Observations - Wed Wk1

Period 1 - JCP - Y11 Form

10am - Register
10.05 - Shuffle to seat plan: JCP allows groups to form and sit in their own choice of seats but then breaks up those groups and shuffles about, this allows better engagement in class and less distraction for pupils. Most stayed in a pair just to allow some familiarity and comfort but no one ho is disruptive.
10.10 - distributes a consent form for trip[s for the year NOTE: this is bright yellow; is this so that pupils remember the form?
10.20 - Intro to the sessions, a brief overview of what will be covered during the course of the term and year. Personal statements, college applications etc.

During the course of the session, JCP spoke loudly and clearly, in a relaxed manner. Coming across approachable and warm. A relaxed and friendly approach to the group. This is appropriate for a form class in my opinion, as they will be familiar and comfortable with teaching staff, this would allow for a more fluid communication in terms of subjects discussed. 

Period 2 - JCP - Y7 Art

Baseline testing

Students were walked into class and seated in groups of 4, mixed sex groups, I believe this was to break down initial boundaries with year 7s and to allow better social integration etc for each student.

The Baseline test is to establish basic drawing abilities and skills of each student, and to get a feel overall of the level of the class in terms of drawing ability. This would enable teaching staff to have a far better idea of what subjects and tasks to plan based on the level of skill the students have. 
Pupils were asked to "draw a wine bottle" they were given the choice as to whether to draw the labels typography, but told to bare in mind a few key elements such as tone, shade, scale and perspective.

The lesson was a brief 20 minutes due to year 7s being allowed to leave early for lunch.

Based on this I would note that if this had been a full session, I may have prepared slides or examples of the various elements needed to be considered as a cue. However, this could also end up counter indicative of their own understanding.l In terms of a baseline "test" perhaps no cue is more appropriate as this enables teaching staff to establish who has prior knowledge and understanding of those elements.

When the class had completed the task I took a look at their work. There was a vast spectrum of abilities shown, ranging from apparently very little understanding (or interest in art or the task possibly) where line only had been considered, scale and form was limited etc, all the way up to a firm grasp of form with deliberate and considered attempts at shading, typography, shade and tone etc.

If i were to mark this work and have a deeper understanding of the abilities shown, I would consider how to engage those who were of lower ability or interest. 
What is best usually? would you pair up lower and higher ability students? does this work? do you allow those that are heavily engaged and have a natural interest to continue in a comfortable position? perhaps lower ability or interest students may be disruptive to those who are naturally more inclined and talented in the subject?

LOOK INTO THIS FURTHER: RESEARCH: EXTENDED LEARNING: SEE NEXT POST

Period 5 - JCP - Y11 Photography

Class reviewed work from previous year and discussed stage that they are at currently. All work needs to be completed as soon as possible and set up for next part.
The pupils have been exploring reflections as a theme in photography, looking at artists/photographers such as Lee Friedlander - America by car, Jan Groover - cutlery, Daniel Cutler, and Simon Hennessey - sunglasses. 

this was a slow moving lesson overall but is no reflection on JCP as the session was reviewing stage currently and slowly coming back into subject awareness. 

This was the first time I witnessed inappropriate behaviour in class. Two pupils were making very crude sexual gestures and comments, with one particularly being relatively threatening in their demeanour, making strong held eye contact with myself. I found this a little uncomfortable. Will read into how to deal with such behaviour and incorporate in extended learning. I would not tolerate behaviour seen in this session, however I feel that JCP did not witness it. Would be helpful to know how to deal with this in person.

LOOK INTO FURTHER: EXTENDED LEARNING AND NOTES