In the secondary school sound is something that you hear and art is something that you see.
The two do not commonly interrelate.
The two do not commonly interrelate.
My dissertation research explores how pupils in a secondary school setting engage and respond to sound samples and to artworks that feature sound. By moving away from the predictable learning outcomes, I hope to create new opportunities for pupils to develop their knowledge and understanding of sound art and therefore extend their understanding of what art can be.
The body of work presented shows pupils aged 13-14 moving freely around the classroom discovering unnoticed or unfamiliar sounds of art materials hidden within the classroom. Influenced by sound artists, Bill Fontana and Cornelius Cardew, the workshop demonstrates how the pupils’ experiences of listening, drawing, recording and playback unfolded.
In the 10 years in which I have taught art and design I have become increasingly concerned about the effect that the measurement of learning has on pupils’ opportunities for genuine exploration in art making. By turning away from obvious outcomes, I hope to increase the ways in which pupils can create something truly unexpected.
The body of work presented shows pupils aged 13-14 moving freely around the classroom discovering unnoticed or unfamiliar sounds of art materials hidden within the classroom. Influenced by sound artists, Bill Fontana and Cornelius Cardew, the workshop demonstrates how the pupils’ experiences of listening, drawing, recording and playback unfolded.
In the 10 years in which I have taught art and design I have become increasingly concerned about the effect that the measurement of learning has on pupils’ opportunities for genuine exploration in art making. By turning away from obvious outcomes, I hope to increase the ways in which pupils can create something truly unexpected.