portfolio 3 further professional development certificate

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Professional Certificate – The University of Cambridge Faculty of Education Teacher -Lead Development Work Group This is a portfolio of a professional qualification I undertook while teaching

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Page 1: Portfolio 3 Further Professional Development Certificate

Professional Certificate – The University of Cambridge

Faculty of Education Teacher -Lead Development Work

Group

This is a portfolio of a professional qualification I

undertook while teaching

Page 2: Portfolio 3 Further Professional Development Certificate
Page 3: Portfolio 3 Further Professional Development Certificate

See below a powerpoint that I created for a presentation to other Hertfordshire schools as part of my project

Page 4: Portfolio 3 Further Professional Development Certificate

TLDW PRESENTATION

Art isn't created in a vacuum. It usually reflects what is going on elsewhere in a culture.

Page 5: Portfolio 3 Further Professional Development Certificate

the power of Art Education to enhance learning, excite and fuel interest in all other curriculum areas is underestimated !

Why is it underestimated ?

*Separation of subject areas.*Stigma attached to art as an anarchic activity.*Misunderstanding of Creativity.*That learning in art facilitates learning in other subjects – but not to reduce it to a prop to service other area of the curriculum

*As a visual resource – record of an event, thing.*As a record of a response to a moment, event, cultural or individual idea.*As a tool for recording or representing knowledge

My Investigation was to promote……..

Page 6: Portfolio 3 Further Professional Development Certificate

11001000

NormansInvade England Magna

Carter

HolyRomanEmpire

ColumbusReachesAmerica Elizabeth 1

MagellonCircles tTheGlobe

BritishColonizeAmerica

SteamEngine

Franklin ExperimentsWithElectricity

French Revolution

U.S Civil War

EvolutionTheory

Colonialism Peaks

TelephoneInvented

Light Bulb

Automobile

AeroplaneInvented

Ww1

Theory Relativity

Great Depression

Ww2

Atomic Bomb

Vietnam war

Apollo Moon Landings

Fall Soviet Union

“There is no aspect of human experience that does not inform art and visa versa”

Page 7: Portfolio 3 Further Professional Development Certificate

“An art object is the work of a human hand and mind, the evidence of a particular moment in history, the product of

a certain geographical region and the expression of a culture” ( Dyson A 1989)

“There is no aspect of human experience that does not inform art…. The whole history of visual arts shows us that artists have been interested in

All aspects of human experience and areas of knowledge”( Hickman 2004)

Page 8: Portfolio 3 Further Professional Development Certificate

Here is the history of Secondary Art and Design Education

Page 9: Portfolio 3 Further Professional Development Certificate

So, radical modernist sympathisers arguedthat artistic performance could/should not

be accurately assessed. Their reaction was…

Protected from the ravages of assessment , the art department became a sanctioned space to develop personal freedoms.

So art was seen as an “anarchic activity, as a result the arts were regarded as of low intellectual

content or a retreat from the moreChallenging subjects “ ( Meecham: 1998:42)

A 1960s understanding of creativity as being linked primarily with being Individual & a gift tothe majority has distorted deeper truths about

Creativity ( Abbs 1989: 01)

= FORMAL ELEMENTS WERE ADOPTED AS THE MAIN MEASURE OF ARTISTIC ABILITY.

Page 10: Portfolio 3 Further Professional Development Certificate

• Art department being physically as well as philosophically set apart from the rest of the School ( Hickman 2004; 107)

• Art education can become perceived to be a discrete domain within education, one that has no connection with other subject areas.

• A major flaw in the system was…“ Precisely our habit of establishing separate territories and inviolable frontiers” ( Read,H; 11)

• Barriers are erected between art and other subjects that prevent students from having access to knowledge, facts and ideas that are fundamental to understanding the visual arts and all subjects.

Many art departments are Isolated from other subject rooms in schools

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‘Creativity’has now made an appearance in the New National Curriculum

Programme of Study. It appears that it has been re- conceptualised and valued as a’ capacity ofhuman intelligence ‘ ( Prentice 15.11.07)

INNER AND INSTINCTIVE CULTURAL INHERITANCE &CRITICAL DISCOURSE

..from imaginal, instinctive thinkingto to concious skill and labour

..tradition &innovation,Creation and re- creation

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Here are some examples of how other subject areas can use Art and Design in their lessons

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THE GOLDEN SECTIONAn exploration with the golden ratio offers opportunities to connect an understanding the conceptions of ratio and proportion to geometry.

The Golden Rectangle

The Golden Triangle

The Golden Spiral

Pentagon and Pentagram

Numeric definitionof Golden Ratio

1/1 = 12/1 = 23/2 = 1.55/3 = 1.6666...8/5 = 1.613/8 = 1.62521/13 = 1.61538...34/21 =

1.61904...

