Art & Design
Case Study 1
A school decided to support the publication of a regular newsletter targeted at students. A year 10 art and design class was set the task of producing three editions each term, to be sold for profit throughout the school. A small start-up loan was given to the group with a fixed amount of interest. The whole class made decisions on the format and design. It was quickly realised how important it was to create attractive issues, which appeared on time and sold well. An editorial board was established: other students or groups took on the roles of reporters responsible for gathering and writing content. The team had to estimate production costs, decide upon a name, determine content and identify any regular features allocating responsibility appropriately. They fixed the sale price, arranged production schedules and conducted a marketing campaign to launch the publication. One aim was to pass on a successful operation to the next year 10 group. For this project students demonstrated teamwork, information gathering and editing skills through creative decision making well as artistic flair.
Case Study 2
A local Education Business Partnership (EBP) funded the creation of a theatre company for 20 students with histories of low achievement and disaffection. The task was to create a play linked to the construction industry, reflecting the world of building sites and the skills needed there. Inclusion of mathematics and an explanation of on-site health and safety rules were essential. Construction Industry Training Board (CITB) support was provided throughout. Students had full creative freedom within a strict budget. They designed the set and costumes and wrote the script. An accompanying numeracy work booklet was produced, covering such themes as measurement, volume and building plans. The project lasted over two terms, culminating in performances in the school arts centre for junior school audiences. Over 250 children raised the profile of a skills shortage area, raised student aspirations, enhanced numeracy skills and gave experience of controlling spending.
Case Study 3
A school expanded its partnership with a neighbouring art gallery to explore drawing techniques ranging from sketch work to graffiti. The gallery led the scheme, using four professional artists (all non-teachers and self employed) tasked with introducing experimental artistic approaches. Workshops were provided over a term. One artist maintained project continuity. In addition, some students recorded the process in a three minute video documentary, supported by a film-maker who introduced technical skills and guidance. A second group developed a series of workshops for year 9 students as part of the school arts week. A third group planned, organised, installed and hosted a final exhibition of student and artists’ work in the new school gallery for a series of opening evenings. Students gained insight into creativity presenting and communicating ides about art, developed organisation and management skills and examined the pressures of independent employment in the art world.
Case Study 4
A school gained funding to build a new art block. The head of art decided to use the opportunity to involve disaffected art and design students, with little knowledge of business and industry, in a series of practical tasks associated with the new building. This carefully monitored project involved the students in four main activities:
- designing the main sign for the new block, requiring research within the school
- reviewing lighting needs in the new building with help from an electrical engineer
- creating a sculpture at the approach to the new block with help from a professional sculptor
- drawing up a business plan ‘in competition’ with the actual builder. This required them to set up a company, draft plans, calculate prices and assess competition.
The project provided a real incentive to disaffected students since their designs became part of the new school fabric. They learned about businesses and were introduced to unfamiliar enterprising and creative demands.
Case Study 5
A new life skills programme was designed by the special needs unit for a group of 15 disaffected students. It began with an arts and crafts theme. A weekly schedule was drafted defining skills to be developed as well as the deadlines required for making and delivering Christmas cards. A professional designer provided training. Students designed cards and selected the best ones for production. Manufacturing techniques were practised before prototypes were produced for marketing displays. A student development team then devised a company logo, costed and priced the cards, designed an order form composed a quality control checklist and a marketing plan. Local dignitaries visited the project. Project profits made were later donated to charity. Students gained business and marketing experience, financial skills and worked as a team in decision making.
Case Study 6
A school linked with a local museum of metal sculpture and an art and design subject year group visited the museum for a creative session. Students were given the task of designing a cast-iron tile. Simple metal engraving tools applied to scratch blocks produced individual designs, which were then prepared for an open-air casting process. Here molten metal was drained into ladies and fed into the tiles. This dangerous activity had to be carried out by a group of professional metalwork artists visiting from an American university. After the tiles were allowed to cool, the moulds were broken and the final products (all original work by the students) were taken back to school. The tiles were used for an outdoor school display. Students met practising artists and learned how they organised their businesses. The exciting demonstration of metal casting gave students creative experiences that could not be provided on school premises.
Case Study 7
Five city schools joined in a project led by their museum aimed at interpreting fine art for a culturally diverse group of students through interpretative dance programme. The activity was supported by teachers, museum staff, musicians and specialist artists. Students created dance programmes and costumes interpreting paintings by constable. Five students came from each school. None were especially talented or dance trained and several were facing possible exclusion. Four from each school were designated as designers and dancers; the fifth joined a special IT group, which created a digital diary of the week-long activity. Students first selected two paintings as a focus for their work. They then designed costumes and dance routines and produced a highly successful weekend public performance in the art gallery. All work took place on museum premises, or in the professional dance studios of a nearby theatre Outcomes were reported back to school through assemblies and using a CD of work during the week and the final performance. Students demonstrated teamwork, planning and creativity and awareness of deadlines.
Case Study 8
A teacher introduced a task by briefing the group that a film company was seeking an organisation to promote and launch their latest blockbuster film (any real current example). Students were asked to develop ideas to form a proposal for this job. This involved designing and producing posters and other imaginative art work, and planning a themed launch party with special features relevant to the film. This took the form of a labeled floor plan or model of the area to be used for the party, which the students produced, indicating the events or activities in the spaces provided. The film company was looking for at least three original promotional ideas. A visitor from a company, which organised conferences and promotional events, helped students with their initial ideas and later joined the judging panel, when each team made a presentation describing their ideas. Students demonstrated creativity, self reliance, confidence and developed business understanding about marketing.
