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I will ask students to select a myth/story/movie/song that they enjoy and translate it into a built up vessel/character instead of based on themselves solely.

I will allow more time in the design stage for students to create that idea bank to go back to.

I will encourage bigger sculptures.

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Students struggled to represent themselves in the unique way I intended and opted for very basic standardized symbols.

Most vessel forms looked the same as the next one. Student were reluctant to build them up or distort their original form.

Many students did not get the opportunity to glaze their vessels.

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Students showed great attachment skills and no vessels were cracked or misfired.

Symbolism was evident in all sculptures and was justified by each student.

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I will initiate stop motion with a small class to get the group hands on making small silly stop motions with their friends or objects to get them using the software from the beginning.

I will give students the choice to select story options from a list rather than come up with their own.

I will lengthen the time students need to create their backdrops and focus on paper mache for all students to use when creating props etc.

I will ask students to create reverse scene set up with a divider down the middle of the box set up instead of using one side of the box.

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Students were limited to backdrop design as they could only work with one side.

Many animations revolve around the same theme and some groups missed the habitat message.

Some groups finished filming way ahead of the rest of the class.

Students were slow making props as they opted for their own choice of materials and overcomplicated simple designs.

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Many stop motions went beyond expectations.

The students took to the backdrops and props more literally than I intended and came out with some amazing creations.

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Highlight and focus on the point of using acrylic paints. Due to the heaviness of the paint compared to other paints such as watercolours. Make the connection between heaviness of paint and the heaviness of fast fashion itself. Many students asked to use water colours and struggled to understand the importance of using the thickness of acrylic paints to help strengthen the concept. Some therefore watered their acrylics down severely. A pre-final exercise on paint consistency and exploring its values and how artists can use types of paints to their advantage would be useful.

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Ran out of time with students, under estimated the time taken to paint.

Most students were not able to make the connection between fast food consumerism and fast fashion consumerism.

Many students lost focus on the concept towards the end of the project as I felt their answers to the last questionnaire mostly showed an insufficient description of the meaning behind their paintings.

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Few students went beyond expectations and showed commendable conceptual knowledge of the theme.

Few students pushed the boundaries and painted on fabric surfaces and fast food bags.

Most students chose to use textural elements in their work using relevant materials that would deepen the concept.

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Story-board success varied. Many students misunderstood how to paint with watercolours despite demonstrations and inspirational artist exposure. I realised too late that I should have been reintroducing the artist inspiration before every class to jog my students memory. Many stories did not make sense initially and I had to ask them to redo some scenes which took time.

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The students had created initial mind-maps which I asked them to then translate visually using magazines, collage and their own doodles. This has given me a better understanding of where each student lies in their view of fast fashion. Evidently and due to the nature of magazines, a lot of students opted to include the more high-end brands that wouldn't fall under fast fashion. This gave me a better understanding of students priority over aesthetic rather than relevant content.

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The students took the artist reference pages more seriously than anticipated and have therefore taken a much longer time to complete than originally intended. However, I have allowed this as I feel like they are learning valuable painting skills as they play into their sketchbook pages and create ideas. I had originally envisioned that both the Jenny Saville and the Francis Bacon reference pages would be completed by the midterm along with a painted study of their primary source hand.

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Setting a direction - Actions after Midterm

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Setting a direction - Actions after Midterm

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Week 1 after midterm - Complete Francis Bacon in the first double and learn how to draw swiftly and paint anatomy in the second class in a Jenny Saville style.

Week 2 - Plan idea for final piece, take images of planned scenes that represent the hardships of fast fashion create this image in the classroom with peers and photograph to use as a primary source. Grid out and draw photographed images onto paper.

Week 3 to 5 - Painting, mixed media, questionnaires and exercises related to my research study etc.

Week 6 - Final touches if needed and final presentation of work

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Students had planned and started constructing and building their sets fairly quickly the week before midterm. The main focus now is creating props to go in around the set and discovering what is needed before they start filming.

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I struggled to influence my students to explore the greater concept of their vessels and how they would represent them as they drifted to making more aesthetic pieces. Given such a short TY cycle of 5 weeks with these students. There was not much time to explore inspirational artists in depth with many absences and two separated 40min classes a week (if they were not cancelled) the focus quickly changed to making and developing skills over the conceptual idea to finish the project with some actual work. Some students were able to produce work of an acceptable standard in terms of the success criteria and what the brief entailed.

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Setting a direction - Actions after Midterm

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Setting a direction - Actions after Midterm

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Week 1 and 2 - Finish sets and props

Week 3 and 4 - Looking at inspiration and filming with Stop Motion, creating and morphing characters as they film.

Week 5 and 6 - Editing with InShot and review.

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Setting a direction - Actions after Midterm

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Setting a direction - Actions after Midterm

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I only have two weeks left with this group of students so the first week will be focused on glazing and I will fire the work over the weekend. The second week will be used to facilitate any girls missing for glazing in the last week and there will be a review of all the work.

I will then begin with my next group of TY students for only four weeks. I will gather of standard models from the previous classes work to show the students and I will prioritize speed with this group. I will work alongside these students as I feel like it may be the only way to demonstrate the standard of work I am looking for and it will serve them to see how I represent my own beliefs and personality visually. I hope that by me opening myself up to them will allow them to feel comfortable enough to do the same and show this in their work.