Emily fedback:
• The project went well. I was impressed by the children's' formulation of ideas and the variety of ideas each group relayed.
• The groups worked well, each pupil was assigned a design project brief, this was effective in ensuring each pupil was on task.
• Groups met up throughout the process so that they could make sure that the process was going as planned and that the design work had a holistic sense of continuity.
• Groups worked well together, so groups needed guidance in making sure that ideas were coherent whereas others naturally made a cohesive piece which worked well from scene to scene, (by-in-large, each group member created one or a series of scenes including buttons and animations.
• The children, having worked on the project before were aware of the time-scale and adhered well to the creative and temporal demands of the project well
• I was largely highly impressed with the maturity with which they approached the project and the communication and creativity with which they worked, sharing ideas and allowing other ideas of design to influence them such as in architechture and computer aided design. The students also used ideas of natural structures to aid their design which worked well with the teachers who were working with the project.
• Children formulated ideas well and were good at compromising and collating so that different pupils could all have their creative input into the project.
• During the project, I worked with two science teachers, they learnt many new skills and also ended up teaching the students Flash skills which was great to see. At the end of the project myself and the teacher who worked with me met the Creative Partnerships mentor this conversation was very interesting as it enable me to see how the project could be useful to the science teacher and how she felt it could be utilized within her lesson, this was especially poignant and notable as she also took the pupils participating in the project for science class, it was noted that together they could use this applications to record science experiments or phem=nominons, I was particularly excited by this and it seemed relevant as, apparently the science department has to spend an alloted time on the computer and so this would widen the scope for IT use.
• It was good having the older student to help and I think she too learnt some teaching skills which was good. The children responded well to having an older child in the class and in some instances found it easier to relate to her.
• I am enjoying working on the project, I feel it is a shame I can't collate them and am not sure how I will be able to instruct the person who does collate them. It is often the way that art projects run out of money and I guess that's just something to consider next time. I will send the files on CD
• It is always interesting to meet up with the other teachers and creatives to see what they have been up to and share experiences.
• I look forward to seeing how the project progresses next term.
