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The theme of this project is health and safety. Students will investigate their own soundings within their school that are frequently used by all students, such as door handles and tables.

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Students will create their own primary sources for abstract embroidery, drawing inspiration from artists like Ruth Tabancay, Maria Penil, Selin Balci, and Elin Thomas, as well as my own interdisciplinary artwork. The four embroidery pieces I created will serve as physical examples throughout the project.​

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The students were introduced to the project during the first class through the design brief and an overview of the project's aims and objectives.

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I created a pop art worksheet, where students were introduced to influential pop art artists such as Andy Warhol, Roy Lichtenstein, and Claes Oldenburg. The students then answered questions about each artist and practiced creating a repeated pattern in Andy Warhol's iconic style to familiarize themselves with the pop art movement.

I have attached an image of one of the pages in the worksheet

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The students created a continuous repeat pattern as a quick activity to introduce them to various forms of repeated patterns.

(The students will create a total of three different repeat patterns: the full block repeat, the half-drop repeat, and the inverted repeat pattern. For more advanced students, there will be the option to explore the diamond repeat pattern.)

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The students have successfully completed the initial phase of their experiment, where they gathered bacteria samples and cultivated them.

I have attached is an image of the bacteria growth after the first week. This growth will now serve as the primary source for the students to reference and build on as they progress through the project.

Groups 4.7 and 5.7 completed the experiment in groups, with each member selecting an area of the room to swab, such as door handle. Each student has developed their own unique color scheme, ensuring that every piece of work created will be distinct and personal to their individual findings.

Over the next two weeks, the students will be sketching, photographing, and documenting the growth of their bacteria, observing how colors and patterns naturally form within the samples.

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The students have successfully completed the initial phase of their experiment, where they gathered bacteria samples and cultivated them.

I have attached is an image of the bacteria growth after the first week. This growth will now serve as the primary source for the students to reference and build on as they progress through the project.

Groups 4.7 and 5.7 completed the experiment in groups, with each member selecting an area of the room to swab, such as door handle. Each student has developed their own unique color scheme, ensuring that every piece of work created will be distinct and personal to their individual findings.

Over the next two weeks, the students will be sketching, photographing, and documenting the growth of their bacteria, observing how colors and patterns naturally form within the samples.

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Week two of growth

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Research and Investigation ( Artist Research)

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Research and Investigation ( Artist Research)

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Students began their artist research by exploring the work of Ruth Tabancay, Elin Thomas, and Maria Penil, focusing on how each artist combines textiles, art, and science to create visually captivating pieces.

The students completed an artist worksheet on these three artists, selecting their favorite. From there, the students created an artist research page, explaining how they plan to draw inspiration from their chosen artist as they move forward in their own projects.

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The students have successfully completed the initial phase of their experiment, where they gathered bacteria samples and cultivated them.

I have attached is an image of the bacteria growth after the first week. This growth will now serve as the primary source for the students to reference and build on as they progress through the project.

Group 6.7 did the experiment on their own. I wanted to have two first-year classes work together in groups, while giving one class the chance to do it individually. This way, I can see how working in groups compared to working independently affects their end results.

Over the next two weeks, the students will be sketching, photographing, and documenting the growth of their bacteria, observing how colors and patterns naturally form within the samples.

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Research and Investigation ( Artist Research)

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Research and Investigation ( Artist Research)

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Students began their artist research by exploring the work of Ruth Tabancay, Elin Thomas, and Maria Penil, focusing on how each artist combines textiles, art, and science to create visually captivating pieces.

The students completed an artist worksheet on these three artists, selecting their favorite. From there, the students created an artist research page, explaining how they plan to draw inspiration from their chosen artist as they move forward in their own projects.

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Research and Investigation ( Artist Research)

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Research and Investigation ( Artist Research)

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Students began their artist research by exploring the work of Ruth Tabancay, Elin Thomas, and Maria Penil, focusing on how each artist combines textiles, art, and science to create visually captivating pieces. ( artist research worksheet)

The students completed an artist worksheet on these three artists, selecting their favorite. From there, the students created an artist research page, explaining how they plan to draw inspiration from their chosen artist as they move forward in their own projects.

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The students started working on their booklets and cover pages at the end of the artist research class. The students took them home to finish so we wouldn’t spend too much time on this stage. This way, they had the chance to add their personal touch and complete it at their own pace.

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The students created observational sketches of their grown bacteria at each stage and have photographed each stage.

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The students started working on their booklets and cover pages at the end of the artist research class. The students took them home to finish so we wouldn’t spend too much time on this stage. This way, they had the chance to add their personal touch and complete it at their own pace.

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Week two of growth

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The students started working on their booklets and cover pages at the end of the artist research class. The students took them home to finish so we wouldn’t spend too much time on this stage. This way, they had the chance to add their personal touch and complete it at their own pace.

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Week two of growth

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The students created observational sketches of their grown bacteria and a close-up sketch.

I encouraged this group to focus on one specific area of their sketch and add color. This approach was different from the observational sketches completed by the other two groups, who did not add color or zoom into areas of interest.

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The students began by creating a mind map to brainstorm which areas of the room they believed would harbor the most bacteria and why. They focused on high-touch surfaces and then chose a specific area they wanted to swab. Each student also developed their own color scheme, consisting of five colors, inspired by the area they selected. They were then required to document the steps of the experiment, including the materials they used, and explain the purpose of the experiment.

This stage helps students understand why they’re collecting and growing their own bacteria, and how the process works. The students will have a clear understanding of what materials they need and how each one plays a role. For instance, the agar jelly acts as food for the bacteria, helping them grow and thrive throughout the experiment.

