# data[].attributes.body
Chapter One - Lunch Ladies (high)
Chapter Two - A Sprinkle of Spices (low)
Chapter Three - SuperFan (middle)
Chapter Four - IdentfiMakeup (high)

# data[].attributes.attachment_link.description
As part of a 10 week documentary project, the 2nd year students of Our Lady's College Galway (2017/18) put together a four part film examining the theme of self-expression. Chapter One: Lunch Ladies Chapter Two: SuperFan Chapter Three: A Sprinkle of Spices Chapter Four: Identifimakeup

# data[].attributes.body
Overall review of work produced = 7/10

A. Learn about and use the loose liner creative process of film from beginning to end. 8/10

B. Produce a documentary film that will be a thoughtful presentment of the subject matter, stories and individuals involved. 8/10

C. Using documentary film as a creative art through experimenting with sound, narrative and visuals form to tell stories. 6/10

D. Develop digital literacy skills. 7/10.

E. Develop visual literacy skills. 6/10.

F. Understanding the importance of social dynamics in a creative group production. 8/10.

Lunch Ladies = 8/10
A Sprinkle of Spices = 5/10
SuperFan = 7/10
IdentfiMakeup = 9/10

# data[].attributes.headline
Changes to the scheme to achieve better quality student work. 

# data[].attributes.subject
Changes to the scheme to achieve better quality student work. 

# data[].attributes.body
The subject matter (female figures of interest) allowed for experimentation in documenting and storytelling as the students could explore issues and topics that might be relevant to themselves through interviewing other women and researching topics that are relevant to them. Having a focus on women meant that their was some structure and focus but it allowed for students to expand their ideas and work under an umbrella theme.

Having the students choose their own figures of interest meant that that I had given them a lot of control and I had left it up to them to find and approach their interviewees, I had wanted this to be part of the learning experience but in the end it was very time consuming. Next time I would arrange interviewees myself and have them come into the school, this would mean their would be more time spent on filming and interviewing techniques and would allow for more time editing.

This scheme really depends on the size of the group and access to computers and internet connection. This subject matter wouldn't always be practical with a larger group as it would be very difficult to organise and manage so many interviewees.

# data[].attributes.body
The individual notebooks were mostly successful but I found that students were very preoccupied with making them look 'nice' to the point that they were distracted by how they looked and not paying attention to the content. I did constantly reenforce the idea that their notebook should not have to look good especially if it is taking away from them learning whats valuable. I don't think this class we're particularly affected by this but I would be conscious of it in the future. As such I would consider ways I could tackle this problem such as having time limits to filling in pages.

The digital notebook could have been utilised more but due to us being divided between two campuses, having very slow internet and there being a lack of computers we we're limited in the amount of time we could spend working on it. I do think it would be more successful depending on the school.

This lack of technology also affected the editing stage of the project. The computers in school could not support editing software so I only had my own laptop to work from. This meant that they had little control over the technical aspect of editing, after class reviews they would discuss changes that needed to be made to the edit and then I would work on these at home.

Editing on paper was very successful however and I think the students learned more about the fundamentals of film and documentary and focused more on the story/message by really examining what was being said.

# data[].attributes.body
I ended up only using three documentaries as references. This was mostly due to the lack of technology and poor internet connection. Next time I would pre select and cut clips from the documentaries that we could examine different elements of the same sequence, this would be especially useful and the editing stage.

I would have preferred to look at more creative film-making techniques by looking at examples of different artists such as Michael Fortune or Pipilotti Rist, but due to time and technical restraints I had to abandon this. This would be solved be fixing the pacing of them scheme and allowing for more time to experiment and review at the researching stage.

# data[].attributes.body
To much time was dedicated to researching and alot of time was wasted with students being reluctant to find and ask interviewees. This would be solved with me choosing and inviting subjects into the school.

Not enough time was spent editing, in hindsight editing could have taken up 4 or more weeks. The students only scratched the surface of this stage of the process and more time spent on this stage would have allowed for greater experimentation and creativity conveying their message.

