Post 16 Online Art Blog

BTEC National Certificate
Year 2
Self-Directed Project

Starting Points....
Unit 57 (10): Assessment Criteria Fine Art Principals:

1 Be able to research ideas and subject matter in fine art
2 Understand the influence of external factors on others? fine art work
3 Understand external influences in relation to own fine art work
4 Be able to evaluate and present research findings.

Grading criteria
To achieve a pass grade the evidence must
show that the learner is able to:
P1 research and explain fine art ideas and subject matter
P2 demonstrate understanding of the influences of external factors on others? fine art work
P3 show understanding of external influences in relation to own fine art work
P4 evaluate and present research findings.

P1- Using your Design Brief understand your work in Fine Art context
P2- Start to appropriate your work- continually annotate your ideas
P3- Make valid and knowledgable connections
P4- Start and continue a journal throughout the project constantly annotating and evaluating ideas/work.

REMEMBER: You have to PASS all criteria before you can achieve a MERIT/DISTINCTION.

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:
M1 purposefully research fine art ideas and subject matter, clearly relating the influence of external factors on the generation of others? fine art work
M2 experiment purposefully with a diverse range of materials and methods in creating individual ideas
M3 produce a considered evaluation of investigations, linking to a coherent presentation of a broad range of research findings.

M1- focused and selected research
M2- Develop and experiment purposeful with appropriate media
M3- Continue with the Journal- entering sophisticated evaluations and annotations throughout your thinking and making processes.

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
D1 independently originate and develop innovative ideas from comprehensive research demonstrating full potential in use of media and methods.

D1- independently undertake thorough research of others? fine art work and practice, articulating original links to external influences
D2- demonstrate informed understanding of a broad range of influences that have explicitly and implicitly influenced own work from initial ideas through development to final realisation
D3- produce a comprehensive evaluation of all research, closely aligning influences of factors on others? and own work, providing a sophisticated and comprehensive presentation of findings.

D1- independently research artists/others work and link sophisticately to your own
D2- understand how your own work links explicitly and implicitly to your initial ideas and final outcomes
D3- develop on going evaluations and annotations through a journal process, making this apparent through your final work.

BTEC National Certificate
Year 1
Primitive Artefacts

TASK 1:
Working with initially Brancusi's work think about the importance of the 'BASE'-
What it does to the sculpture?
How it helps presentation and concept of the sculptural form?
How is holds the sculpture 'together'?

TASK 2:
Analyse the Bases used in Brancusi's work; use keywords such as Hierachy, Stands, Concept, Contrasts, Form

TASK 3:
Design and create at least one double page in your sketchbook which develops ideas of different base shapes. These need to be annotated and linked to ideas about Brancusi and ideas about Primitive forms.

BTEC National Certificate
Year 2
Self-Directed Project

Planning your work through the 12 weeks:

During this week you are required to plan out your work for the next 12 weeks. The deadline for the final outcome/s and all prep work is
Friday 7th December.

Week 1: 10-14 Sept- Write a Project Brief
Gather information, read around the subject and in depth to provide tutors and project with an excellent design brief. Start a personal journal which plans out all your ideas and developments.

19 Sept- Final Project Brief hand in

Week 2: 24-28 Sept-
Collect basic research such as Designers/Artists etc.
Week 3: 1-5 Oct- Focus on UNIT 9
Collate all relevant research and information and present ideas into sketchbook.
Week 4: 8-12 Oct- Focus on UNIT 10
Continue independent thinking, in depth and sophisticated annotations; through simple contextual and cultural referencing.
Week 5: 15-19 Oct- Focus on UNIT 11
Continue independent thinking, in depth and sophisticated annotations; through simple contextual and cultural referencing.

