The Visual Arts in YIS

List of Contents:

1: YIS and the Visual Arts..................................................................p. 2

2: The Visual Arts in MS …………………………………………………p. 3-4

3: Proposals for the Visual Arts ……………..…………….………..…..p. 4-5

4: Resources for implementation …………………………….………..p. 5-6

5: Estimated Costs and Possible Phasing….………………………...p. 6-7

Appendix: Further information and links……………………………….p. 8-9

JMC 2009

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1: YIS and the Visual Arts

The majority of visiting speakers to YIS over the last few years, from Steve Heppel to Ian Jukes etc have stressed the need to develop more creativity through modern technologies to in order to better equip students for the future. The well known TED discourse by Ted Robinson on creativity in schools, quotes Picasso as saying, 'All children are born artists. The problem is remaining artists as they grow up.' For 'artists', for our times it is necessary to also read 'designers'. In the UK, the government agencies have been focusing on this over the last few years, such as the QCA on Creativity.

There have been creative developments in YIS that use technology in several areas, including; the introduction movie making projects in English, Design projects and presentations in HKC and Digital Carpentry, (3D computer modeling). If MYP were to be introduced in MS, the future of the VA and the delivery of the Technology component would require serious consideration. To develop an effective cross-curricula strategy, the delivery of at least some of these creative projects would need a more planned and structured approach.

Over the last two years the VA Department has fully adopted and implemented a new criteria based assessment system for MS students, which is operated through individual Student Assessment Portfolios. The creative process is emphasized in each project, to ensure critical thinking skills are developed through planning exercises, group and class discussions, class presentations and discussions and written reflections. Completed work is posted on public display on the web. However, it is felt that an impasse has been reached. Owing to the brevity of the time involved for each project there can be no more meaningful development at this stage, and some media are consciously avoided. An examination of this 'time' factor is examined in the following pages.

Within the VA Dept., there have been major improvements in the Design and technological capability over the last few years, such as new work tops to facilitate newer macs, design software, a new projection system…..etc. This has been augmented with a new pedagogical and assessment approach, which builds on that in MS, i.e. assessment for learning. All HS VA students also have Student Assessment Portfolios, have their work online and engage in regular critical thinking exercises. Despite the current Gr.12 group (only 5/6 students opted for any Arts at all), the trend on the number of students in VA is on the up. This has also been facilitated in no small way by timetabling changes over the last few years:

the introduction of two Art & Design Foundation classes in Gr.9 the introduction of a 5 lesson IGCSE Art and Design class into Gr.9 the introduction, (next year) of an additional Art IGCSE course in Gr.10

It has been my experience that YIS HS students arrive in the VA lacking both an adequate breadth and depth of skills and understanding relative to their age group. The currently total VA numbers for HS stands at 65, and as these courses are all elective, this would tend to suggest there is a strong student demand for VA courses. Is this being met currently in MS? Following is an examination of the current provision of the VA in MS and recommendations to help find solutions to the issues identified.

Recommendations have been written in red font in boxes in relevant areas.

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Table (ii): The current number of lessons per year, for the 3 year duration of MS.

Rank(time)

Subject Gr 6 Gr. 7 Gr.8 Total

1 Human Kind Core 280 245 245 770

2 English 175 175 175 525

2 Japanese 140 175 175 525

2 Mathematics 175 175 175 525

3 Modern Lang or EAL 105 140 175 420

3 Science 140 140 140 420

4 PE 105 105 105 3155 Music 105 105 70 280

6 Drama/Voice 88 88 88 264

7 Visual Art 44 44 44 132(b) Continuity

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2. The Visual Arts in MS

(a) Table (i): The current MS lesson allocation by subject

As Art students engage in Art for short periods of approximately only 5 weeks per semester, (outside of which Art is discontinued), students cannot build up and reinforce skills incrementally over the 3 years.

(c) BalanceIn terms of overall balance the above tables omit the large time commitment outside of lessons for the different areas. eg:

academic subjects: homework program and revision for examssports: playing in various team sports, (practices and games)music: rehearsals for performances of the various bands, choirs etcdrama: rehearsals for plays

Conclusions:- MS Visual Arts students receive an inequitable lesson allocation.- The learning of MS Visual Arts students suffers from the lack of continuity.- MS Visual Arts students also lack equal 'time opportunity' outside of lessons.

The lack of time allocation in MS allows only certain basic skills, in relatively few media, to be practiced in 6 x 5 week periods over the there years. As MS and HS form an educational continuum, the effects of the current situation on HS Visual Arts students should also be considered.

It is therefore only logical that this must at least be a contributory cause to the fact that, (in my experience), YIS students arrive in HS Visual Arts lacking both an adequate breadth and depth of skills and understanding relative for their age.

