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Governor Training | Guidance for Residencies | MA Visual arts Enterprise

Guidelines For Residencies

Residencies operating on different levels

  • Range of benefits
  • For teachers
  • For pupils

EXPECTATIONS

  • Teachers
  • Artist
  • Child

"I want my pupils to meet and work with an artist"
Contract
Code of Practice		   Numbers of pupils involved in residencies
     

Professional partnership between teacher and artist

  • Health and Safety
  • Communication
  • Planning
  • Dialogue
  • Time identified for this to occur
  

Teacher's Pressures

  • Curriculum - key skillsPractical arrangement eg: breaks, buses, consent forms etc.
     
     
Point of entry Reality Challenge
  • Discussions between
   
ALL parties Valuing children's art work Working Process
  Experiences that change individuals
  • Aspects of Process
  • Ideas
  • Tasks
  • Activity
  • Reflection
  • Whole class/group/individual

 

REALITY

What is achievable within the constraints of the project and the physical?

  • Negotiate
  • Class sizes
  • Timetables

Classroom facilities Understanding the daily routines of the school day

  • Dinner times
  • School transport
  • Home times

 

  • Health and safety issues or considerations
  • Limitations of the budget

AMBITION

Hopeful outcomes

  • Understanding
    • Of process
    • Of materials
    • Of self-awareness/development
    • Empathy with others

     

  • Confidence building
    • For all children
    • For teachers
    • For artist
     
  • Valuing shared and individual creative experience
  • The journey/process is more important that the ending/product
  • The development of skills/learning new skills
  • Opening dialogues
  • Valuing all individual creativity
    • Publication
    • Exhibition
    • Performance
    • Sharing

    ENJOYMENT OF WHOLE EXPERIENCE

Flexibility

Agreed negotiated framework allowing for adaption to take account of:

  • Artists and teachers working methods
  • New opportunities
  • Be prepared to alter your daily routine
  • Allowing freedom for
    • Experimentation
    • Spontaneity
    • Individuality
  • Unforeseen circumstances

 

COMMUNICATION

Pre-Project Meeting

Funding

Build in Costs
  Classroom responsibility
  Resources
  Payment
  • · Negotiated written broad outline

Partnership

 

Aims

Health and Safety

Ask questions - point out dangers

  • Numbers of children
  • Age ranges
  • Workspace
  • Timing
  • Dates

Mutual Respect for all concerned

 

WORKING TOGETHER

Artist, teachers and young people

What makes it a success?

  • Communication
  • Flexibility
  • Planning
  • Ambition
  • Reality
  • Reflection

 

PLANNING

Aims of Project

  • Curriculum requirements
  • Artistic possibilities

Project outline and context

 

REFLECTION

  • Endings - celebration of work with
    • Friends/class
    • School
    • Community
  • Discuss initiatives arising
  • Where does your work go from here?
    • Can you use this experience again?
    • Can you build on this experience?
    • Possible spin offs
  • On-going reflection throughout the project

Being open minded about the physical outcomes