My involvement with Chalfonts ILP days as a creative partner is a new and challenging approach for me as an artist in education. The use of new and often time-based media (animation, video, pod casting and graphics) as a tool and space for creating artwork sits differently to my own experience. Which is to use it to record and communicate ready-made still work. I think the ILP will encourage an understanding of both perspectives, providing function, purpose for student work.
As a practitioner, I can offer my experience in the creation of 2d/3d work. But in addition to this mostly singular, still work, the challenge is to develop and find ways to glue with 2d, 3d and 4d components together to answer a project brief. This, I think will be the fundamental learning aspect for me. Building confidence in combining new and different media, in a meaningful way. The project also offers the space to experiment and observe how this approach can be led in the classroom within a limited time-frame.
This November I assisted with the video element of the ILP days with year 8. I worked with James Michie, head of Media and Elise Thompson from the English department at Chalfonts. This session benefited greatly from a very clear structure, one in which students themselves could mimic in future independent work. Ideas, visual, oral and written, developments through making, storyboarding, script writing, delegating roles, gathering footage (still, film and sound), reviewing results, refining footage, reviewing again, editing media together in iMovie and finally watching the results as a whole group.
It was interesting to see the division of time spent on all these areas. Although emphasis of the ILP is using new media, the large percentage of the video project concentrated on preparation and quality of idea, working out the best way to communicate, refinement of story, clear script, well-made props- lots of traditional skills. This determined the ease and efficiency when using the new equipment and technology. It also ensured enough value was given to the content as to its presentation.
Learning Outcomes:
C1 The ability to identify and address new issues and challenges creatively
Supporting student’s use of new media-in this case film editing, which is also new to me as a practitioner. This provided a rare opportunity to be at once student and teacher, possibly freeing assumptions about student capabilities and creating empathy with the student as a new learner.
C2 The development and communication of new skills, ideas, knowledge and understanding
The opportunity to observe practical teaching methods within technology/media setting is invaluable, i.e., best use of equipment, balancing lesson time between independent, group and class contribution.
Learning from the structure of the project, allocating sufficient and quality time towards student evaluation within the two days. Putting emphasis on the working process rather than an endpoint.
As a follow on from student evaluation, it’s good to have time built into the day to review work from all the team. It has helped my understanding of the project as a whole and again suggests and solidifies how the mediums can connect and influence each other.
Making practical use of new media to maintain consistent and varied communication between partners definitely energises the project. Through the VLE, website, blog and online meetings. These new experiences of communication feel valid and purposeful for all, putting into practice immediately some new skills, which will feed through to the students.
C4 Co-construction of learning with young people
Facilitating a project carried out by groups of students rather than a class of individuals was a new format for me within an educational role. Encouraging progress within a group dynamic was challenging. I was aware of the need to distance myself from over directing a group, which could limit their own group learning. But having witnessed the energy and richness of work achieved through the group work, I am keen to try this approach with future projects.
