start. display a presentation initially for primary adapted for secondary dan china
TRANSCRIPT
Good work is neat work
Good work is always recognised by the quality of the colouring in.
Nice things should be discreetly hidden behind pot plants and
drapes.
(often reflected in what primary children say about assessment)
“You will never believe how much I appreciate your work. It is beyond
comprehension. It is therefore on black and purple and yellow”
“I respect your work so much I hardly know what to do next. I have covered
the wall with wonderful orange hessian at £30 a roll and put a gold border
round the edge”
“I respect your work to such a incredible extent that I am going to
swathe it with my old curtains. You will be so thrilled that I’ve done this that you will want to do lots more good
work”
Curiously Nick Serota has declined to use his old curtains to enhance the
display at the Tate Modern.
Although Tracey Emin has used her old sheets.
Previous point comes from ‘Display in the Primary School’ by Peter Dixon published in 1985
• Look at perception (why)• Look at design
conventions (How)• Look at display
conventions (How)• Reflect on function of
educational display (Why)
Madonna dei Belvedere
(Madonna of the Meadows 1506)
Raphael
Note how your eyes are led round this composition.
Basic Graphic Design• Like paintings pages are designed with an
underlying grid. This holds all the elements together and provides consistency through the publication.
• A grid is usually defined as a number of columns. These range from a simple one column grid to a complex magazine grid which might use 8 or even 16 columns per page.
A simple two column grid.
Masthead
Suitable for a variety of purposes. Stable, clear, if rather predictable.
A four column grid.
Masthead
In this example text and graphics are one, two or three columns wide.
Some magazine layouts will use an underlying grid of eight columns.
At Last -Display Conventions
These conventions can give coherence and visual order to displays
These rules can be broken
The Background Gambit
Displays with many different visual components can be given some visual coherence with a simple bold background device.
Balance
fulcrum
Symmetry
A display, like a picture, should be well balanced. Symmetrical displays are well balanced but can be
visually predictable (boring). Asymmetrical displays are visually more interesting and use
different qualities to achieve balance.
Bigger Issues?
‘Elaborate display is an indulgence of the teacher’
Lowenfield ‘Creative and Mental Growth’
Display can be used to:
• provide a visually stimulating environment• reward achievement• provide information• illustrate, exemplify and illuminate the curriculum• convey instructions
Display can be used to:
• stimulate interest, enthusiasm, curiosity and questioning
• establish and define high expectations and standards of work
• reflect and define attitudes values and behaviour• affirm the class and school ethos• influence behaviour
Display can be used to:
• reinforce learning• impress headteachers, parents and Ofsted inspectors• be used to help children discuss their work and evaluate
their success• be used to illustrate targets and standards• present images and artefacts for study and appreciation
Display for a reason
• A display is not the ancient craft of pin-board decorating.• It should have an educational purpose - or why bother?• The function should determine the aesthetic and the
design. • Some types of display are:
Displays which celebrate childrens’ work
• present the WORK simply and effectively• eye is drawn to work not to the display• text gives context and reason for celebrating it
(indicates learning outcomes?)
Displays which demonstrate, inform, illuminate, illustrate• are like pages in books & magazines -which provide good models• that is they use images headings and text carefully to convey
meaning• have a clear function in the learning environment, such as asking
questions, reaffirming information, defining relationships etc.
e.g.
Displays which enthuse and celebrate the work of a class
• for instance the Christmas displays seen in December
• often done with, or by groups/classes
• these may legitimately be decorative, frivolous, creative or theatrical
Displays which accompany learning
• some displays keep pace with learning they could be an evolving resource or reference collection
• they could become a class scrap book or sketch book
• they are unfinished and possibly disorganised
Displays which decorate
• some displays simply decorate• sometimes they reflect the ethos of the school (or
confirm values of orderliness, neatness, discipline, hard work) - sometimes not
• teachers often put a lot of effort into this type of display
time = money (buy some posters instead?)
Displays which use drapes
• These displays show that the teacher has been on a display course or read a book about display.
The History Department
Good Work This Month
‘The History of Schools and Schooling’ by David Blunkett. 3R
This is a good point because...David explains
that...
David’s research ...
Notice how David uses Woodhead to...
The History Department
Good Work This Month
‘The History of Schools and Schooling’ by David Blunkett. 3R
Is praiseworthy because David points to...
‘The History of Skulls and Sculling’ by Anne Widicombe. 3Y
Is praiseworthy because Anne declaims that...
This week in 1066Harold Takes Eurosceptic Line at Senlackjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
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kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt tyhyytty yt yrdyyt er54rer u n
kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt tyhyytty yt yrdyyt er54rer u n
Use ribbon ?
The History Department
Good Work This Month
To what extent can a consistent visual display convention give messages about the work, attitudes, expectations, etc of the History Department?
Departmental Identities?
The Maths Department
Good Sums This Month
To what extent can consistent visual display conventions give messages about the work, attitudes, expectations, etc of the Maths Department?
Departmental Identities. ie a sad fixation with 1970s colour schemes or contemporary retro-chic
2b or -2b ?
In a nutshell
It helps to know about the invisible grids that can give visual coherence to a picture, graphic or display.
Once understood these rules can be broken.
Displays should have an understood educational purpose.
Form should follow function.