Task 2d: Inquiry

What in your daily practice gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic?

When I first studied art like most students in my art school we had similar goals: to get our artwork into a gallery and to take part in group shows as a way of establishing ourselves. At this point it has never crossed my mind that art bring about social change and that I would be more interested in this aspect. I became more driven and interested in taking part in art workshops and community projects. I enjoyed the experience of working with different artist from other parts of the world and taking art into communities that have been denied the facilities to create art. Up until today I still love and enjoy project work and taking part or delivering art workshops. I have listed a few of the artists I have worked with and who have inspired me to want to continue to be part of community art projects.

Hannah Westwood

Co-organising the Lee Green Art Project with Hannah Westwood was exciting because it created an opportunity for me to use my art and community work skills.

http://www.hithergreen.org.uk/forum/viewtopic.php?t=3730

Klause Klinger

My first major mural art project came in 2001 in Cape Town and from this project I developed the passion for mural and community art projects. Through this project I had the opportunity to work with Klause who is one of the founding members of Farbieber. Farbieber is an art organisation based in Germany who focus on running and planning mural project in Germany and around the world. From working with Klause I became more interested in mural and art projects as an affective learning tool.

http://www.farbfieber.de/UNIQ133571532302865/SES42966971/lang1/doc67A.html

Kemang Wa Lehulere

Kemang is a good friend and fellow artist whose work I find inspiring. He has managed to find a positive balance between getting involved in art projects and working towards furthering his own art.

http://www.biennaledelyon.com/uk/biennale/edition/artists/lehulere,45.html

http://www.goodman-gallery.com/exhibitions/182

What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger?

What makes me upset and angry are professional workers that use young people that they work with to further their own career and use politics to make life difficult for their colleagues who are genuinely trying to make a difference. It’s unfortunate when people become disenchanted with their work and loose sight of the reasons they chose their career path. They forget how much positive impact they can have on the people they work with, especially young people as they are still seeking guidance.

I admire the principle of the school I work at and a particular colleague. They support me in my low moments and encourage me to bring new ideas and approach’s to my work.

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

I love it when I can see that a piece of work that I have been creating with a person or a group has had a positive impact. And to successfully plan and deliver an art project by creating a space for people who might not have had the opportunity to be in a space where they can use art to express themselves.

Workings at my school has made me consider taking up art teaching because I have seen how much the students enjoy themselves when they are in an art lesson and how much art calms them down. I have seen the difference art makes in building confidence and self-esteem with some of the students in schools. I feel inspired when I see that the work I do has made a positive difference to the pupils I work with who struggle to cope in a classroom environment as they have learning and behavioural difficulties.

My mother is the main person who has influenced my love and passion for community projects. She worked for an organisation in South Africa that trained communities living in squatter camps (shacks), about how to build shacks that were safe and also provided building materials at an affordable price. She went on to start her own agricultural and arts and craft project in a remote village in the Eastern Cape. The project provided employment and supplied the neighbouring villages with seedling for the people to grow their own food.

What do you feel you don’t understand? Who do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, or has asked the same questions as you?

I am in the in the process of trying work out if training to become an art teacher is the best way for me to progress in my practice and how teaching will impact on my own art practice. I wonder how I will manage planning art projects/workshops, teaching and taking part in art exhibitions.

I do talk about this with a friend of mine, who is has done an art teaching course and also work in different art projects. She too has founded it hard to stay focus with her art practice, but she mentioned how working with her students has inspired her to continue producing her own art pieces.

Task 2c: Reflective theory

Throughout my life I have used art as a tool to attempt to make sense of some of my life experiences, particularly those I have found hard to explain and/or difficult to understand. Art has been my emotional outlet, enabling me to reflect and make sense of the world around me. I have used art, whether a painting or a sketch, as the tool in which I can reflect on my daily and cumulative life experiences.

Growing up under Apartheid shaped my artwork and how I view the world. Without these experiences I would not have been able to produce my art as the majority of my work has a political and social message (Fig.1). Despite living under an oppressive regime during my youth, I have not allowed this experience to deter me from achieving the goals that I set myself. My drive at work comes from my determination to succeed despite a difficult start in life. My own experience allows me to empathise with the young people I work with who also come from deprived and unstable backgrounds.