Half Term

Ensure your work is up to date and you are on task
Constantly review your own design brief
Week 6: 29-2 Nov- Develop ideas; experiementing with media and materials
Develop ideas and experiement with a vast amount of media appropriate to your design brief and the basic ideas.
Week 7: 5-9 Nov- Develop ideas and design concepts
Develop ideas and experiement with a vast amount of media appropriate to your design brief and the basic ideas.
Week 8: 12-16 Nov- Finalise ideas
Develop presentation of outcome/s. Confidently develop and refine skills using final media and materials.
Week 9: 19-23 Nov- Experiment towards design ideas
Develop presentation of outcome/s. Confidently develop and refine skills using final media and materials.
Week 10: 26-30 Nov- Develop ideas towards Final Idea/How to present final design/s
Evaluate and Set up final outcome/s.
Week 11: 3-7 Dec- Present final outcome and research work in gallery to all post 16 students and tutors
Week 12: 10-14 Dec- Self-Directed Project to be marked by CJT&LAC

BTEC National Certificate
Year 1
Critical and Contextual Studies

Continue developing investigative work based around Primitive art influences upon contemporary art and artists:

Click here for the Turner Prize

Task
Chose to look at ONE artist:
Yinka Shonibare
CLICK HERE

Chris Ofili
CLICK HERE

Jake and Dinos Chapman
CLICK HERE for BAD ART for BAD PEOPLE

Research about their life and importantly their art work, find out about their influences and the key pieces within their art work (based around Primitive ideas and Cultural backgrounds), collect images and write information in your own words. Present all information appropriately. Include your own independent ideas and opinions on their work.
Be able to compare their work witj Primitive art ideas/philosophy and the work of previously studied artists/art work.

BTEC National Certificate
Year 2
Self-Directed Project

Individual Starting Points:

Angus Attenborough-

RICHARDS ROGERS; SIR NORMAN FOSTER; FRANK LLOYD-WRIGHT; ARCHITECTURE(History of); SPACE; BUILDING SCHOOLS FOR THE FUTURE; CHARLES RENNIE MACKINTOSH; GLASGOW SCHOOL OF ART MODERN ARCHITECTURE; ARCHITECTURAL DRAWING/TECHNICAL DRAWING

Becki Calver-

COMICS; MANGA; ROY LICHTENSTEIN; RAYMOND PETTIBON; DAVID SHRIGLEY; BANKSY; GRAPHIC NOVELS; STORY TELLING; ILLUSTRATION; ANDY WARHOL, YOSHITOMO NARA; POPULAR CULTURE-POP ART; A SCANNER DARKLY (film)

Dan Fletcher-

FILMS; SCI-FI; INTRALINK FILM GRAPHIC DESIGN; THE TERMINATOR; TERMINATOR 4; SAUL BASS; JONATHAN MOSTOW

Cassie Reilly-

FASHION; CLASSICAL LITERATURE; JAN SVANKMAJER;
ALICE; SEA; FINE ART PAINTING; POETRY; HORRORS; BIOGRAPHY; HAUTE COUTURE; COSTUME

BTEC National Certificate
Year 2
Self-Directed Project

Starting Points....
Unit 56 (9): Assessment Criteria Generating Fine Art Ideas:

1 Be able to explore subjects and concepts on a specific theme
2 Be able to gather research material
3 Be able to experiment with methods and materials to generate ideas
4 Know how to select ideas for development in personal work.

Grading criteria
To achieve a pass grade the evidence must
show that the learner is able to:
P1 explore a range of subjects and concepts on a specific theme
P2 gather a range of appropriate research material
P3 experiment with methods and materials to generate ideas
P4 select ideas for development in personal work.

P1- Mindmap ideas; Write a Design Brief
P2- Collect information and images linked to ideas; Look at relevant artists/designers/art and design forms etc.
P3- Experiment with MEDIA, MATERIALS, SOURCES, CONCEPTS
P4- Select work through own ideas, focus down on ONE topic

REMEMBER: You have to PASS all criteria before you can achieve a MERIT/DISTINCTION.

To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:
M1 gather and collect considered visual material from diverse sources when researching ideas
M2 experiment purposefully with a diverse range of materials and methods in creating individual ideas
M3 effectively develop individual ideas.

M1- collecting from a variety of sources i.e. internet, books, magazines, location, galleries, trips, photography
M2- Use media appropriate to own work- fashion; working with fabrics; graphics; working in digital media; architecture working using scale etc.
M3- dveelop OWN ideas, document and notes these down.

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:
D1 independently originate and develop innovative ideas from comprehensive research demonstrating full potential in use of media and methods.

D1- you ideas need to be independent- innovative- with focus and using correct media and making methods.

You research needs to have the correct focus and be varied in your approach.
(This needs to be started after you have handed in your final DESIGN BRIEF and this has been approved).

