Week 7 1-2-1 with Sarah. 09.03.20
I had a really good, concise 1-2-1 with Sarah earlier. I have discovered that to get the most out of 1-2-1′s , you need to be really really organised. So I made myself a list of what I wanted to discuss and in what order with Sarah today, to make the most of my time with her.
1) As I was uploading my current WIP, I got Sarah to watch a minuet of my oral presentation from last year, as I wanted to be certain that I had my understanding of what was required of a critical review correct. I thought the easiest way to do this was to get her to tell me whether what she listened to from 1:30 seconds was basically critical review. Her feedback was yes thats basically it, but just make sure that you are pointing your thoughts, opinions and reflections back to other practitioners. ORAL PRESENTATION SUSTAINABLE PROSPECTS This was exactly as I thought, after the intro to the week with Steph earlier when we were discussing the Critical review of practice , so I was happy with this.
2) We went through my current WIP which currently stands at -
We discussed the constructed image I created of the reward chart that was in Finnley’s classroom at school that I wrote about why it didn’t work HERE and I discussed how I was trying to get my images to show the difference between working to a set programme at a desk, for the GCSE’s and A-Levels as the older two are, compared to the more natural, child-led learning of our younger two.
I then next in my list, showed Sarah the pages from the French calligraphy script writing book that I picked up when we were in Paris in 2017 and how I was going to present my images from this module as an album. I will be using the background of this book for the album, with the images and then comments, quotes or descriptions of the children’s underneath the images. I explained the link here to the work that Steph had showed me of the day to day life of Albert Hastings, that I wrote about here
This is a page from the book that I am planning on using. I am considering this as I really like the play on using and juxtaposing the traditional educational element of the script book, with the photography inside, and feel it sets a good balance with the images showing the juxtaposition of the child-led learning, which seems at times to run in direct opposition to the structured grades based learning that our four children are currently doing. It also means the kids will have somewhere to write their words to keep it neat and aesthetically pleasing. I want there words in there, but I do want the album to look well constructed and thought out.
I then discussed with Sarah the possibilities of how I wanted to collaborate with my children on this. My ideas were
- Get the to write out their thoughts to do with home education and/or schooling
- Give them set image and get them to describe or caption the images as in the day to day life of Albert Hastings
- Put all of the final WIP on the table, and let the children pick whatever images they want, of themselves, or their siblings , or the ‘traces’ and let them write whatever they would like to with it, their thoughts, feelings, a caption, anything.
Of all the options Sarah was most drawn to the third as it meant that there was no way for me to lead the text of what the children would write, and I agree with this assessment, and am going to attempt this way first and see what the children come up with, obviously I need to be mindful of what to include as they are only children after all (well some of them !)
We then discussed the ‘THURSDAY @ 1pm ‘ mini project that I did with the home educating community last week, where I had just over thirty families take a snap shot of whatever they were up to at 1pm on the Thursday (I only organised it on the Wednesday) as a way to try and illustrate the breadth of the possibilities and scope of home education , and the freedom that allows parents. We discussed possible uses of this collage of images, as a potential fly-leaf or , tracing paper-esque chapter into to each chapter in the book. Where I could have one for home education, one for alternative schools, one for worldschoolers, and get the relevant groups together to do similar mini projects for each. Sarah seemed to think that this was a good idea and seemed enthusiastic at what I had achieved I think.
I then discussed how Sarah would prefer I show the research I have done in past modules that still informs my work now, such as the write ups and research on Jordi Ruiz cirera , Elionor Carucci, and others. I explained that because my project is quite different to a lot of the projects my peers are doing, there is research I did in module 1 that is still extremely pertinent and relevant. It seems counter productive to use my time re-writting CRJ posts on these authors and practitioners , but I don’t want to miss out on any grades, and I do want tutors to know who and what is informing my work. We discussed the possibility of linking the relevant blog posts, but as I was wondering about not being marked on anything from past modules, I wasn’t sure how this worked, so Sarah is going to chase this up with Steph for me and double check.
Last we discussed my discovery of ‘The Routledge history of childhood in the western world’ and how the accidental discovery of this book in the canvas library online is perfectly tying together my work with children, the educational aspect, the artistic aspect, and the theory we have been learning about this module. I couldn’t stress enough to Sarah , just how amazing this book is , how it seems to of been written personally for me, encompassing some of my most important areas of research and interest. I am going to do a whole blog post about this book and what I am gaining from it, so I will link THAT BLOG POST HERE when I have .
Altogether, it was a really productive 1-2-1 in that I got to share many of my images, ideas, where I am at at the moment, what I am concentrating on, and researching, things I haven’t had time to go into in as much depth in forum discussions. I also was forward planning for when we have the group crits at the face to face as I am seeing Sarah and Steph together, and I wanted to of explained a lot of the backstory before I go in there so that they can concentrate on the images, without be chattering on at them about them too much on the day.
Graham, Rebecca. Sustainable prospects. 02.12.19. ORAL PRESENTATION. Bambino art. Available at https://www.bambino-art.co.uk/sustainable-prospects-oral-presentation/ (Accessed 09.03.20)
Graham, Rebecca.WEEK 7, THE NOTICED BOARD. A CONSTRUCTED NARRATIVE 06.03.20. Bambino art. Available at https://www.bambino-art.co.uk/week-7-noticed-board-constructed-narrative-06-03-20/ (Accessed 09.03.20)
Graham, Rebecca.Week 5 1-2-1 Steph. 21.02.20. Bambino art. Available at https://www.bambino-art.co.uk/week-5-1-2-2-steph-20-02-20 (Accessed 09.03.20)
Graham, Rebecca. 2019. SUSTAINABLE PROSPECTS CONTEXTUAL RESEARCH WEEK 5 (PART 2) . Bambino art. Available at https://www.bambino-art.co.uk/sustainable-prospects-contextual-research-week-5/ (Accessed 09.03.20)
Graham, Rebecca. 2019. CONTEXTUAL RESEARCH WEEK 7 (PART 1 ) : Researching photographers : Elinor Carucci . Bambino art. Available at https://www.bambino-art.co.uk/contextual-research-week-7/ (Accessed 09.03.20)
‘The Routledge history of childhood in the western world’ . Routledge Taylor and Francis group. Available at https://www.routledge.com/The-Routledge-History-of-Childhood-in-the-Western-World-1st-Edition/Fass/p/book/9780415782326 (Accessed 09.03.20)
Fig 1, Graham, Rebecca. 2020. Week 7 WIP
Fig 2, Graham, Rebecca. 2020. Week 7 WIP
Fig 3, Graham, Rebecca. 2020. Week 7 WIP
Fig 4, Graham, Rebecca. 2020. Week 7 WIP