ARTS AWARD TH SPACE 11 MARCH
PART 1 : R E F L E C T I N G O N YOU R ARTS AWAR D
REFLECTING ON YOUR ARTS AWARD • For part of your Arts Award you must reflect on what you have learnt as you go along. STEP 1 - INTERVIEW REFLECTION • In pairs, interview each other on how your Arts Award is progressing, using the following questions as prompts. • Switch roles when prompted by your teacher so that both of you have a chance to be interviewed. • Try to avoid answering questions with closed statements. • Q1: What discipline have you chosen for your Arts Award? • Q2: Why did you choose this? Did you have some experience already? • Q3: What do you want to achieve by the end of the project? • Q3: Have you begun participating in this art form already? Please can you give me some details? What have you learnt from this? • Q4: If you had to rate your confidence in this art form between 1 and 5 (5 being the most confident) what would you grade yourself? Why? • Q5: What are your next steps for your Arts Award project?
REFLECTING ON YOUR PROGRESS STEP 2 - PERSONAL REFELCTION • Please follow up this interview by completing page 1 in the booklet provided. • A good reflection demonstrates that you understand what you have learnt and what you need to do to improve your work.
PART 2 : R E V I E W I N G AN EVENT
REVIEWING AN EVENT • For part of your Arts Award you have to attend an arts event of your choice and review it. Today we will work on reviewing skills to help you with this task. Class Discussion What is a review? Can you think of any examples of a review you have read? What is the purpose of a review? What do you think a successful review might include?
Review Writing Skills • Review writing tends to be a piece of writing in which you offer your personal opinion. Your own personal knowledge will make your conclusions count. To demonstrate how much you do know about a topic, you will need to support your points with valid reasons. A review: • focuses on strengths and weaknesses • uses evidence to support ideas • draws a conclusion, saying whether something will be useful for, or interesting to, its audience and purpose • gives personal opinion with confidence and authority • Like all text types, review writing has certain fairly fixed conventions (called 'genre conventions'). A good way to get used to these is to analyse an existing review and to use it as a 'style model' or example for your own writing.
Below is an extract from an example of a review of the book The Darkest Realm by fiction novelist John Paul Grimeson. This particular reviewer did not like what they read. Can you spot the following techniques being used? •The reviewer’s opinion •Alliteration •Direct address •References •A metaphor
‘A part of me thinks that Grimeson would have been better sticking to TV scripts because his book is a ridiculous read! What book, you ask? The book I am talking about is The Darkest Realm, written by John Paul Grimeson. Grimeson is a well-known TV writer and has written scripts for many things such as Kenyon Street and Deeside. In fact, The Darkest Realm started life as a screen play for TV: a big bag of words that should have stayed this way!’
These are some of the typical conventions that are being used in this review: •
the review opens in a lively way to state the writer's opinion
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there is a use of direct-address ('you') combined with a question aimed at engaging the reader
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alliteration helps emphasise a key phrase
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references to other well known works by the author helps the reader's understanding
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writing techniques such as a metaphor create vivid imagery that helps engage the reader and also emphasise the writer's negative view
Look at the following image by Cartoonist Pawel Kuczynski. Discuss it with your partner using the following question prompts: What do you think it is about? What is the artist trying to say with this image? Do you like it? Why? Why not? What do you think about the quality of the artists drawing and the medium they have used?
Have a go at writing your own review of this image. Try to include as many of the techniques identified in the book review as you can: • Your own opinion • Alliteration • Direct address • References • A metaphor
Reviewing an Arts Event: due 13th May Your task is now to attend and review an Arts Event in your own time. You can attend an Arts Event directly linked to your project or something completely different. Examples of events to review: - The Bridgewater Hall concert that all of Year 7 will perform at - In school Arts Exhibitions - Exhibitions at local Galleries - School productions - Any theatre or concert you have attended outside of school You must provide evidence that you attended the event (photos/tickets etc.) and a review of the experience. • Please spend a few moments familiarising yourself with the Showbie deadlines and iTunes u post titled ‘Reviewing an Arts Event’. • This is where you can find review templates to help you with this task. • Your final review could be written or in video form. Either way, you should aim for detailed and reflective content involving the techniques discussed today. • Any further clarification on this task can be provided by your Creative Arts Teacher or Arts Award Advisor.
PART 3 : S K I L L S SHARE
SKILLS SHARE • For part of your Arts Award you have to share your arts skill with others. • This could mean teaching someone how to play a note on an instrument or demonstrating a particular technique for painting. You could teach your peers how to write a poem or how to devise a scene from a play.
• You will all be given a 5 minute slot after exam week in May in one of your Creative Arts lessons. This 5 minute slot will be your time in the spotlight to demonstrate and share your skill with the others in your class. • The timetable for this will be published after the Easter Holiday.
SKILLS SHARE TASK • This video is an example of a skill share: https:// www.youtube.com/watch?v=0vC8R5UogU4 • The person watching the video will be able to learn something new. The creator of the video is aiming to teach or instruct through sharing their Arts Skill. • Watch the clip on your iPad and have a go at drawing the cat with the paper provided. • I would recommend pausing the video as you go along. You have a maximum of 10 minutes to draw the best cat that you can.
SKILLS SHARE TASK FEEDBACK • What skills have you learnt from this video? • How did you learn how to draw the cat from this video? • Was it easy to follow? Why? • Was there anything that could have made the video more effective? • There are no verbal instructions in this video. Did that make a difference?
PLANNING YOUR OWN SKILLS SHARE • You will now have some time to think about and start planning your 5 minute skill share using the sheet provided. • You should use full sentences and your best written English to complete this. • There are many ways in which you could complete your skill share. A few examples are outlined on the following slides.
MUSIC SKILL SHARE EXAMPLE Student A is completing his Arts Award in Music because he plays the Trumpet. In his Skills Share he shows the class how to hold the trumpet correctly and how to stand correctly when performing. He asks for a volunteer from the group to come up and have a go at holding the trumpet correctly and he gives them some feedback until they have the position just right. Student A then explains to the class how a sound is made on the instrument and the purpose of the valves. He describes what a ‘good’ sound is and what an unsuccessful sound is and demonstrates both of these. He finishes the presentation by playing a few lines from one of his pieces.
COOKING SKILLS SHARE EXAMPLE Student B has been devising his own recipes for his Arts Award. He has learnt how to cook by following written recipes and by watching instruction videos on YouTube. Student B chooses one part from one of his recipes (for example decorating the final product). He makes his own instruction video of himself, completing this task, whilst he explains to the camera what he is doing at each step. This video is then played in the lesson.
TIPS FOR AN EXCELLENT SKILLS SHARE • Focus on teaching a skill not presenting your work. • Be specific. Do not aim to teach someone ‘the drums’ but show them a specific technique such as making a strong sound on the bass drum or how to hold the sticks correctly. • You could include some visuals such as pictures or a PowerPoint to help you. • If you are making an instruction video; ensure it is no longer than 5 minutes.
PART 4 : INDEPENDENT R E S E A R C H WOR K
P L E A S E P H OTOG R A P H AN D S U B M I T YO U R WO R K TO S H OWB I E U N D E R ‘M A R C H TH 11 S PAC E ’ AS S I G N M E N T