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360 Degree class photos and questionnaires

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5) Speaking - Students make cardboard megaphones which they can use when performing the text (haiku poems) pieces as well as consolidating the days activities. We can fill out questionnaires at this point and also introduce the 360 degree alternative class photo whilst students wear their Environscopes!, hold their placards and chant using the megaphones!!!!!

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We can do some great Vox Pops with our Co-research students at uni
We can also get the school students to respond to this by sending their own audio and visual which could be incorporated on the visit days somehow.

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4) Smell - students use smell (bought and assembled smell containers - speak to Kate about Sensory Objects Boxes?)
These would inspire Haiku text poems that can be put together as large scale placards using laser cut alphabet stencils and paint/thick felt pens (a bit like the POWER PLACARDS from Tate Exchange) Great photo opportunity!
Brings in literacy and text/spoken word art

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3. Touch - Playdoh or clay creations that students can 3D scan and manipulate on the ipads (similar to fieldwork sessions).
These objects are generated through their work in class around the owner of the suitcase.
This will have the 3d printer in the space and projections of the fieldwork sessions we have done to contextualise the Qlone app etc

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2. Evironscopes - Seeing things differently and describing it

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2) Watching - Students will have made 'Environscopes' in class that they bring with them on the day (these are binocular style kaleidoscopes). These are used to create field sketches in the woods (if fine weather) or around the department if raining)
We can use boards and paper - maybe wax resist or water colours. A lot of the kids will not have vast experience of different media. These Environscopes could also be used to view artwork or projection pieces the our students have made?
Also, if you were thinking about the silver ball again, they could draw themselves whilst wearing them!

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Listening Journeys - Binaural stories of displacement and belonging

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1) Listening - silent disco drawing but using soundscapes created by our co-research students. We could prepare this on a corridor wall and even create a rolling piece on a frame (easier to set up) that can be wheeled into ArtLab everyday if necessary.
The audio can be made during the training sessions with our students (I can steer these when I am in?) and played through the headsets.

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During the onsite sessions we would document and 'flesh out' the owners of the suitcases through a number of tech-art experiences in smaller groups (five groups of 6?) These sessions can culminate in a performance (readings).

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During the onsite sessions we would document and 'flesh out' the owners of the suitcases through a number of tech-art experiences in smaller groups (five groups of 6?) These sessions can culminate in a performance (readings).

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We start by sending a 'Lost' suitcase to each participating school. This allows for blended learning between the school, online and in person at the department.  A series of art challenges and activities will 'unpack' the contents of the case (How 2 Lab) and create work that the students will bring with them. This flipped learning means that they will arrive at the art department with some content and ideas. themselves.

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We start by sending a 'Lost' suitcase to each participating school. This allows for blended learning between the school, online and in person at the department.  A series of art challenges and activities will 'unpack' the contents of the case (How 2 Lab) and create work that the students will bring with them. This flipped learning means that they will arrive at the art department with some content and ideas. themselves.

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An art adventure! The schools will receive a 'lost' suitcase. These will be brought with them on the day. Each case contains objects from a persons life. In school, the class will become investigators from: The ArtLab Bureau of Missing Artistic Individuals (ABMAI)!