Tutoring and Art Teaching
Over the last five years I have regularly tutored students for GCSE and A level and portfolio preparation.
This has involved looking through their sketch books, advising them on what areas need further work and helping them to develop their ideas fully so that they can achieve their potential. I have suggested artists to look at to expand their contextual knowledge and stimulate ideas. I have introduced them to new mediums and ways of working and helped them to improve on existing skills. I also worked in a school as a visiting teacher, focussing on portrait workshops and getting ready for external art exams. This is a supportive and nurturing role and requires clear communication, time management, collaboration, and teaching skills and enables me to have a sustainable practice.
British Museum Late Night Zoetrope Workshop
Volunteer at Folk Tale Zoetrope Making Workshop 12/12/14
This workshop, run by Julia Norris, was organised as part of the German Folk Tales at The British Museum.
The schedule involved setting up the tables, supervising and assisting members of the public in making their own mini zoetrope. There was enough material to make 100 zoetropes. We took turns in invigilating and demonstrating the phenakistoscope, a spinning wheel with animation, and discussing this with interested passing visitors. At the end of the event we packed away.
Skills that were needed for this workshop were teaching and instructing, communication, collaborating and time management. It was an opportunity to interact with the public and speak in front of a crowd.
Park 15 Saturday 9th and Sunday 10th May 2015
I was interested in assisting with Park 15 in Cannizaro Park, as it was a large-scale public art project. I volunteered to accompany groups of school children being shown around the park on installation day.
The children were from the nearby Dundonald Primary school. They were lead by Juliet Haysom, the curator of Park 15, on a tour lasting about one hour. They were encouraged to ask questions to each artist at each site, and to us. It was fascinating to listen to the children’s reactions and responses to the artworks.
This was an opportunity to interact with the public and listen to feedback. Good teaching and communication skills were key, as was time-keeping. It was important to have done research on the works being shown so that I was able to answer questions relating to each artwork.
Art Parlour was a workshop run by UAL alumni from across three colleges. The workshop was aimed to open discussion about life after college for a Fine Art student.
The morning session, run by Rosalie, looked at communication, in particular using diagrams. Rosalie encouraged us to think about our practice by asking us to fill in diagrams she had created. It was a light-hearted look at visual communication but with a more serious agenda. In the afternoon Holly and Scott took a more confrontational approach as we discussed topics such as artistic rigour, context, networking, approaching curators and the profile of Wimbledon Art College. We had read two texts on the working artist, these prompted discussion on where we saw ourselves after the course. We touched on other topics such as the arrogance of painting, and paying to exhibit, both subjects encouraged fierce debate.
Skils needed were communication, teamwork. and debating..