1. Achievements regarding the intended learning intentions

1.7- Reflective statements in their sketchbook about  how their sketches are influenced by the chosen  artists selected including relevant terms

And Final piece

Students had successfully reflected on the progress and final painting through a final reflection that considered their personal perspective on their emotional attachment of themselves in the space. They reflected successfully on the techniques and their own learning, whilst creating an effective final painting that separated itself from the photographic reference.

2. Shortfalls regarding the intended learning intentions

• 1.8- Knowledge of application is evident through  application of paint within the sketchbook and worksheets responding to composition techniques of artist research​

Activities regarding the theme and approach became disjointed in the process of paint. Meaning that elements of creating a painting became 'separated' such as looking at colour matching, application, layering.' Done on separate greenboards chart styled, which may have merit but began to stray from really delving into learning through the paint itself. More immersive methods of utilizing methods like oil pastel, oil, acrylic tools/ house brushes could serve to create stronger/ immersive learning activities.

1.14- Skillful and sensitive use of drawing and  painting techniques in response to figure and landscape depicted  and photographs taken

I had adapted this when introducing acrylic mediums to manipulate paint, as a result the stronger pieces have simple but varied applications in final painting such as textures (course medium/structure gel) However in original unit this point is too vague when looking at application in paint.

3. Changes that you would make for future development of the units.

-Focus on viscosity with paint earlier in the learning, involve more mediums and utilizing artist references to provoke application of paint. Having various application examples clearly outlined in the unit based on own/artist references, explored through the work rather than as separate activities on a 'worksheet'

1. Achievements regarding the intended learning intentions

Re-exploring the site in terms of design

Students had made a clearer reference to the peoples park through adaptions in designs. Originally, creating compositions through botanical compositions had fallen flat as their reference images and collage process began to stray from that original goal of depicting the park on Tote bags.

However, through a revisit on sites within the park and methods to elevate messaging such as text with imagery, the designs strengthened.

2. Shortfalls regarding the intended learning intentions

•  • 3.5 Students will design compositions based on analytic drawings of their photographs  to create a final composition.​

The shortfall in the unit and final work, was that this stage should have been done sooner. Creating compositions from photography with a botanical theme with emphasis mainly on lino technique (cutting and printing) limited the depth of the compositions, resulting in compositions that could have been even further developed and created to the highest standard. Having that clear design that succeeds as visually provoking piece/ provoking in theme of the site and improved compositions would have elevated the standard.

3. Changes that you would make for future development of the units. 

Exploring technique while creating improved compositions, constantly reframing and adapting compositions with students through the learning/ exploring of the site. The goals of the final composition through each class, to create an image that students would desire on their tote bag.

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3.11- Exploring a unique way of combining design​

elements and exploring proportion​

3.14- Completion of final animation as a group, process to be documented into sketchbook with USB animation of 30 secs- 1 minute

Students had a variety of hand made/printed cut outs based on characters. This elevated that reference to Gilliam whilst making animations unique.

The mandatory conflict had improved the quality in story lines compared to the last time the unit was used.

2. Shortfalls regarding the intended learning intentions

Timing became an issue, as although there was the time students began to fall short due to if one member was out that had the timeline on their phone, the rest of the group became reluctant to continue. I would push them to continue and in the editing stage we would combine timelines, however when one person was in and the whole group was out, that person was unsure what to add/adapt as humour in the animation was determined by what each group found funny on the day. This could be given more time in planning stage, so there could be a set brief that each member had to follow the agreed storyline and script.

Also the absurd element made it fall as an animation for audience, as groups depicted inside jokes/ meme culture they found was suitable for their own animation. Although this made their animation personal and unique, it may not be accessible to certain audiences unless the group can clearly outline the intention of every design decision.

3. Changes that you would make for future development of the units. 

Deeper reflection that references digital literacy rather than just technical learning

Utilizing AI tools such as voice generator

Utilizing the student experience to create a learning experience, this meaning tools and script choices made could be reflected upon.

AI began to became a tool for groups who either didn't have the numbers to voice act/serve the humour.

The unit itself leaves a lot of room to include elements of 'meme/ online' culture which heavily embodies itself in how students communicate and depict stories. Having the reflection more framed towards their experiences of digital literacy could bring out a deeper insight of this wave in 'absurd animation.'

Students had engaged well with learning new techniques such as sewing, dying fabric and crocheting.

The approach in the artist research served well the idea of the soft sculpture, having artists such as Louise Bourgeoius, Eve Hesse and Sarah Lucas. These 3 clear but different artists allowed students to look at female post modernism through the emotional lense of serving the poem 'Poppies in July.'

In Reflection in sketchbook, students outline how emotive themes of the poem were visually depicted in methods learnt, students began to feel a connection and responsibility to depicting piece as a metaphor for the forms of female experience explored through the female artists and poet. In the photographing of the installation, they felt they wanted to obscure how viewers look at work, as if viewers ' try to look through' to something more sinister underneath.

Examples include the destruction of white lace, the traditional connotations of white lace vs actual experience that women may endure. How we use fabric on sculpture to analyze and deconstruct these norms.

2. Shortfalls regarding the intended learning intentions

Potential for performance-

Although students became immersed in photography and installation, the performance elements of the original unit and the reaction to Marina Abramović fell short. Including the students personal experience through the performance of the work fell short as students mainly removed themselves from that learning intention, they depicted other experiences without immersing themselves in how that experience could be encompassed in their own lives. This could have been an opportunity for that.

3. Changes that you would make for future development of the units.

Although the did small scale practice of sewing/ dying and continued this learning with the creation of the work, maybe in the initial learning stages creating more visual evidence of learning through the art, that could be accompanied with the large scale piece.

These could mean creating individual small scale soft sculptures that would better inform their collaborative approach later.