    Fig.1 No Condition is Permanent

Knowing how informative a tool art has been to me in the past, I encourage young people to take time to express their thoughts and feelings on paper and to discuss and reflect on their experiences. Art acts as a tool to engage in healthy discussion about often difficult issues which, without being addressed, could lead to negative outcomes.

I have work with young people that were being stopped and searched by the police on a regular basis. I have also experienced this and decided to use it as a subject to reflect on in my own artwork (Fig.2). I began by using my own experience as a baseline before looking at other people’s documentation of events. By the time I had finished my art piece, I had a more rounded understanding of the subject. I exhibited the piece at the College attended by the young people who had expressed their concerns about stop and search. The work provided an informal platform on which the young people could continue with their discussions. Seeing the need for space for young people to express their thoughts and feeling about their everyday experiences led me to work towards creating art workshops and projects for young people.

   Fig.2 Stop and Search

Dewey believed that the interaction with the arts leads to a unique and valuable experience (Dewey, 1934, Module_2_BAPP_handbook_3730_Reader_2_final.pdf).

“He felt that if people had full experience and therefore full engagement with their lives they would be better able to be a part of society, fully engage with democracy and spend time solving worldly problems”.
(Dewey, 1934, Module_2_BAPP_handbook_3730_Reader_2_final.pdf).

Conversation is one of the main tools I have used to practice reflection in the working and learning environment. As well as our meetings and record keeping at work, we also have a catch-up conversation at the end of each day to reflect on our daily experiences by sharing our thoughts and feelings. This is incredibly useful as it allows people to express their perspective on each event and to discuss the pros and cons of the actions taken by each person involved. This allows me to understanding how people view the methods of action I chose to take, to reflect upon their views and to be more informed in my future decision-making. As well as learning it is also a place in which I can share my knowledge with others less experienced. Jeff and Smith view conversation with colleagues as important as supervision and recording. (Jeff T and Smiths M K, 2005)

“Each of these encourages us to reflect on our own experiences, to look to our own feelings, thoughts and actions. Without engaging with these it can be very difficult to work with others. Conversation with our peers around these matters must not be seen as time wasting. Such activities are an essential part of our work. Within them rehearse ideas and evaluate practices.”
(Jeff T and Smiths M K, 2005)

Marry Wolf writes about how a conversation provides a way in which we can either revisit our experiences or entertain the possibilities of future experiences. (Wolf M, et al, 2001). In the learning environment, whether formal or in formal, it is important that the teacher doesn’t just relay on the syllabus, but also considers the students circumstance and draws upon their own experiences to teach effectively. If one of my students has an emotional outburst while I am teaching them a subject, I encourage time out to discuss what triggered the outburst. While discussing this with them I give examples of similar experiences that I have had to show that I can understand their situation. This helps them to relate and open up to me and allows me to equip them with the tools for them to move forward.

In my educational experience I have benefited more in classes where the teacher has taken the time to understand my abilities and to draw on my strengths. As a result, when I am teaching in a school or running a community project I take the time to engage in one to one conversations with each student/participant. By doing this I am able to deliver a subject in a way that best suits a student or a particular group of students. By having an interest in the student/s shows that an educator has empathy and understanding. It also means that they are prepared to learn from the student/s and shows that they don’t just view teaching as a one-way system. Paulo Freire states that education is not a “banking system”.

“It should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.” (Smith, M. K, 1997, 2002)

We all have different ways of learning, which I think is influenced by the subject and the environment in which it is being taught. Some students respond better in group settings and others find a one to one experience more beneficial. When I run workshops or work in schools, I need to be able read the body language of the people I work with and respond appropriately to it. When students are participating in a task some prefer to be left alone while others want to be guided step by step. Their response is often a result of how confident they feel and how much understanding they already have of a subject.

I recently ran a series of printing workshops for young people. The workshops began with me demonstrating a print technique, which I soon realised did not mean that the participants could simply replicate what they had been shown. Kolb designed a learning cycle that breaks down the process of converting experience into learning through reflection. There are four concepts in Kolb’s cycle and each person can enter the cycle at any point, this is described as a learning style.