How to use, manipulate and develop 3D work in clay:

What tools do you need to use:

What are the 5 S's: Explain each one and how they effect your clay work.

Note the Health and Safety rules when working with clay:

Think about the positive elements when working with clay and the negative elements when trying to use and re-use clay:

You need to display these answers/statements/rules within your sketchbook to show you understand how to work with and use clay. You may want to type up this information and present it in a more formal way. You may want to think about illustrations or photographs of your own clay work.

This task is for BTEC National Certificate and BTEC First Diploma courses.

BTEC First Diploma

As you have already noticed, artits throughout the centuries have been inspired and influenced by others, travel, history and what has come before them.

Including in these catergories are artists like British Henry Moore and Spanish Pablo Picasso.

You need to create a double page upon each of these artists; focusing on their sculptural and painted forms that you think have been appropriated with Primitive Artefacts, Culture and Art.

You need to include information about each artist, your own opinions and images and illustrations.

BTEC National Certificate
Year 1
Critical and Contextual Studies

Looking at different artist will start to develop your knowledge about Primitive influences into Modern Art, in particular studying various Sculptural work.

You will need to look at the work of:

Amedeo Modigliani

Sir Jacob Epstein

Henry Moore

Pablo Picasso

From these key artists; you are to select ONE of the artists and create a double page of investigative work based around Primitive art influences upon 20th century art and artists:

Chose and look at ONE artist: Amedeo Modigliani, Pablo Picasso, Sir Jacob Epstein or Henry Moore research about their life and importantly their art work, find out about their influences and the key sculptural pieces throughout their life, collect images and write the information in your own words. Present all information appropriately. Include your own independent ideas and opinions on their work.

This page needs to include images and your own illustrations, information about the artist, annotations and your own opinions about their work. You will also need to explain how you think their work and ideas have been inspired and influences by Primitive Art and Primitive forms. You may even want to compare previous work that you have looked at to the selected artists' work.

BTEC National Certificate
Year 2

Self Directed Project

Getting those all important briefs in is an essential part of the project!

The First Drafts are to be shown to both Lee and Cat. They will both want to see details about the project, ideas, areas to develop and specifics to stick to. They are also looking for your links with the assessment criterias, opportunities for Pass/Merit/Distinction, links to artists etc and a mature style of working and writing!

Read through assessment criteria for units 9,10,11- link your design briefs to elements of the PASS, MERIT and DISTINCTION criterias. Think about how you can achieve a PASS, MERIT or even a DISTINCTION.

What is important is that you tackle this project with an individual, original and independent slant. Think about what you need to do and complete to achieve your target grade.
Think about responding to your theme- that has been set with the design brief. If you are struggling with this- you need to talk to the tutors about how to structure your brief and eventually your self-directed project.

Getting this right will keep you on track throughout the whole 12 week project!

Once you have discussed and developed your draft design brief you will then have a chance to tweek and submit a final draft- which then will be referred to when marking and assessing your work. You will also be expected to review and constantly evaluate this document throughout your own working and project.

BTEC National Certificate
Year 1
Critical and Contextual Studies

Sculptural forms- Task:

Compare Rodin's work with that of Brancusi's.

Look at the work of Rodin, especially anything that links to the work of Brancusi. You will be asked to create a written and visual comparison of their versions of 'The Kiss'; note the similarities and the differences; the real and the abstract; what each piece is trying to communicate through the 'human form' and the influences from traditional sculpture and primitive art.
Look at the different shapes and forms both artists are interested in.
Think about the connections between the two artists; including materials used, processes, concepts and meanings.
Develop a short piece of writing which shows exploration and understanding about both artists. Annotate images and artwork to a high level.
Present your ideas and information appropriately include images, text and drawings.

BTEC National Certificate
Year 1
Critical and Contextual studies

Constantin Brancusi: 1876-1957

Simple facts…

…was a Romanian sculptor, whose most successful works are often simple, highly polished shapes.

Settled in Paris in 1904 and was influenced by Auguste Rodin (1840-1917)- Rodin’s most famous sculpture being ‘The Kiss’

By 1907 was more concerned with abstract shapes.

He was a friend Amedeo Modigliani (1884-1920), style of painting based on African sculpture (persuaded by Brancusi).

Task:
To create a double page based on Brancusi: research about his life and importantly his art work, find out about his influences and his key sculptural pieces throughout his life, collect images and write the information in your own words. Present all information appropriately. Include your own independent ideas and opinions on his work.