3) : Proposals for the Visual Arts

To facilitate this, YIS students need to be offered a broader range of creative opportunities, particularly design and technology orientated. This is also an important consideration if the

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Recommendation 2:

YIS students should have equal opportunity of access to the Visual Arts throughout the M.S. and H.S. The VA program should offer the appropriate time and facilities to students in order to broaden and deepen the range of skills and techniques offered, thus creating access to more routes to a wider variety of creative college courses and professions.

Recommendation 1:

As the current MS system disadvantages students in the Visual Arts, and it does not deliver the students the 'balanced' educational experience, (described in the YIS mission statement), regardless of the outcome of current debate regarding the implementation between MYP and the HKC, this issue needs to be addressed.

school does adopt the MYP. The Technology component could play a significant part in the future development of the Visual Arts Department.

a) Students could engage in designing and making various - patterns for fabrics/wallpapers - clothes/costumes/accessories- graphics for various purposes, including larger scale work- 3D designs of objects and sculpture, buildings and interiors- comics- animated movies and cartoons

b) These could be 'real life' projects, integrated into existing school events and structure, (as currently happens in Business Studies). Here are some possibilities:

Posters/invitations to YIS Social/Music/Drama/Sport events Costume designs for Drama productions Set designs for Drama productions Designs for YIS team sports wear/bags Designs for YIS school stationary products, momentos etc Collaboration on creative assignments for other subject areas Designs/animation etc for school magazines/webpages/newsletters etc Designs for companies with links to parents

4: Resources for implementation

a. Time Any serious attempt to improve the depth of the MS VA program will require a more equitable time allocation.

b. EquipmentAn attempt to broaden the skills offered will require more equipment, and eventually an additional room.

c. Staffing Both points 1 and 2 have planning implications for staffing. This may be resolved by using the rest of FC's timetable, who is very keen to integrate further into the VA. He also has a lot of technological skills to help implement future plans. There will also be PD costs to help sustain any proposal.

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Recommendation 3:

To best meet the needs of the students and YIS and to ensure the most effective implementation possible, it is recommended that the Administration and V.A. should embark on a collaborative, coherent 3-5 year plan. Any such plan should made be in conjunction with the current broader review of the MS Curriculum, (including the creative and performing arts).

This approach could be supported by investment books, software, (including updates and guides), magazine subscriptions, visiting creative professionals to YIS, visiting creative alumni to YIS, student visits to Design companies, colleges/courses etc.

Audit of current Visual Arts resources:

VA Teachers experience/technical skills auditteacher experience/skillsJMC Interior Design, 3D modeling, Graphic Design & software knowledge, printingFC Design software training, IT training,N Design software knowledge/ sewing machine/

Conclusions:A comprehensive program is required to update resources to best equip the Department for the wider range of creative activities, (as outlined in 3a).

More training would be also required for use of up to date software and equipment for all VA staff. Familiarization with Fashion Design processes would also have to be engaged in, as this is also an area of strong student interest.

5 : Estimated Costs and Possible Phasing

Math is not my strongest point, but an example of a possible phasing process has been included in an estimated costing calculations below, allowing for a rolling program of growth over 3-5 years, when eventually an additional room would be required in order to offer the fuller program. This clearly would need further work and detail, but does help establish some idea of possible costs.

Equipment audit equipment qtymac desktop 6mac tower (-50% capacity) 1scanner 1Small format tablets 7Digital camera (mine) 1Video camera 1Flip camera (new) 1Projector/screen (new) 1Mobile projector 1mannequin (mine) 1sewing machine 1batik kits 8clay electric wheels 3

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The provision of technological resources, storage facilities and the size of the work surface areas have improved dramatically over the last few years. This has been facilitated through the annual "Department 'Review and Proposals' Documents.

To the left is an inventory of existing equipment in the Visual Arts room. This is better than before, but still basic.There are already several high spec computers and other equipment around the school. An evaluation study could be made of the work carried out on them, to determine if they could be exchanged with current VA computers, to allow for quick upgrade, as computers which regularly use Design programs require a high spec.