“The point you start to learn and find meaning is your entry point into a learning cycle. Where you enter the cycle is sometimes called your learning style. Kolb’s learning cycle is a tool for Reflection on how you learn and a tool for approaching experience.” (Module_2_BAPP_handbook_3730_Reader_2_final.pdf).

I can apply his concepts to understand different ways in which the participant’s of the print workshop learnt.

Concrete Experience [doing/ having an experience] eg. being shown how to cut a stencil for using on a screen print.

Reflective observation [reviewing /reflecting on the experience] eg. creating a screen print with their stencil and analysing the process.

Abstract conceptualisation [concluding/learning from the experience] eg. learning by observing the print outcome.

Active Experimentation [planning / trying out what you have learned] eg. reviewing the stencil to improve the desired outcome.

Donald Schon’s concept on reflection-in-action, and reflection-on-action both have relevance to my work, whether I am working in a school, running a workshop or creating my own art. When I am working at school and running workshops I use reflection-in-action during the day, when I need to respond quickly to a situation. I use reflection-on-action at the end of the day during meetings or de-briefs. I use this time to assess how I responded in situations and what I could have done differently. Jeff and Smith give an example of how we use reflection-on-action at our work place by writing journals, keep records, talking to others and thinking about how we dealt with a situation. (Jeff T and Smith K, 2005). I also use reflection-on-action when I do my own artwork. I take time to stand back and observe each piece, before continuing to progress with the work. I also invite other to my studio to comment on the pieces whilst still a work in progress. I feel that both of Schon’s and Dewey’s ‘present’ reflection-in-action and ‘future’ reflection-of-action practices have equal importance and usefulness in my professional practice.

References:

1. Dewey, 1934, Module_2_BAPP_handbook_3730_Reader_2_final.pdf

2. http://lgdata.s3-website-us-east .amazonaws.com/docs/566/269480/Module_2_BAPP_handbook_3730_Reader_2_final.pdf

3. Jeff T and Smiths M K, 2005, Informal Education: - Conversation, democracy and learning (Community Creative Choice Change), Third Edition,  Education Heretics Press, 113 Arundel Drive, Bramcote, Nottingham, NG9 3FQ

4. Smith, M. K. (1997, 2002) 'Paulo Freire and informal education', the encyclopaedia of informal education. [www.infed.org/thinkers/et-freir.htm. Last update: December 01, 2011] Look at how

5. Wolf M, et al, 2001, Principles and Practice of Informal Education, Learning through life, Edited By Linda Deer Richardson and Marry Wolfe, RoutledgeFalmer, 29 West 35^th Street, New York, NY 10001

Task 2b: Reflective writing

Journal writing experience

When I first started with my journal writing, I found it easiest to write in the way I had learnt from my past educational experiences with the adaptions I had made to make the process more natural and applicable to my current work. I always used the same format, which included asking myself the following questions:

What happened?
What action did I take?
What action do I now need to take?
What action should I have taken if different?

I would then finish by writing down my thoughts about the event and the actions I took.

I think that the methods outlines in the task may work better or worse for people depending on their type of work. In my job it is important to keep a very detailed record of the days events and the reaction each student has to them. I am required to write very factual reports, with accurate entries and timescales. I realise that writing a journal doesn’t have to be as rigid as this and the methods have pushed me to be more free and expressive in my recordings. Methodically trying each of the different methods has really made me analyse my tried and tested methods. I have learnt new ways of recording my thoughts and experiences. I feel that some of the methods can provided fresh ways of approaching my work, which can only benefit myself, my colleagues and the students that I work with.

Day one - Description

I found the description method very similar to the method of journal writing I currently use, as outlined above. The main difference being that I conclude by giving a summary of what I thought about the event and action taken.

Day two - Initial reflection

The day I tried the Initial reflection method I was extremely irritated by an event that had happened with another colleague. I found the method very helpful as it acted as a outlet to vent my frustrations and analyse what had happened in a more calm and considered way.