The lack of computers, slow internet connection and the fact that I was working between two different campuses meant that sharing and reviewing work didn't run as smoothly as I had hoped. Google classroom

# data[].attributes.body
Millie Biggs
Song: 6/10 - Dodie Clark
https://www.youtube.com/watch?v=5Y8bl-zZy2s

# data[].attributes.body
Natalia Wacilawska
Song: Stay a while - Dimitri, Vegas and Like Mike
https://youtu.be/GGawVPg9tvE

# data[].attributes.body
Niamh Creane
Song: Stay With Me - Sam Smith
https://youtu.be/pB-5XG-DbAA

# data[].attributes.body
Overall review of work produced = 6/10

A. Using colour and tone, and incorporating imaginative elements and symbolism into a self-portrait in order to express emotion. 8/10

B. Developing an traditional expressive aesthetic quality though application and use of materials. 2/10

C. Translating and interpreting ideas through different mediums. Song - photography - painting - textiles.  7/10.

D. Develop visual literacy skills and be aware of the use of visual elements in creating a composition. 5/10.

E. Develop skills, concepts and techniques using a variety of media in order to facilitate experimentation and exploration with their subject matter. 7/10.

F. Develop an awareness of the significance of comprehensive visual research and the importance considered selection and application of line, tone, texture and colour in conveying emotion and atmosphere. 7/10.

G. Increase students awareness of self-portraiture and expressionism and the work of artists, Irving Penn,  Francis Beacon and Murizio Anzeri. 8/10.

# data[].attributes.headline
Changes to the scheme to achieve better quality student work. 

# data[].attributes.subject
Changes to the scheme to achieve better quality student work. 

# data[].attributes.body
The subject matter was broad and vague in that I allowed for students to choose their own songs which would lead to a huge divergence.

Considering the maturity, ability and interest of any future class I would have students respond to a more limited choice of music. Although I feel in someways this would contradict the original premise of this scheme being personal and self-expressive.

The subject matter is more appropriate for older students as it has more of a conceptual abstract focus.

# data[].attributes.body
Using more disposable material to work on and aim towards having a series of works as aposed to having one main one to avoid students becoming to precious.

Using more timed sessions to help develop more spontaneous mark making and help students understand the aesthetic qualities of expressionism.

Allow for more private note taking and experimentation instead of of a large support study sheet, some of the students felt the subject matter was to intimate to be sharing.

Investigate the lyrics of the song earlier and have students incorporate props and experiment with lighting in response to these lyrics.

Spend more time at the photographing stage and experiment more with light, props and then more on to distorting these images before creating compositions in response.

# data[].attributes.body
Having a core artist to look at each stage of the scheme was useful for presentations as a way to rely information on interpreting emotion into visuals and to use as a starting point, but I felt it was important to show all possibilities of expression by expanding and this could be done by showing examples from a variety of artists.

For a younger class I would limit the number of artists as I think this would be to confusing.

After the students work started to take shape I gave each of them an artist to look at, that I thought would help inspire the progression of their work.

Working alongside students and giving demonstrations as I worked meant that they could see how I was testing and experimenting with my own painting and not being so precious with it. This worked in encouraging them to try new things.

# data[].attributes.body
I didn't account for how bad student attendance would be and there was constantly other things interfering with class time. This would have been manageable if all students were absent together but often half the class would be gone. This meant that the progress of the project was very staggered.

Next time i would consider spending longer on the photography stage and the textile stage, I think this would help with the lack of motivation and keep students interested throughout the project.

I would have students start making much earlier on and have them research and experiment in tandem.

This is appropriate for a six week scheme considering better student attendance and no interruptions.

