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.

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

(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.)

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.