Case Studies

GOING NATIVE 

Children from Downs Barn First School enjoyed the first of a three day Native Tribal project  where they  are exploring native culturesusing story, music, drama and visual art. 

The day comprised building tepees, sharing stories, making costumes and celebrating new tribal names.

Suzanne Oliver, Creative Director of Catalyst Theatre Arts explained the idea behind the project.  “We’ve worked with the school on a number of occasions using creative approaches to fire the children’s imaginations.  This project has been designed specifically to develop the children’s listening and collaboration skills in fun ways, utilising the outdoor spaces that the school has.  It draws on stories of native people including Native Americans and will end in a sharing to parents on the final day.”

And what did the children make of the first day?  “I’ve learnt that to make a tepee you have to work together and that I am a bit like lots of different animals.”

 Background to Catalyst Theatre Arts

We bring creative arts, music and performance to babies, children, young people and families via a programme of creative, stimulating and interactive workshops and projects delivered in a multitude of inspirational locations.

 

We have over eight years experience of working with children, young people and adults of all ages and from differing backgrounds: from parents and their babies/toddlers in Children’s Centres, primary and secondary schools to college pupils and their teachers and inclusive youth theatres. We have also worked with young carers and adults with learning and physical disabilities.

For further information or interviews contact Suzanne Oliver, Creative Director on 07812 247201.

To visit the project, contact the school directly on 01908 604430

Stantonbury Campus Artist in Residence Partner Schools Programme

As part of the Arts College Initiative the Artist in Residence Partner Schools Programme provides the opportunity for named first, primary and special schools to benefit from experiencing an Artist in Residence.

Details of some of these residencies have been included here as examples of good practice and to hopefully inspire other schools in MK to organise their own Artist in Residence. Please refer to "Guidelines on Residencies" for more information and advice on ways to go about this.

Example 1

Project Outline
Water wildlife tile display, Brooksward School
Approx 90 pupils
April - June 2008

Brief:

To work with 90 pupils at Brooksward School to create a tile wall display for the entrance to the school based on a water wildlife theme.

Project Aims:

• Pupils will learn how to use clay.
• They will learn how to create a tile in high and low relief based on designs previously drawn in class.
• They will learn how to turn their ideas into a clay tile.
• They will learn about the limitations of clay.
• They will learn about the firing process.
• They will learn how to glaze their work.

Project Process:

• The clay will be rolled and cut into hexagonal tiles prior to the lesson.
• The pupils will be divided into 6 groups
• Each group will spend two sessions making and glazing their tiles
• Pupils will firstly look at the designs they have made and learn how to transfer these designs onto the clay tile.
• We will work in low and high relief to recreate the design in clay.
• The work will then be fired and we will come together again to glaze the tiles.
• Pupils will learn about the firing process and discover how the clay has changed.

Example 2

Project Outline - Art @ School
People in Action, mural, Slated Row School
Approx 20, Year 9 students
June & July 2008

Brief:

During the project we will work with year 9 students and help create a mural on the theme "People in Action".

The image will be based on activities that take place in the school, including sports, dance and music. The mural will be sited in the school's courtyard

Project Aims:

• To give students the opportunity to work collaboratively on a large scale image.
• The project aims to allow students to gain a sense of achievement through creating work which will be on permanent display in the school
• For students to experience a variety of painting and printing skills, as well as drawing and photography
• For the panel to enhance the courtyard area

Project Process:

• Students will take photographs of a variety of school activities during a preparation morning.
• These will be transferred onto acetate, and then projected onto paper.
• Large drawings can then be made and cut into stencils for use on the painted panel.
• Students will be using acrylic paint on exterior quality plywood and will use a variety of techniques including direct painting and printing using textured paper.
• We will also be using stencils to complete the work.
• The painting will develop through a series of painted layers.