Day three - List

I struggled to use this method because I ended up spending too much time considering the order of the list and I didn’t feel that I could summarise the days events into just a few words, however extensive the list. I found list making created too much of a watered down version of my days events and feelings. I also found myself over-thinking how I was writing which I found distracted my thoughts and flow.

I had a look at listography.com, which enhanced my concerns of the method not being as in-depth as I feel I need to be in my journal.

[One entry in listography.com I did find quite amusing was as follows: http://listography.com/sp3zza/about_me/my_dead_to_me_list]

Day four - Evaluation

I think that it is necessary to always evaluate the day’s events. By doing this I can move forward productively in my profession. From concentrating on the evaluation element this day, I realise I should spend more time on this in my future journal entries.

Day five - Graph and chart

I found the graph and chart way of writing overcomplicated, especially after a long and hard day at work.

Day six - What If

I found the ‘what if’ method the most useful of all. It really made me think about the different outcomes that could have occurred during a particularly challenging situation that took place at work that day.

In summary, twice a week I take some of the students from my school to a sister school to access alternative vocational courses. That day I was escorting two pupils that I had never worked with before and two that were very new to the school. On arrival it soon transpired that there have been a mix-up in the courses that the students had been allocated. Because the students I work with have learning and behavioural difficulties, this kind of incident can lead to a very volatile situation. Most of our students do not take well to change or disappointment. It took two hours of one-to-one with one of the students to reassure him and diffuse his anxiety.

When writing my journal I started to think about what could have happened, particularly with the students I had not met before, as I had no idea of how they would react. On evaluation I will now be more vigilant in my approach, ensure that all paperwork is correct and that if there is a possibility of any changes to the days agenda that the students are made aware of this in good time.

Day seven – Another view

The very nature of the work I do requires me to be an empathic person. I always strive to put myself in the other person’s shoes. I have access the student’s personal files, which helps me to understand their past troubles and why they react in certain ways. It allows me to tailor different working methods to each individual. I don’t always get it right he first time and I found this method really made me think about how they may feel in their circumstance. This gave me a more informed idea of how I could adapt or change my teaching method to benefit them both personally and educationally.

Task 2a

Task 2a:  Journal Writing

In the past I have not been the most consistent person when it comes to keeping a journal of my daily events or even making sketches for my art work. This is not to say that I don’t reflect through the day’s events or about my work, but I don’t usually write it down. In any project I work on, I do however, make sure I keep notes and lists. Since I have started to keep a journal I realise that if I don’t write things down I have only my memory to rely on, which fades over time. So far, my experience of journal writing has been very different to my usual noting down or list writing. Making a journal allows me to keep a clear and detailed recording of each day. I have used my journal for writing down ideas, recording events of the day, keeping meetings notes, noting actions that need to be taken and to express my overall thoughts on all of my activities throughout the day.

Writing in my journal is like having a conversation with myself, but talking out loud rather than in my head. I feel that writing an idea down and then spending time to reflect back on it helps me process my thoughts. It enables me to visualise how an idea could actually work, which in turn makes it easier to turn a thought into reality. This has been the most positive outcome for me of writing a journal.

I have had an idea for some time to run an art project at my school. After talking to the Headmaster about the project, I have been asked to put a proposal together to present to the management. I have had informal conversations with other staff members who I would like to work with. The project did not feel real until I started to write about it in my journal and have that first conversation about it with myself. I started to think about the aims and objectives, staffing, time scales, materials and who the participants would be. From this point, I felt that I could start contacting relevant people to brain storm some ideas; sourcing materials and to talk about possible obstacles.

Through simply writing my ideas down I was able to take action. I had a really good meeting with my colleague, in which we addressed some of the aims and objectives and decided on what we needed to do to facilitate the project. My journal provided the personal space I needed to reflect on the meeting and even writing this blog enhances that reflection process. I have realised how keeping a journal can be beneficial to my working practice, so I will continue having conversations with myself out loud.

Task 1d

http://www.flickr.com/photos/utrophia/

Starting out on the BAPP

This has taken me a very long time to get my head around - uploading video and sitting in front of a camera. Better late than never!!

Task 1c