Research for Both10:00am Reception - Swans Carpet for sitting space in the centre (core) of the classroom. Dedicated space on each animal face on the carpet. Milk and water drinks break in a circle before sitting on their dedicated space. Discussion about the film Up, watched previously in the week. Using conversations amongst each other and with the tutor as a group to learn about adjectives. Write a single sentence and read it aloud. Understanding when to use capitals and pronunciations. Also acting out certain writing rules such as acting out a full stop with a motion of a fist. 10:30am Outdoor Play Group play initially running against the wind which was very strong and first thing everyone noted when emerging outside. Then Teacher initiated duck duck goose group play. Children began to leave the group play and dispersed into their own play. Playing individually or a group of them. One girl dressed as a cat immediately and stayed pretending to be a cat the whole session. In the construction area, two children had built a see-saw using wooden blocks. One girl held a baby doll the entire session, through both group play at the start when playing self-initiated, and during the group play she treated her alike any of her peers in the rules of the game. 11:00am Phonics Indoors YouTube video of nursery rhymes, listening and singing to nursery rhymes to improve their phonics. 11:30am Lunch As a new stranger in the classroom, I was a distraction to some children and treated me like a teacher - adult association. 12:30pm Reception - Robins Begin with JollyPhonics, activities with pronunciation, reading and writing. Conversations within pairs and working together to solve problems. Self delegated roles when tidying up after an activity, working with each other. Independence and free roam of choice of play in an area that encourages learning through play. More capable children designated an afternoon task, working in pairs using lego to create a house and tie on a 'hot air balloon' they previously made in order to imitate the Up house, with an image for referenced which the teacher 'researched' for them for inspiration. When the balloon inside the paper-machè was popped, the teacher would request the entire class to stop and listen to the crackling it made of the balloon separating from the decorations. I got the opportunity to re-visit Ravens Academy during school hours which gave me an great insight as to how the children responded and behaved with the plan of their day. When playing children made the upmost use of all the materials around them to play - including the wind and their peers for games such as duck, duck, goose that requires just interaction. As I saw in the afternoon, after practising their phonics and writing skills, children were free to choose their activities apart from one group who were designated an activity to build a house with lego to create an 'UP' house. The children in this group were more developed and so needed a different progression level of using team-work to approach the task.
I could really see the techniques being used that the teachers spoke about in my previous visit. I could also see how children were using the most out of their environment to create games and play, especially during the outdoor play where a majority of the class played and relied with each other to play, compared to indoors when they would segregate into little groups; probably due to the nature of the seperate areas being smaller than the outdoor play area. Research for Bothhttp://www.aneverydaystory.com/beginners-guide-to-reggio-emilia/main-principles/ The Reggio Emilia approach sums up what I've learned from my research as the environment being a "teacher" through self-discovery learning. It explains the way I want to approach my work in order to create a play space that benefits children. http://www.racheous.com/reggio-inspired/exploring-light/ LIGHT PLAY EXHIBIT 18 Jul 2015 - 30 Aug 2015 Enter the dazzling world of Light Play where children can explore their artistic potential in an interactive space created especially for them! Play with overhead projectors and illuminated light boxes and discover what happens when light is cast on different materials. Explore transparency, reflection and shadow as well as other properties of light. See the Children’s Gallery transform into a constantly evolving light scape before your very eyes! Light Play embraces the philosophies of Reggio Emilia and REmida to provide a creative environment for young children which encourages collaborative play, experimentation and discovery-based learning. https://www.ipswichartgallery.qld.gov.au/allevents/light-play/ https://www.ipswichartgallery.qld.gov.au/kids/childrens-gallery/ " "A school needs to be a place for all children, not based on the idea that they are all the same, but that they are all different." -Loris Malaguzzi (founder of the first Reggio Emilia School) Reflective light has been the subject of discovery and object of fascination for the children for quite sometime. A few days ago we decided to experiment and play with sand on top of the light table. The children begun to explore the sand, perhaps attracted by the light that shined through the plexi glass… The explorations involved their entire body moving it up and down from left to right in rhythm with the sands movement. They used their palms, finger tips, elbows and different objects to move it around. The light created some dark and light shadows that altered the appearance of the sand. " http://casamarias.blogspot.co.uk/2010/05/stripe-lights.html The Reggio Emilia approach inspires play discovering light, altering the perspective of objects. The combination of colour, light with objects follows the concept of "loose parts". How does this object look in the light compared to another? Why is that? I think creating a space that uses this approach can open up a variety of questions to children who are learning about the transparency and perspective of objects.