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The students began by creating a mind map to brainstorm which areas of the room they believed would harbor the most bacteria and why. They focused on high-touch surfaces and then chose a specific area they wanted to swab. Each student also developed their own color scheme, consisting of five colors, inspired by the area they selected. They were then required to document the steps of the experiment, including the materials they used, and explain the purpose of the experiment.

This stage helps students understand why they’re collecting and growing their own bacteria, and how the process works. The students will have a clear understanding of what materials they need and how each one plays a role. For instance, the agar jelly acts as food for the bacteria, helping them grow and thrive throughout the experiment.

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The students created observational sketches of their grown bacteria at each stage and have photographed each stage.

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Week two of growth

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The students selected one artist from the three we researched together and created an artist research page on them. In this, they discussed key information about the artist, such as their creative process, the materials they use, and the motivations behind their work. The students also explained how this artist has inspired them and shared how they plan to incorporate elements of the artist's style and approach into their own work moving forward.

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The students selected one artist from the three we researched together and created an artist research page on them. In this, they discussed key information about the artist, such as their creative process, the materials they use, and the motivations behind their work. The students also explained how this artist has inspired them and shared how they plan to incorporate elements of the artist's style and approach into their own work moving forward.

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Week two of growth

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Week two of growth

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The students selected one artist from the three we researched together and created an artist research page on them. In this, they discussed key information about the artist, such as their creative process, the materials they use, and the motivations behind their work. The students also explained how this artist has inspired them and shared how they plan to incorporate elements of the artist's style and approach into their own work moving forward.

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I created this design plan for the students to use as a reference. The students then developed their own designs based on the photography of their grown bacteria that and incorporated their own developed color scheme

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The students developed their design plan

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After the students completed their design plans, they moved on to creating their gel prints. Each student selected their chosen design and created a circular gel print on fabric, preparing for the next stage of the project: the embroidery stage.

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The embroidery stage. The students focused on four key stitches: the running stitch, the stem stitch, the satin stitch, and the back stitch.

I covered the basics, such as how to thread a needle. Moving forward, the students will incorporate these stitches into their work, applying what they've learned to enhance their designs.

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The embroidery stage. The students focused on n four key stitches: the running stitch, the stem stitch, the satin stitch, and the back stitch.

I covered the basics, such as how to thread a needle. Moving forward, the students will incorporate these stitches into their work, applying what they've learned to enhance their designs.

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The students were included to Pop Art artists, architectural artists, and repeat pattern artist Orla Kiely, as well as Andy Warhol, to inspire and inform their work.

The students created their mind maps and developed their chosen color schemes. On the first page of their booklets, they included images of the church to use as a visual reference moving forward. This quick activity allowed them to gather and organise their ideas for the project moving forward, serving as a foundation for their designs.

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The students completed their embroidery pieces 

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The students were introduced to repeat patterns, with a focus on full block and half-drop repeats. They explored artists who worked with repeat patterns, such as Andy Warhol, which tied into the Pop Art element of their project. During the class, students learned the importance of using grids and how to effectively create them to design their own patterns. This helped them understand the role of repetition and structure in both art and design.

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The students then sketched their observational drawing of a specific area of the church. The students sketched out two close up sketches of areas that they sound interesting in the church.

Using viewfinders, they further highlighted key areas within their sketches, selecting the most intriguing elements to develop. These selected areas will be used as the foundation for their repeat pattern designs moving forward, allowing them to translate their observations into creative, structured patterns.

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Once the students had traced their areas of interest using tracing paper, they began creating their first repeat pattern: the full block. From their chosen 5-color scheme, they selected three colors to incorporate into their design. The students then carefully drew a grid to ensure their patterns remained uniform and aligned. They traced their designs repeatedly, with some experimenting by flipping their pattern to create an inverted effect, while others kept it consistent. This stage encouraged experimentation, as the students decided which of their four sketches would become their final chosen design and color scheme

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The students experimented with scale by using the printer to enlarge their initial repeat pattern designs to various sizes. They also explored different color combinations, helping them refine their final choices for both color and design.

After printing the enlarged patterns, the students cut them out and rearranged the pieces on their page, experimenting with new ways to create fresh repeat patterns from their original designs. Some of the more advanced students took their experimentation further by exploring the diamond repeat pattern.

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After completing their first full block repeat pattern, the students moved on to their final design: the half-drop repeat pattern. They selected another area of interest from their observational sketches, simplifying the design to make it easier to work with. This required careful thought as they decided which elements to keep and which to remove.

Once the design was finalised, they added vibrant colours using their chosen three colors. The students then had the option to choose between their full block or half-drop repeat pattern. at the end students will use markers to add thick black lines and draw back in some more pop art elements

Their chosen design would be used for their final project. This selected pattern would be photographed and photo transferred onto a tote bag as the final piece.

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The embroidery stage. The students focused on four key stitches: the running stitch, the stem stitch, the satin stitch, and the back stitch.

I covered the basics, such as how to thread a needle. Moving forward, the students will incorporate these stitches into their work, applying what they've learned to enhance their designs.

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The embroidery stage. The students focused on four key stitches: the running stitch, the stem stitch, the satin stitch, and the back stitch.

I covered the basics, such as how to thread a needle. Moving forward, the students will incorporate these stitches into their work, applying what they've learned to enhance their designs.

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The students then photo transferred their final design onto their bags

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When the students completed their bags they completed a self reflection

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The students completed their embroidery pieces 

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The students finished their embroidery pieces

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The students were brought to the science room, where their embroidery pieces were displayed. Each piece was thoughtfully hung at varying heights, creating a dynamic and engaging visual display that highlighted the individuality and creativity of their work. This final presentation served as a celebration of their artistic journey. These pieces were hung in the science lab