Site Venue 2 Task

We was split into 2 teams of 4. Each team had 45 minutes to come up with a ‘shop’. My team didn’t know what to do at first, we were in a life-drawing room so there were a few props. We used boards, tables and chairs, a stage, blankets and a fake skeleton. We thought for a while what we could do with these objects. Someone said something about fake tanning and that’s where our idea stemmed from. We decided our ‘shop’ would be a tanning bed shop. We arranged the layout and came up with posters and a name, ‘Lets get Pasty!’.

Our tanning shop would be a little different from the usual tanning shops. The skeleton was white, and we found a lamp that was a white light too, so we decided the shop would be the opposite of getting a tan to become darker, the shop would be for people to get whiter.

The team came up with ideas such as ‘the light comes from the moon, and is called a Lunar Ray’, instead of mimicking the suns rays, UV light. The skeleton was used to demonstrate what could happen if you stay in the rays for too long, linking in the dangers of sun beds.

We had a reception, a waiting area and the ‘moon’ bed area. I think in 45 minutes my team came up with a well thought out idea and we put together a well thought out shop.

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The teachers got involved and led on the ‘bed’ to get lunar rayed. I think it is humorous but also meaningful as we targeted the dangers of sun beds.

Davida trying out the Lunar Ray moon bed

To improve I think we could have practised what we were saying when people came to the shop as we were all unsure of what to say and what each person was meant to do.



Site Venue 2


Today we started off by talking about the venue and the environment around it. Everyone agreed that it was a strange area to have the shop, it was very quiet and hardly anyone was walking past. The shop sign wasn’t very attractive and a few people said they walked past a few times because they didn’t realise it was there.

We were asked to think about an idea to bring people into the shop. I still aren’t quite sure what I would decide as the target audience around that area are elderly people or people just passing through. The space is quite contemporary and empty, so I think it would be a good idea to fill the space.

Someone came up with the idea of having a free ‘Tea Shop’. The word ‘free’ is enticing and lures people in. Tea is a sociable beverage, many people can converse over a cup of tea. I like this idea however, we should have something for the public to be able to interact with. One idea I liked was to have a secret booth, where the public can have a free cup of tea if they return a secret. They must write the secret down and at the end we could make a book or a confession wall out of the secrets.

Disposable cameras on every table was another idea I liked. While the public enjoy their tea they must take one photograph using the camera. At the end of the project, we would develop the photographs and create a wall of  photos.

An artist who uses food and society in his artwork is Rirkrit Tiravanija.

Social Pudding by Rirkrit Tiravanija 

Screen Shot 2018-03-02 at 14.50.10Social Pudding is all about sharing a plate of pudding. Participants are invited to come to the Pudding Social, to exchange and create their own pudding.

Rather than explore a fabric of society, Social Pudding is interested in the pudding of society, the convergence of social, business, personal and everyday activities.

The idea of bringing society and food to create art is interesting to me, its like a huge performance art for people to eat food, also exchanging and creating the puddings.


Key Concept: Beauty

Beauty is an abstract concept (as is redness). We cannot isolate the beauty of an object in the same way as we can isolate redness.  It is easy to point to something beautiful, but almost impossible to say what its beauty consists of. Leads to the suspicion of beauty. Beauty= Prettiness.

People could say it’s pretty, delicate, but they aren’t deep meanings. Beauty= Superficial.

Damien Hirst, Beautiful, Leeds United 3-0 If It’s Gotta Hole In It Painting (the Vortex of Youth (1999)Screen Shot 2018-03-03 at 11.29.42.png

Created ‘beautiful’ work by squirting paint on a spinning disk to create art work.

Beauty= Kitsch

Jeff Koons, Large Vase of FlowersScreen Shot 2018-03-03 at 11.57.47

I think this is a clever piece of artwork because as a culture this is what we think is beautiful, but it is a representation of flowers.


  • Prettiness
  • Superficial
  • Kitsch

Beauty is meaningless, secondary manner

Beauty= seduction

Ai Wei Wei, Straight, 2003- 12Screen Shot 2018-03-03 at 11.58.40

Straightening of reinforcing rods becomes a memorial to the children who were killed in the earthquake. It seduces you into the work, the beauty is being interested in the work and seduces you to want to know more about it.

