration in actual class. Within this lesson tasks are taught slightly different than in a normal lesson, as they engage the children more and explain in simpler forms, the use of art is sometimes involved as visual learning seems to be more successful with the children.

Within my lesson of learn 2 learn, we was looking at converting bar chart information into a pie chart.

The lesson began by a simple starter task of answering questions about results of a bar chart, for example what breakfast was the most popular? (Look for the breakfast with the highest amount on the chart), this task was easy as the answers were all there on the bar chart, however some of the children needed guiding to the answers.

Then we moved onto the main task. They used a bar chart they made in the previous lesson, about separating a pack of Smarties by colour, and tried to transfer the information onto a pie chart. The formula  was discussed as a group a couple of times and then they had to work out their information. Even though the task was explained very clear and a hand out of the formula was given, and they all said they understood, a lot did not know how to go about it or they needed guiding.

With both art and learn 2 learn I work with a small group, which were the same children in both classes. I had to give them support, guidance and motivation to help them complete the work, but it is important to not become too involved as the students need to build on independence. However some of the group would keep asking for more and more help even though they understood, but they just didn’t want to try. 

Baverstock School and Sixth Form

6x 6 hour days (excluding lunch) -  8:30am-3:30pm

Monday 25th March                   (3 days before the easter holidays and 3 days after)

Tuesday 26th March

Wednesday 27th March

Monday 15th April

Wednesday 17th April

Friday 19th April

From  getting the opportunity of working in the art department at Baverstock school , I aim to get the general understanding  of what it is like being an art teachers and get a detailed knowledge of all that’s involved with being in that role, from actual teaching to teachers meetings, lesson planning and moderating etc. 

As a CRB check was not necessary if working under 10 hours, I didn't have to apply for one, but this meant I had to be with a member of staff at all times and escorted to and from each classroom.

To structure all my experience, I have categorized it by each year group. (I had the same groups for a couple of lessons, in which they was still completing the same projects)

Voices

As ‘The Only Way is Puppets’ is based on my home town of Birmingham, I needed the voices to reflect this as well as the characters style.

For example, Abigail  will have a very strong brummie accent to give the impression she is common, whereas the judges will still be brummie but will put on a fake posh voice to give the impression they are higher class.

I was fortunate to be able to use professional radio recording equipment, this created a clear voice over.