Patterns and Symbols:

Looking at different patterns from Primitive forms and artefacts- create a double page highlighting different tribal and primitive symbols (task 1).
Think about the importance of symbolism in these non-western forms.

Link this to the work you have created on MASKS (task 2)- focusing and annotating about the meanings and purposes behind the masks. You will need to create information/annotations and drawings of at least four masks.

CLICK HERE for MEANINGS of MASKS

How to write a design brief:

Suggestions on how to structure a brief-

“ Quote………………………………………. (based upon important artist linked to ideas/work OR specific subject matter you’re researching)”. *
Explain your (personal) intentions and ideas behind what art form you like……………. (painting, sculpture etc) /what subject matter…………………………………. you will base your work upon.
How you will research…………. (art work, gallery visits, internet etc.) your intentions and develop your ideas………………..(media, materials, presentation of ideas).
What media you will eventually work with and what you will produce at the end – how will it be presented.

*remember to reference the quote (who said and when)

Create a fictional company brief: you have been asked by……………………………………………… (name a brand, company, band, product) to design……………….(product etc. you have the intention to make).
Write down the specification of the product (who it will be for, what will its theme be, how will it be presented/sold/mass produced etc. price, size, material etc.)
Research: similar ideas/products- reference to designers/artists who have created the same thing.
Your intentions: (personal) behind product, how it will be finished/presented.

Points to consider-

What is the subject matter you will focus on?

What will your final outcome/intention be?

Who will be your influences to create your final outcome?

Who will you look at (artists, designers etc.) when creating your own work?

Here is a simple guide to writing annotations about artefacts and to accompany artists work:

Annotating does not require you to write an essay on the artist.

All you need to do is note the basic points on your chosen work. This will show that you understand the work, help you think about how you can work in their style, or adopt their ideas in your own work.

Background research

- At what point in time was/is the artist the working?
- Refer to the 20th century timeline
- Do you know of any relevant events / issues happening at this time?
- What kind of art was around before this time?
- Refer to the 20th century timeline
- Can you name any artists that might have inspired your chosen artist?

Style of the artist
- Label the work with basic points about the artist's style?

Point out areas of the work that show the following:

Composition - what is the layout like?
- does it look arranged?

Use of colour - e.g. are they realistic?
- are they bright, bold, subtle?

Style - e.g. are the brushstrokes visible?

Content - what is in the picture?
- why did the artist focus on this?

Contrast - is there a contrast of light and dark?
- is the artist trying to guide our
- attention to something?

Intentions of the artist

- Why did the artist choose to work in this style?? Refer to the points you made around the image
- Do you think the artist was successful in creating the image he/she wanted?
- How does the artist's work relate to your own?
- How do the concerns and ideas of the artist relate to your own?
- How has the artist?s style of work influenced your own project and its development?

Love them or Hate them?

Have your say about the idea of crtiques....
should you be asked to explain your work infront of other people?
do you think you learn anything from them?
do crits allow you to step back and review your ideas and work?
is there anything that you will take from each crit?
do you think tutors are fair when talking to you about your work?

Self-Directed Project

11.09.07
BTEC National Certificate (Yr 2)

When starting to plan your Self-Directed Project you need to start thinking about your likes, interests and strengths (in previous Art projects).

What do you enjoy doing?
How can you develop your interests into a 12 week project and art/design brief?
What do think you were good at and could develop?
Where do your strengths lie?
What do you feel confident in doing?
What grade to do want to aspire to?

This is the first project that you will get to dictate, you will devise a plan to work to, you will write the design brief, you will gather the resources and motivate yourself. The tutors are here to advise and help you develop your ideas but will not set you individual tasks.
Look back over previous projects and work- think about the structure of these tasks, how did you get to a final outcome?
Your research, development and end outcomes have to be up to the same standard of work in previous projects. Document your ideas as you progress, make links and connections with others, create a week-by-week plan to stick to, think about timing and planning what resources you may need.

You will be asked in the first 2 weeks to write an in depth project brief related to the assessment criteria and objectives- this will be thoroughly checked over by your tutors before you start the project.
REMEMBER: You will be working on this project for 12 weeks, so choose a topic that you will be able to 1. develop 2. make your own and 3. not get bored with.