Beauty= Deception

The Kill, Andre Masson, 1944Screen Shot 2018-03-03 at 11.59.53

Beauty= Cover for Political manipulation

Screen Shot 2018-03-03 at 12.01.03Igor Babailor, George W. Bush, 2002

Backdrop looks amazing, made to believe he’s a better president than he actually is, traditional, the painting lies.


  • Seduction
  • Deception
  • Cover for political manipulation

Beauty= alibi for hidden meaning

Is Beauty Objective or Subjective?

Beauty belongs to the object, not my perception of it.

If beauty is objective, then I ought to be able to isolate the beautiful element= the way it curves.

Subjective= the nature of the object is irrelevant.

Is it possible to identify an objective standard of beauty?

Mathematician- Marquardt maskScreen Shot 2018-03-03 at 12.01.37

Tried to create a mask to decide if someone is beautiful, uses the golden ratio

In this test, the Marquardt decided a white female and a white male was the most beautiful. Is it a coincidence that no other race was chosen to be most beautiful, racist?Screen Shot 2018-03-04 at 17.00.59.png

The Marquardt mask and the composite photo tell us more about cultural prejudices and stereotypes than they do about facial beauty.

Could there be an objective standard for the beauty of dog ‘turds’? Screen Shot 2018-03-04 at 17.11.07

We notice beautiful people, why can’t it be the same for dog faeces?

Immanuel Kant 1724- 1804

Critique of judgement. Beauty is a form of liking. Are all forms of liking the same?


According to Kant, if 2 people disagree about whether something is beautiful or not, it means that 1, or both of them is not being truly disinterested.

Is it possible to look at this poster disinterestedly? We should be impelled to not like it, the context shouldn’t matter in a poster like this.

Screen Shot 2018-03-05 at 16.11.38.png

Kant’s claims are that if we call something beautiful, we expect others to agree with us even if we know in practice that this often does not happen. He is thinking about ideal conditions rather than day-to-day realities.


Group Tutorials

Today was the first tutorial since before the Field module started. I found it over whelming and stressful to come back after Field. I have been on cut and paste, creating collages and fanzines, and Teaching in Art and design. The cut and paste field module could have been fitted into my subject and I tried to create a fanzine based on my subject. However, I don’t think I worked alongside my subject work very well with Cut and Paste.

Teaching in Art and Design was an amazing opportunity, it has given me a major insight to my future. I think the module was useful, however, couldn’t have been more further away from my subject work. It was very intense and there was a lot of teaching hours within the module, and on Mondays we had to participate in PGCE teaching seminars in Cyncoed. There was also a lot of extra things I had to do aswell as teaching on Tuesdays and Thursdays. There was lesson planning and preparing lesson resources, also preparing blog and presentations. It was very tiring but rewarding. I am so glad I did the module as I think teaching in a Secondary School was maybe not for me.

Due to the Teaching, my subject work definitely suffered. I put so much into teaching my work was put on hold majorly. I feel a little stuck now, almost like I’m starting my degree again. I think I need to go back over my subject work and visit some galleries to get inspiration. It was useful having the group tutorial to start back with as it was inspiring to see what the other people had done with field and was interesting to see how their work had progressed.


Site Venue

Today was the start of the Site Venue Project. I am in SHOP, with Davida and Paul. I didn’t really know what to expect, I thought it would be more about selling art work, but the SHOP is more about interacting with the public. I think.

As a group, we came up with a list of characteristics in a shop.

What happens in a shop?

  • Browse
  • Touch things
  • Folding
  • Conversations
  • Shoplifting
  • Buy things
  • Advertising
  • Tension
  • Staff/ Customer relationship
  • Displays

The venue isn’t about putting artwork up, the venue is the artwork. Two artists that really stuck out for me that would be interesting in a task like this was Martha Rosler and Claes Oldenburg.