Example 3

Project Outline
Recycling, Southwood School
Approx 50 year 4 students
December 2007 & January 2008

Brief:

• To produce an artwork on an outside wall using recycled materials.
• To provide basic drawing skills by engaging the students in a process of creativity exposing them to a new ways of looking, requiring them to question and think differently about themselves and their environment.
• Enabling them to learn how to transfer learnt skills by creating a 3-dimensional relief artwork

Project Process:

• Visit to the recycling centre
• Discussion on materials we could use to build the artwork e.g. bike wheels, chains, old window or picture frames
• Collect objects together and set up still life
• Lesson in basic drawing skills. line - mark making
• Positive shape and negative space
• Composition - viewfinders
• Surface - texture and pattern
• Look for ready made shapes to use as a frame - shallow wood or metal containers
• Arrange objects to create relief of Southwood logo using transferable drawing skills to look for shape, space, form, line, pattern and surface texture to compose artwork
• Secure objects onto outside plywood using various methods (glue gun, screws, staples and nails) depending on objects
• Paint with overall colour or school colours, include logo perhaps
• Combined drawing session intro to teachers and classes, guidance in class for teachers and students (½ day)
• Working in individual classes (2 x (2 x ½ days)
• Visit to recycling centre and finishing off (½ day)
• Materials
• Scrap and recycled objects
• Glue suitable for outside
• Other depending on scrap

Example 4

Project Outline
Mod-roc sculptures, Willen Primary School
Approx. 60 year 3 students
March 2008

Brief:

To support Year 3's sculpture module, this project will help the pupils to look at ways that a sculpture can improve the school's environment.

Each class will work collaboratively to design and build a sculpture using mod-roc over a wire armature, which will be site-specific to the school grounds.

Project Aims:

The pupils will identify how the environment influences our lives and feelings. They will be able to suggest how art has been used to improve a place, and take part in a design process to contribute ideas for a sculpture, whilst considering how it would improve the schools grounds.

The pupils will gain an understanding of the sculptural technique of building over an armature, recording from observation and contributing towards the piece collaboratively, by learning to use mod-roc and applying it to the piece. The pupils will paint the sculpture.

Project Process:

The pupils will look at examples of site specific public sculpture; they will take part in the design process for their own work, taking into consideration such factors as the environment in which the piece is to be sited.

Each group will produce a final design for their own class sculpture, then, they will observe and record the process of the armature being built from steel wire. They will document this process in its various stages, using sketches, notes and photographs.

The pupils will collaborate to apply the layers of mod-roc that build up the piece, and work in small groups to paint it.

To ensure a resilient finish, especially if the pieces are to be displayed outside, they should be coated with yacht varnish, which will need to be done in a separate session.

Example 5

Project Outline
Maths mural, Activities week
Stantonbury Campus, Milton Keynes
Approx 20 students,
July 2008

Brief:

To produce mural for large wall space - location TBC. The work matches the mural I previously made with students on campus on the theme 'Space'.

We discussed the theme at the initial meeting and decided on 'Maths symbols' - to tie in with the planned visit to

The students were from various year groups and were mostly studying science subjects and not arts.

Project Aims:

To produce a visually appealing mural.

Work to be robust as area is used for waiting students.

Involve students in interesting project - most participants not arty -so method to be straight forward and inclusive.

Project Process:

Source materials for inspiration from books, internet etc. only pictures of maths symbols, shapes, etc

MDF Boards (approx. no 70) cut to size and primed prior to starting project.

Participants -incl. staff each painted 2-3 boards using acrylic paints. Source materials used for inspiration mainly. The background of all boards was painted black so as to give uniformity to the finished piece.

I mounted the mural using No-Nails mastic, it stretches the whole length of the wall in the waiting area and is set in a design very loosely based on the Periodic Table. I mounted the work about 1m from the ground to make it more secure from leaning on etc.

Dance Showcase

Dance Showcase was created in 2005 by David Jones who at the time was teaching at Hanslope School. As well as teaching dance David was running a dance club and the idea of the showcase came from seeing the children work so hard at learning challenging dances and wanting them to have a real audience to perform to.

Parents and families of the children involved were invited to come and watch as each school performed their practiced pieces.

Following this initial event David has gone on to organise Dance Showcase 2006, 2007, 2008 and 2010. Taking place in various school halls and most recently at Stantonbury Campus Theatre, the event has grown in popularity with more and more primary and secondary schools taking part each year.

This is a wonderful opportunity for schools to come together and celebrate in a sharing of different ideas and dance styles whilst providing a fun and exciting experience for the children involved.