Practice Researchhttps://www.playdale.co.uk/case-study/a-new-playground-at-the-jenny-lind-childrens-hospital-is-just-what-the-doctor-ordered/ When it comes to designing playgrounds, many companies provide a 3D proto-type of the final designs. It's a great way to display to clients what the finished product is going to look. It also reminded me of the open source 3D design PlaygroundIdeas uploads to their website and the purpose of those designs to allow people to use it as a reference to building their own DIY playground equipment. If I wanted to go into playground design, perhaps learning to use 3D software would be wise as it's a good asset to have. I'm rather confident with my Adobe Photoshop and InDesign skills, not so much as Adobe Illustrator. I think learning to use Vectors and 3D would be a good step forward to improve my design skills.
Practice Research
"We are pleased to be joined by Liviu Berechet Antoni and Alexandra Stancu, the creators of the Altergaze VR headset. They will be developing VR experiences and assist the studio in improving the hardware and the software for this hugely exciting but new platform." http://nexusproductions.com/work/altergaze
"For the past year and a half, we've been developing the Altergaze Hades, a 3D printing platform that empowers 3D printer owners and facilities with tools to build (or sell) custom made VR headsets for smartphones. Second to the hardware itself, we specifically developed our own SDK to be adaptable for any smartphone size and any age group, including kids and teens, that have a different physiognomy compared with adults." https://angel.co/altergaze
I was sort of inspired from my research to look into Nexus Interactive Arts to see if there was a possibility to incorporate digital technologies again into my concept of light play. I discovered their project: Altergaze. Whilst it's a tool for Virtual Reality on smartphones, I became more interested in the idea of wearing a tool to change the perspectives of the space. Similar to the square blocks of coloured transparent sheets as seen in previous research (Reggio Emiliar, Vivid Sydney, Wonderlab), but children can run around freely and switch colours manually when they please.
Creative/PracticeIn response to my thoughts in the previous post, I created these glasses using acetate sheets and cinema 3D glasses frames. Out of the four colours, the most effective on changing the perception was the red and blue frames. They were more vastly saturated, however I do like the green and orange as well because they remind me of certain situations such as Green - Night Cameras, and Orange - Sepia, Old, vintage photograph look.
The red and blue really changed perspectives on certain objects of the same colour. A red cap was invisible under the red frames where as in the blue frames it appeared nearly black, as if to say white and red objects under the blue frames transformed to blue and black objects. The only problem I have with these glasses is that the acetate isn't very securely fitted in the frames, it only requires one push from a finger to release them out of the frames, and with children I feel like this could be an easy accidental occurance. Practice ResearchHervè Tullet
http://ainabestard.com/whats-hidden-in-the-woods-que-samaga-dins-el-bosc/
In considering Publish's outcome, I took a literal step to research current books that incorporate use of light, shadows and the coloured acetate. What fascinated me the most was Hervè Tullet's book of shadows with the paper behind to expose light onto temporarily. It made me imagine a wall space covered in the special ink (available on SFXC website for UK) that children could draw with torches, allow it to fade and redraw their new desires.
Creative/PracticeExchanging each other's work and ideas, I think the reader group fell in love with the idea of the glasses in terms of the workshop part of our exhibit/installation.
As a reader group, our main focus was social engagement with the public, gathering results to input to our practice. We immediately started playing and experimenting different techniques of how to develop a workshop, and what can we achieve out of the workshop in terms of screening and publication. We settled on just the red and blue as to simplify choice of colours, and these two were the most saturated. Practice ResearchPeter's mentioning of Pierre Di Sciullo inspires me to create some sort of work for the exhibit, such as a poster design, advertising the event. The silkscreen above reminds me of the work of Aina Bestard (the overlap of colours) but with richer colours.
I've been feeling unproductive as Sian and Emma have been working on the box, and Poppy has been working on the film, so I feel like I need to have my input to the process, even if they reject the designs, I'll at least feel like I've learned something from doing so. Creative/PracticeUsing my InDesign skills, I wanted to create a similar effect like Sciullo for the poster design. I went through many designs on InDesign but I found that they all lacked the fun element of our workshop.
To incorporate the life of the workshop, I used the cut shapes to try and spell out the words. It was a similar task of the workshops, using the individual shapes to interpret a word, but literally a word. To bring these newly formed words into InDesign, I gave my best shot at practising the use of Illustrator and it's pathfinder tool. I'm really pleased with the effects I achieved by using shapes instead of standard typefaces. It believe these designs harbours the same element of design in the workshop and I hope the rest of the group would be pleased with it as a method of advertising. 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. |
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