Martha Rosler

Meta-Monumental Garage sale is a large-scale version of the classic American garage sale. The artwork is by Martha Rosler. The visitors can browse and buy the items in the sale, which are second-hand, strange, everyday items donated by Rosler, MoMA staff and the general public. The artist organized, displayed, and sold the objects in the Marron Atrium at MoMA. The work created a lively space, where customers haggled over the prices with Rosler. If customers agree, they may be photographed with their purchases. The project also includes a newspaper and an active website.

I think this is an unusual artwork as the artwork is the selling and interaction between     customers and the artist. Martha Rosler makes “art about the commonplace, art that illuminates social life”, I think this statement describes ‘Meta- Monumental Garage Sale’ perfectly.

The site venue project could follow something like this, to interact with public by exchanging and conversing random items.


Claes Oldenburg

Claes Oldenburg, 1961, The Store, ‘Lingerie Counter’

Oldenburg created a shop with objects that can’t be used, such as making the objects oversized so they had no purpose really. For example, Oldenburg carries a life-sized toothpaste down the street below. Screen Shot 2018-03-03 at 10.37.52.png

The Site Venue Shop could include items like this, like a surrealist shop.

By next week, we must come up with some ideas of what the shop could be.


Teaching in Art and Design Assessment

I have just had my teaching in art and design assessment. I went first so it was nerve-wracking as I didn’t really know what to expect when asked questions or if I was talking about relevant stuff.

I had an issue with my wi-fi on my laptop so connecting to the internet was a problem. I couldn’t connect to my learning journal which had every little detail and the things I wanted to talk about. I could access the first 3 posts of my learning journal but then I lost internet access all together. I had prepared a presentation anyway which is linked to my blog, however, I had to use plan B and actually use this presentation as my assessment talking point. I almost regret not planning on doing this anyway. It would have been much better as it’s much more neat and the slides go through the process instead of reading through masses of text on my learning journal. I only had just over 5 minutes to talk about everything so I think a Powerpoint presentation would have been much more efficient.

I think the assessment went well. I regret not doing the A1 posters on Photoshop for the assessment, however, I didn’t feel confident with the outcome.

I talked about pretty much everything I had covered on my blog, however, looking back and listening to everyone’s presentations after mine I wished I had mentioned a few things. Such as the behaviour, the background of the school, and more detail could have been said about the lessons I had prepared. I don’t think I went on too long and the lecturers seemed engaged, it was just such a shame I couldn’t get my learning journal to work.

If I were to go back and have my assessment again, I would have talked more about the points talked about in paragraph 4. I would have also prepared a much more detailed presentation and used this as my talking point. Also, I think it would have been good to prepare a script to prompt my memory of what I was trying to say next, as I can struggle quite a lot with talking about my work and ramble about things that aren’t really relevant.


Teaching in Art and Design Evaluation

27605389_10204391326178842_1159231405_oThe module, Teaching in Art and Design has been such an amazing experience to have taken part in. I feel grateful that I was able to go to a school and get a feel for teaching. It was definitely an eye-opening experience. Within the first week I had realised the job was not just a simple art teaching job. There is so much literacy that needs to be included in the lessons, more than the practical art, there is the behaviour that needs to be dealt with, a form class, assembly, pupils who have problems at home, the teachers described themselves as an art teacher, but also an english teacher, a nurse, a social worker, and a friend. There is so much work that goes into teaching. I think the job would be very rewarding but challenging too.

I was placed in Cyfarthfa High School. This school is about 30 minutes drive from my home, so it was easy to travel to. It is placed in Merthyr Tydfil and is a mixed site for 11-16 year olds. There was approximately 1200 pupils in the school. The school has had a brand new extension, however, the rest of the school is very aged and traditional. The area is quite deprived and society isn’t good. Some of the pupils family lives were really awful. It normally effected their behaviour.

My time observing the lessons was useful as I picked up techniques of how to control the class. I also saw examples of how to get the pupils focused by counting down, or by simply waiting.