What is Primitive?
BTEC National Certificate (Yr1); BTEC First Diploma

TASK 1:
Research what is meant by Primitive Art- find examples, and collate information from books in C10 and the internet.

CLICK HERE for the BRITISH MUSEUM

Working in groups of 2/3- bring all your research together to form an idea about what you think it could mean, you are to use and include the provided KEYWORDS (into your definition). Your definition needs to be atleast 120 words and in YOUR OWN WORDS.

TASK 2:
Define in your own words/ideas, answering What is Primitive (Art)?

Feedback to the whole group what you think Primitive and Primitive Art is? You can read out your definition, you can show examples/ideas, you can explain using books etc.

TASK 3:
Showing your understanding of Primitive Art- you are to create a front page(double)in your sketchbook entitled What is Primitive Art?, you HAVE to include your definition IN YOUR OWN WORDS, images (copies or drawings) and APPROPRIATE presentation.

This may come as a shock to some of you but you are expected to be in ALL day EVERY day. All the courses we teach in post 16 art are full time courses- the course structures and projects have strict deadlines, you will have a great deal of work to complete in the time at college, so taking advantage of an open studio and attending lessons all day will allow to PASS the course.
Period 1 starts at 8.45am and the end of the day is at 3.30pm. You will be registered for EVERY lesson, if you are not attending lessons or are late to sessions it will effect your EMA.

If you are completing more than one course- you will be expected to catch up and complete all the work given in all subjects. If you are away for any reason, you will also be expected to catch up with the work set.

The college day runs until 5.00pm- you will be advised (and at points expected) to stay after school for extra support, extended day activities and extension to lessons.

If you want to PASS your course- you will need to attend All lessons and complete Homework set.
If you want to achieve a HIGHER grade, progress on to University/Art College (therefore achieve a MERIT/DISTINCTION) you will be expected to attend ALL lessons/complete ALL Homework, work independently and take advantage of extra support in the extended day programme.

You are NOT allowed to leave college early, if you have an appointment/authorised absense- this will need to be discussed and negotiated with a Tutor. Only until they agree this and sign you off, will you be allowed to leave college. If this starts to become a regular occurance- your EMA will be reviewed and your place on the course will be reviewed.

If you have ANY questions concerning the above, please ask a tutor/Cat Taylor.

...its time to get things started...

Apart from showing one of my all time favourite shows to you, the message that we are trying to get across to you in Post 16 Art is ...don't be a muppet!

You maybe wondering what happens if you decide to act like a large furry thing ...cue the music...
1. you will get ONE verbal warning (unless on a Working and Learning Contract; see point 5) about your behaviour and attitude on the course.
2. if this continues your parent/guardian will be contacted, by phone and the conversation will be confirmed in writing.
3. you may be asked to leave the course, until yourself and a parent/guardian can attend college to meet relevant course leaders and discuss your behaviour and attitude.
4. you will be allowed to come back on the course, under strict guidelines, with a signed working and learning contract.
5. if you break any of the agreed rules within the Working and Learning contract, you will be exited from your art course and asked NOT to return- this will happen with immediate effect.

All disciplinary issues will be dealt with by Cat Taylor, Lee Cregeen and Ann Saunders/Chris Jewell.

Welcome to the start of a new term, I hope everyone is rested and ready to go!

Along with new starts, new courses, new timetables, a new online handbook, a new room and a loads of new students we are hoping that this academic year you will bring your ideas and enthusiasm to Post 16 art.

Many of you have spoken to me about what you hope to achieve from your art course, and we hope to fulfil this.

I know that some of you have struggled with the summer project, but I am sure that above all you have enjoyed creating art in your spare time and sharing ideas with others.

This year in art we are planning a lot of new and great things that we think you will not only relish in but take forward into your own learning and experiences.

Above all it is our aim to provide you with the inspiration, support and knowledge to further your ideas in art.

Daniel Nash: CONCRETE NATION

18th September - 3rd October 2007
Ricky White Gallery

I am an artist and designer working in the mediums of photography and sculpture. I work with concrete to produce sculptures which are designed for both indoors and outdoors. These sculptures are designed to allow people to see concrete in a new way and to promote its potential as not only a structural material, but also as a sculptural material. This is achieved by enhancement of the surface texture and taking full advantage of light and shadow being cast across the surface. My work takes influence from architecture.