# data[].attributes.body
Sabina Ghergut

# data[].attributes.body
Sarah O'Hara

# data[].attributes.body
Michaela Toko

# data[].attributes.body
Overall review of work produced = 7/10

A. Gain insight into photography both as a science and an art form. 9/10

B. Develop visual literacy skills in relation to black and white pinhole photography in particular line, tone, space and framing. 8/10

C. Have an overview of the principles, concepts and techniques used in experimental lens based media. 7/10

D. Develop their awareness of the significance of comprehensive visual research of their subject matter. 4/10.

# data[].attributes.headline
Changes to the scheme to achieve better quality student work. 

# data[].attributes.subject
Changes to the scheme to achieve better quality student work. 

# data[].attributes.body
The subject matter (school garden) provided students with an opportunity to experiment and explore new techniques they learned in the class yet I felt it was lacking and students became disinterested. Instructed students to incorporate figure and experiment with the eerie aesthetic that analogue and pinhole photography naturally creates.

The school garden was only accessible to the students with supervision and as it was outside I needed another teacher to accompany us as the class was to big for me to supervise alone.

# data[].attributes.body
Having the students take part in developing process of their photographs was to difficult and impractical as their was no appropriate facility or space to work in. It would be possible with a smaller group and in a better equipped school.

The developing process can also be overly complicated and depending on the class might be to heavy on theory.

I would have students start taking digital pictures with their camera phones much earlier, along side them making their pinhole cameras.

Making pinhole cameras wasn't as successful as I had hoped. Because of the size of the class it would have been to time consuming to go through the process of taking a photograph, developing it, reviewing what happened, retaking the photograph and developing it again, especially if it is a class that only has a one or two lessons a week and the subject matter is inaccessible to students without supervision. As a way to resolve this I would provide the materials for making the cameras to help insure they were more successful the first time around. I would also do all the processing myself. The subject matter would also need to be more accessible as in something inside the class.

I had intended the students build their own large camera obscura, but this wasn't successful as their was not enough time or a space to build it properly. It also required alot of heavy tools and chemicals to make so I was unsure if this would be possible to conduct in a school

# data[].attributes.body
Most of the visual references we're appropriate although in the future I would begin the project by looking at examples of pinhole photography and experimental photography to begin with. I struggled with getting visual examples on the projector at the beginning due to no internet connection so in the future I would have more print offs of work to show in case.

# data[].attributes.body
Making the pinhole cameras and camera obscurae took up alot of time, in the future I would spend less time on this and have the students work in groups to build their pinhole cameras.

I also had intended to spend more time working with a large scale camera obscura and this only worked out in the final week. Next time I would bring this in much earlier and incorporate the video element along side this

# data[].attributes.body
https://classroom.google.com/u/0/c/ODg4NjM2MDgyMVpa
Access code: akgok6

# data[].attributes.body
Gloria Sila Nsilulu
Song: I Love You - Little Mix
https://youtu.be/4UwS1xa4Ap0

# data[].attributes.body
Raminta Ribokaite
Song: Dusk til Dawn - Zayn
https://youtu.be/X930_IyhGfo

# data[].attributes.body
Elisa Fitz
Song: Masayume Chasing - BoA
https://youtu.be/2Z5P3pMmXYQ

# data[].attributes.body
Brenda Airenele
Song: Goosebumps - Travis Scott
https://youtu.be/8vKRtUwIM3M

# data[].attributes.body
Tickets students handed out to anyone they wanted to attend the screening

# data[].attributes.body
Ruth Quinn Russell
Song: Power - Little Mix
https://youtu.be/Dw8B1q1tKgs

# data[].attributes.body
Michaela Doherty
Song: Stay with Me - Sam Smith
https://youtu.be/pB-5XG-DbAA

# data[].attributes.body
Roisin O'Neill
Song:

# data[].attributes.body
Lisa Passimans
Song: The Lost Elf - Trevor Morris
https://youtu.be/7AdZTBtzA4I

# data[].attributes.body
Magdalena Sikora
Song: Quartet for the End of Time - Olivier Messiaen
https://youtu.be/UeSVu1zbF94

# data[].attributes.body
Elisha Conboy
Song: Photograph - Ed Shreeran
https://youtu.be/SOj8sk9L-CM

# data[].attributes.body
https://read.bookcreator.com/kXlBdwHRB4YBcaANPMbRCrqnMfh1/wOONjPshRziEKErWeTgN4w

# data[].attributes.attachment_link.description
Uploaded by Niamh O'Toole on 2018-01-07.