Creative/PracticeWhilst speaking with Hannah, I came to a conclusion that an ideal workshop would be to use collage materials in order to ensure that each child would not feel that their drawing skills aren't good enough to create a book cover illustration.
Based on the timetable I was shown, it appeared that they would be in a creative writing workshop beforehand, therefore I suggested that I could allow the children the option of designing a cover for their previous story or I could offer prompts for those that wish to not illustrate their story. As the event is about literature throughout the city, hence the locations of the Castle, Forum and UEA, I thought about bringing along books, from the Millenium Library in the Forum, for inspiration. May even do a 5 minute introduction where a child would choose a book and decipher the target audience to get them thinking about why they choose a particular audience and how they can achieve the same for their book cover illustrations. Hannah seemed pleased with my ideas and we're looking forward to the event. Creative/PracticePlan 12:30 Introduction to the Workshop Show examples from Library 12:35 hand out slips for those interested in designing without their previous creative story. Genre- Choose 2 random (combine them or work with either one) Gender- Choose 1 random Age Group – Choose 1 random Title – Specifically choose 1 12:40 Begin making small and quick thumbnails 12:50 – 13:00 Start designing their main design 1:25 Finish off their designs 1:30 Finish I was glad that all of the participants took part in the workshop. I ensured that I helped all of them, including the ones who seemed to be struggling. There were even two who decided to work together and they felt more confident in talking with each other about how to design the page, which is a great sign of learning collaboration. Not all managed to finish the covers during the time slot however some wanted to continue working on them once they were home. The fact that each participant got involved and were getting creative with their designs and explaining to me about why they chose certain aspects for their narrative, I felt that my workshop ended on a successful note as they were taking in considerations about their designs. I'm so pleased with the feedback that I received from the day. It gave me assurance and confidence that I made the right options for the workshop and hopefully encouraged the creativity of the children who took part.
Practice Research
What I enjoy about these projects by visiting lecturer Alice Moloney, is that they're designed for interaction. The rain-activated project could either wait for the environment to activate it (rain) or forcefully activated by someone pouring water upon. Design to the Table was interesting for me because it was only a design of a possible idea, the idea doesn't actually exist in reality. I found this interesting because I feel like a designer, who comes up with ideas, but I feel like when it comes to executing my ideas, it always lacks the quality I aim for. Perhaps a way to solve this is to come up with designs which then can possibly be passed on to specialists who can use them.
Practice Research
http://www.play-scapes.com/play-design/resources/on-becoming-a-playground-designer-tell-your-story/
After becoming inspired by spaces exposed to play in the previous post, I looked into playground designer as a career possibility. It's really insightful to see how someone journey towards a playground designer began and progressed in terms to how I could achieve similar results. The last paragraph resonates with my current work because Cynthia Gentry comments about needing the 'love of play in your heart' and to 'master the complexity of play theory and child development' which is exactly what I'm trying to gather in my research. I feel that I may be in the right direction to progress my practice into this style of career choice.
In the Comments post of Playscapes questioning, many of the comments mentioned 'Playground Ideas'. Playground Ideas is a charity to build space for children to play in deprived communities, however they have opensource designs available on their website so that anyone can do a bit of DIY and create a play space. What I did like about this organisation was that they provide opportunities for students or recent graduates for collaboration. If I were to become serious about developing a career in this profession, this seems like a real good opportunity to gather some hands-on experience in the field.
Practice ResearchFreelancing - Understanding copyrights, licensing and pricing with contracts.
This lecture was very important to me at this time of the course. Although alot of these were in concern of freelance / editorial illustration, it's still very helpful to understand how pricing and contracts work when working with a client. Although my current progress isn't towards freelancing, I may have to work with clients in the future, so the idea of being able to understand copyright, licensing and pricing is still very crucial to how I make a career out of myself. Practice Research"Daisi works in partnership with professional artists in all art forms alongside young people and their teachers or group leaders, both in and out of school. Daisi advocates for the benefits of working alongside professional artists and creative practitioners. These benefits include:
Daisi artists work with children and young people from 0-18, in a range of settings, including early years settings, schools, colleges, PRUs as well as non formal education settings such as youth clubs and cultural organisations. If you become a Daisi registered artist:
I've struggled over this unit to find a context to place my ideas in. I discovered the organisation Daisi, who help connect teachers and artists to deliver workshops in schools. Child Development and Schooling educate children, and I think this might be a direction to take my work forward. I should attempt contacting Daisi and their artists to see what it takes to become "one of their artists" and workshops that teachers are going to want for their classes.
Practice ResearchWhen trying to explain to Peter how, when I imagine myself in the future working in the industry, I can see myself working in a collaborative space, as if part of a team, but just uncertain what kind of role I'd perform within the team. He advised me to watch this tv series from BBC Two, not necessarily for the products they design but how each designer collate together in a studio space, individually working on products, for discussion.
One designer I felt connected to was Ruby Steel's approach towards design. From what I saw of her in the episode, she dedicated her time speaking with the woman within the project to find out what's missing and how to provide for the woman's needs. Then for her necessary designs, she's collaborated with coders and alike to create an interactive digital app to meet the demands for the woman in need. Her individual process in the project relies on her ideas and designs to be taken forward through collaboration. I can see myself being a designer amongst a team developing, however throughout this unit, I haven't designed anything specifically for my personal practice, only researched, but I feel that's because I haven't chosen a context to place my work into. Before I start the next unit, I think its very, very important that I configure my context before being able to progress my practice further. |
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