Many iconic structures, such as the London South Bank dominate the city scape: concrete, a material subjected to 60's architecture now seems obsolete in the ever moving design world. Nash's work obsessively documents these 'ugly' structures through photography and replicates and reflects their abstract forms, comitting them to concrete.

If you would like to see more of Daniel Nash's art work
CLICK HERE

As artists we do have the reputation of being off the wall, this does not mean climbing the walls to start with?

This may look like a list of random events that you would read amoung the darwin awards or view on the lastest show of jackass...but between you and me they are events that I do not want taking place within C10...

setting fire to your own face
setting fire to someone else's face
jumping on to the desks
jumping off the desks
leaping through doors and windows
removing doors from their hinges
throwing things
throwing others
throwing self
smashing things (including imacs)
smashing through the floor
putting your head through the ceiling
stapling things (including skin)
photocopying body parts
flashing body parts
destroying others art work
injuring others

There is an Art prize winging it way to the first Art student who can tell me which of the above list HAS been done in C10.... answers on a postcard to....

University of Greenwich; Chatham
5th September 2007

This day gives you the chance to intergrate with other students across the college, courses and years. It allows you to experience learning in a different setting; in a university setting. It allows you to have fun!!

This is an opportunity to comment on the blog about the day;

I would like feedback on
what you enjoyed about the day trip?
what could be improved?
and how you know feel about starting college?

Are you talking to me?

Welcoming this year's new comer of star and screen...A/S level film studies.

If you have an interest in film, you enjoy going to the cinema, www.imdb.com is set as your home page and you can't help analyse what you are watching...then this is the course for you!!

We are looking for budding directors, stars of stage and screen, up and coming script writers..to take on this academic course.

You will be set a number of practical and analysis tasks, be able to discuss ideas with like minded students and watch diverse films from a range of exciting genres.
This course will be taught be a tutor, within the extended college day 2/3 times a week.

If you are interested and think this course is for you, contact Cat Taylor.

You heard it first here...............
If you want to be too cool for school, stay after school..

There are going to be an array of different opportunities provided for you in the after college day programme.

These range from:

Photography
A/S level film studies
Private Study Sessions
Exhibitions
Specific clubs
Life Drawing or Figure Drawing classes

All you need to do is sign up for the appropriate ones, email Cat Taylor or just turn up!!

"The world is their oyster. They believe they're destined for great things, just like many of you, their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? - - Carpe - - hear it? - - Carpe, carpe diem, seize the day boys, make your lives extraordinary. "
- John Keating, Dead Poets Society...

We Want You, We Want You, We Want You as a New Recruit.... as the fine Young Men of the Christian Association would have said back in the early 80's...and despite it being overly camp and something even the Scissor Sisters would have been proud of singing..it is something that we believe in post 16 art.

They say to be different and unique is good, to be original is fantastic and needed....too many students come into post 16 art with a empathtic attitude, not needing help, inspiration and not even thinking how they can impact on the future. For the last year we have created a cool family environment, where students haev WANTED to be in college and wanted to be part of the ART CREW. This is going to continue in 2008 it is where art comes into its own...by getting involved with anything cultural(and of interest): art, music, film, fashion, design, historical, literature, poetry etc. will assist you with your own ideas and artwork- instantly your work will stand apart from others around you. We are looking for ACTIVE members of art course and group. This could be going to exhibitions in London, getting involved in exciting projects and generally having fun! (speak to continuing members of the crew.. for further ideas)

Being part of something is not only important but will give you a great sense of achievement and a sense of belonging.

Within Art we try and get involved with many projects within and outside the college, involving the local community and sometimes on a national level. We hope it will bring students and like minds closer together.

Artists work in small groups/collaborations across the country and the world- it is an important skill to be able to work co-operatively with others.

Students of Post 16 working together to create a background-drop for local primary school:

Was a great success, after many long hours and possibly 100 cups of tea we completed the background drop for the primary school! Here is some of the 'work in progress'

We have had many other opportunities to date, including:
Painting JOSEPH Set design, Painting GREASE Set design, Working within the Business Enterprise (Year 10)Day Team, Painting GUYS and DOLLS Set design, Working within the Arts Experience Day Team, Painting SUMMER SLAM- EVOLUTION Dance Set design