The opportunity to observe year 8 pupils came up. I couldn’t believe the difference in the pupils. In art they were very disruptive and loud. They were challenging the teacher and a few of the boys were put down for break time detention. Math’s was completely different, the pupils were silent as soon as they sat down. They didn’t challenge the teacher once, the maths teacher didn’t really have a different teaching approach, he was quite blunt but still had an informal relationship with the children. I think this change in behaviour was because maths is a very academic subject, art isn’t. I also think maybe it’s because the maths teacher was a male.

I planned lessons for year 8 to year 10. I didn’t really get much time with year 7 which was disappointing as I found the younger pupils were the more responsive pupils. Year 7 were looking at pirates which was the topic running through out English, Art and Drama.

Year 8 were looking at pop art food. They were in the middle of painting a cupcake with water-colour paints. I am a painter and use a lot of acrylic paint in my work, I decided to plan a lesson to teach a small group of pupils how to use acrylic paint. I prepared resources for the lesson, outlines of food for the pupils to paint. There was a broad range of abilities that I taught, each time I gave the lesson, I gained confidence and had a positive response from the pupils.

Year 9 are eventually going to be making snow/ surf/ skate boards. They were looking at tattoo designs and graffiti to start thinking up some designs. There was a lot of literacy in year 9 Art, the pupils were constantly analysing artists work or correcting spellings. I planned to screen print with the year 9s as it could be used to create the designs on their boards. I cut out tribal design stencils, however, I only got to demonstrate screen printing once. The pupils seemed excited that the work was made for them by simply dragging ink down the screen. I then got to demonstrate how to use stencils to create a similar print. The pupils cut out their own stencils, the stencils were grouped as easy, medium and hard. The pupils had a choice of what difficulty to go for, the ones who chose to cut out a hard stencil also had the challenge of learning how to use a craft knife. Stencilling was successful, I got the chance to demonstrate and teach the whole class which I am glad of. It also made me much more confident.

I decided to teach year 10 how to screen print too. They are choosing their themes for the next year, natural or man-made. When looking through their books I found that there wasn’t much experimentation. Their books were perfectly set out, with hardly any mistakes or materials. I wanted to try to break them into learning that its ok to make mistakes and leave their comfort zone. I found year 10 very difficult to engage with. They would not give their all in the task and were simply not bothered about creating work. This frustrated me as I had cut out all of the stencils, and prepared the paint. They only had to pull the squeegee over the screen to create an image. I think most year 10s had taken art as a GCSE to mess around.

I got on well with most pupils and most pupils reacted positively to me. I got to the point where I felt confident enough to tell pupils off or to talk to large groups of pupils. I think if I could improve, I would go back and attempt to be more confident and prepared to teach screen printing. I would also have liked to teach more pupils as I taught small groups and only a full class twice.

Every Tuesday and Thursday, we had to participate in a chat to talk about our teaching experiences and problems we had occurred. This was useful when I had a problem or an enquiry.

I learnt about ‘Bloom’s Taxonomy’, this was useful when I had to plan out my lessons. I  also learnt a new word, Pedagogy. Pedagogy means the method and practice of teaching, especially as an academic subject or theoretical concept.

I attended every Pedagogy and Teaching seminars on Mondays at Cyncoed. These seminars were useful as I had the chance to listen to PGCE students talk about their time in their placements at Primary schools. This has given me an insight into what Primary school teaching is like, and made me interested in teaching at a Primary school.

Overall, I have enjoyed my time at Cyfarthfa High School. It was an eye-opening experience, and definitely one that I needed. I must take into consideration where the school was, as the pupils were much more challenging and the society wasnt good. I think I’d definitely like to try out teaching at a secondary school again, just to see if the behaviour is any different else where. I am thinking maybe going into Primary school teaching isnt such a bad idea as I found most of the younger ones were the most enagaged. They wanted to get involved more and I think this is what Primary school teaching would be like. If I don’t think Primary school teaching is for me, maybe College teaching. The pupils who choose art will be more interested in it than those who chose it for GCSE. I think this was the problem I found at my allocated secondary school, the pupils didn’t like art, they wasn’t excited about it.

I think this module has given me an amazing insight into teaching and the university should definitely run this module next year as it gives students who want a taste of teaching exactly that. My experience has been positive in my allocated school.