Geometric definitionOf Golden Ratio

An Old man by Leonardo Da Vinci

The Vetruvian Man by Leonardo Da Vinci

Mona-Risa by Leonardo Da Vinci

Holy Family by Micahelangelo

Crucifixion by Raphael

self-portrait by Rembrandt

he sacrament of the Last Supper by Salvador Dali

Bathers by Seurat

Composition in Red, Yellow, and Blue(1926)

LOOK FOR THEGOLDEN SECTION

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ORIGIN OF PERSPECTIVE

Before the 14th Century little to no attempts were made to realistically depict the three dimensional world in art in the way in which we are now accustomed to seeing it.

The first known picture to make use of linear perspective was created by the Florentine architect Fillipo Brunelleshi (1377-1446)

The Renaissance in Perspective

Towards the end of the 19th Century French painter Paul Cézanne (1839 - 1906) began to question the underlying structure of his subjects

First Perspective

Art before perspective

By the late 15th Century, artists were in total command of perpective and were able to create in their art a beautiful and realistic world.

Attack on perspective new reality; this is a painting, not a window.

Page 15: Portfolio 3 Further Professional Development Certificate

ISLAMIC ART

The Islamic scholars of the 7th century quickly embraced Greek philosophy and mathematics - driven by the religious passion for abstraction and the related doctrine of unity. It avoids everything that could be an idol – nothing must stand between man and the invisible presence of god .

GEOMETRY

Circles, for example are crucial in designing arabesque patterns, reflecting in Abstract form the underlying order found in nature. This eliminates all the turmoil and passionate suggestions of the world and in their stead creating an order that expresses equilibrium , serenity and Peace.

SYMMETRY Symmetry and repetition give unity to the more complex designs, as in this panel with a pattern based on pentagons.

Page 16: Portfolio 3 Further Professional Development Certificate

The late 19th and 20th Century

Some new space concepts came in geometry with theNon-Euclidean Geometries of Bolyai, Lobachevski, and Riemann in the mid ninteenth century.

New time concepts came with Einstein's theories, the special theory of relativity, 1905 and the general theory of relativity,1915.Muybridg,Eadweard (1830-1904),

Industrialised, urbanSocities.

Growing impact of machine

A profound pessimism at the growth of populations and their concentration in large cities, fuelled by the increasing control of human life by the machine.

It produced an opposite response in other artists, an almost hystericalexilaration and celebration of modernity

Socialism: mounting demand that Art be commited to the struggle to Change modernity

Evolutinary Theory

Page 17: Portfolio 3 Further Professional Development Certificate

CubismThe possibility of spaces with dimensions higher than three was first studied by mathematicians in the 19th century

The fourth dimension Time, speed, physics theories.

Automoblies, aeroplanes, trains; seeing the world in a more fragmented,abstract way.

Attack on perspective

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Some works that show a time element include those by the Italian Futurists, who sought means of expression compatible with the modern industrial world and to show how we were affected by flux, change, new sensations.

Futurism

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ConstructivismThe revolution in October 1917 left ruins that the new socialist would take on the responsibility to build upon to create a new world for the ‘ new man’. Constructivist art was a new art for the masses, it was to be the new tool that would transform society.

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Abstraction; Stijl movement

A reduction to the essentials of form and colour, simplified visual compositions

To the vertical and horizontal.

It was positioned on the fundamental principle

of the geometryOf the straight line, the square and the

rectangle, combined with

Strong asymmetricality.

Started in 1915,at the end of WW1, when the Need for a new order was sharply felt.

It’s goals were to express a new utopian ideal of spiritual harmony and universality

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What did I do• Questionnaires to gage what the students views were on how art could be used or exists in

other subject areas

• Created and delivered joint lessons with Mr Pearcy on , Perspective and geometry

• Delivered a project introducing students to the renaissance understanding of perspective; students created their own Renaissance Landscape design.

• Altered year 12 Contextual Unit 5 project and introduced linking of all other subject areas into their analysis of art works.

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What did i improve, challenge and learn.

• Improved awareness of Cross Curricular

Opportunities to students and teachers• Challenged students preconceptions of how

art can be used in other subjects• Shared, imparted knowledge , utilised and

used others as a resource.• Learned knowledge, recent, current

initiatives.

Page 23: Portfolio 3 Further Professional Development Certificate

It is fitting to consider that the New National Curriculum

It is not divided into subjects as such, so as to enable, facilitate and promote

cross-disciplinary work.

This begins to loose the educational system that was founded in modernity

and reflects a post-modern education system for a post-modern society. As Herbert Read states

“a major flaw in the system was precisely our habit of establishing separate territories and inviolable frontiers”. (Hickman, R. 2004:p 107)

The common physical separation of the art department connotes a message that it has no connection with other subject areas.