C Capitol Costs qty Cost per unit

sub totals Qty per phasep.(i) p.(ii) p.(iii) p.(iv)

*Large format printer* 1 750,000 750,000 1 - - -A4/A3 laser printer 1 (ordered) ? 1 - - -LCS graphic tablet 1 200,000 200,000 - 1 - -mac tower 3 200,000 600,000 1 1 1 -mac desktop 5 150,000 750,000 2 2 1A3/A4 inkjet printer 1 50,000 50,000 - 1 - -high end digital camera 1 80,000 80,000 - 1 - -washing machine 1 60,000 60,000 - 1 - -

total cost 2.490,000 1,250000 890,000 350,000 -

smaller item costs qty cost sub totals p.(i) p.(ii) p.(iii) p.(iv)sewing machine 6 15,000 90,000 2 2 - 2video cameras 5 20,000 100,000 1 2 1digital camera 2 30,000 60,000 1 - - 1scanner 2 10,000 20,000 - 1 - 1portable hard drives 6 30,000 180,000 2 2 2 -small graphic tablets 6 6,000 36,000 3 - 2 -mannequins 6 10,000 60,000 1 1 1 3

total cost Y 546,000 168,000 160,000 102,000 140,000

Other resources qty cost sub totals p.(i) p.(ii) p.(iii) p.(iv)black out facilities - (this year) 40,000 tripods 2 10,000 20,000 card readers/bridges 3 5,000 15,000 inks/papers for w/f printer PA 70,000 70,000 Fabric cutters sets 20,000 20,000 Fabric dyes sets PA 20,000 20,000 total cost Y: 185,000 165,000 110,000 90,000 90,000

other costs/works cost p.(i) p.(ii) p.(iii) p.(iv)new counters and storage t.b.c. new chairs/stools 30,000preparation of new class room t.b.c. staffing (F.C.?) - - - - -

Phase (i) - preparation of wide format printing area- repositioning of counter tops, (and secure area for LCD tablet)- planning of courses- liason with IT for identifying and ordering best equipment- planning of appropriate staff PD

Phase (ii) - new countertops/storage provided - ongoing staff PD- increase in teaching hours

Phase (iii) - planning of courses- ongoing staff PD

Phase (iv) - additional classroom provided- creation of full time VA teaching position (FC)

6 : Appendix: Further information and links

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A sample of Art and Design related Courses (Savannah Arts College):

Accessory DesignAdvertising DesignAnimationArchitectural HistoryArchitectureArt HistoryArts AdministrationBroadcast Design and Motion GraphicsCinema StudiesCommercial PhotographyDesign ManagementDigital PhotographyDocumentary PhotographyDramatic WritingFashionFashion Marketing and ManagementFibersFilm and TelevisionFurniture DesignGraphic Design: Historic PreservationIllustrationIllustration DesignIndustrial DesignInteractive Design and Game DevelopmentInterior DesignLuxury Fashion and ManagementMetals and JewelryPaintingPerforming ArtsPhotography Printmaking Production Design SculptureSequential Art Sound DesignTeachingTelevision ProducingUrban DesignVisual Effects

A sample of Art/Design related careers:

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- Advertising - Architect - Ceramicist - Cinematic photography - Corporate Image consultant - Costume Designer - Design Consultant - Design Manager - Fashion Designer: Clothes design - Shoe Design - Lingerie Design -Accessories design -

Merchandise buyer - Furniture Designer: retail - leisure - domestic- Graphic Designer : computer/web- game design - computer animation (cartoons/manga)

- web page design and layout CGI (SFX for movies)- print design - magazine design/layout - packaging design - logos - business cards - letter headings - book illustration - comics

- Interior Designer: Offices-Retail -leisure bars/cafes/restaurants -civic buildings - domestic - Industrial Designer - Jewelry Designer - Landscape Architecture : Urban environamnt - Model builder: architectural models - SFX models for movies - models for set

designers - models for product designers- Photographer: news - fashion - - Product Designer: electrical appliances - toys furniture - Set designer: television - theatre -movies - Textile Designer: patterns textures for fabrics and papers

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Further Quotes and links:

"I think managers have to BECOME designers, not just hire them. I think CEOs have to embrace design thinking, not just hire someone who gets it." Link to the text of Bruce Nussbaum's speech on management and creativity to the RCA, in business week magazine.

"Creativity is just connecting things. When you ask a creative person how they did

something, they may feel a little guilty because they didn’t really do it, they just saw

something. It seemed obvious to them after awhile. That’s because they were able to

connect experiences they’ve had and synthesize new things. – Steve Jobs

A link to the webpage on the development of creativity in the UK curriculum creativity in the UK

'1998 US Department of Labor statistics that tell us that 1 out of 2 workers today has been working for the current company for less than 1 year; and that 2 out of 3 have been working for the same company for less than 5 years. Add to this that the Secretary of Education, Richard Riley, was recently quoted as saying that none of the top 10 jobs that will be available in the year 2010 exist today; and that these are jobs that will require workers to use technology that hasn’t been invented yet to solve problems that we haven’t even thought out yet. Ian Jukes "Facing the Future", p.12

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