Curriculum Proposal keeping ideas alive Introducing Bringing Contemporary Art to Vocational subjects

1. Curriculum Proposalkeeping ideas aliveIntroducing Bringing Contemporary Art to Vocational subjects What is art? What What is its value to learning other subjects?

2. Contents • Course - rationale • Ideology – curriculum models • influences • Target group Learning needs of target group -Needs analysis • Who the curriculum is for – target group • Aims and objectives/outcomes • Course organisation – scheme of work/learning programme- 1 lesson plan • Funding • Steep • ESDGC – • Equality and diversity - inclusive learning • Curriculum content – outcomes and objectives • Learning methods, strategies and justification • Assessment/evaluation • Accreditation • Resources • Quality • costing

3. Rationalewhy the course should run • Suspicion/ignorance of the value of conceptual art • Gives students an opportunity to relate to/understand artists • Artists embrace the students’ subject areas- artists relate to other dicsciplines, other disciplines can relate to artists • Use conceptual art in non art courses to make lessons more interesting to discover the value and purpose of conceptual art • To enhance their subject and create a sense of well being

4. Ideology • Progressivism – extend people power and possibilities ie well being – experiential learning, learning democracy at school to be open minded and recognise the value of others’ approaches – active problem solving – personal growth and individual thinking strengthening democratic society • Humanism –harmonious and reflective individuals • Anti reconstructionism • Anti totalitarian ie brain washing

5. Influences • Our own experience of contemporary art • Ken Robinson • Goldsmiths research

6. Target Grouptheir learning needs • Non art courses at Coleg Ceredigion: • Health and care • Catering and ILS • Countryside management • Bricklaying and Construction • Carpentry and Joinery • Motor Vehicle Engineering • Business Management • Furniture

7. Needs analysis • Part of existing courses • Demand • Competition – art courses don’t mix witrh other subjects • Target groups –pilot/trial/taster to see if it benefits the collegeNumbers (Debbie from Daniel) • Costings staff, materials (recycled), paper, printing, camera, projector, laptop, film, DVDs • Funding: if its art work – arts council Goldsmiths/Tate research, Saatchi, artist in residence, multi nationals, Wellcome Trust, NESTA, NSEAD, RCUK, National Foundation for Educational Research, • College mission statement

8. STEEPsocial • Rural far away from contemporary society (Social) • Bilingual • CAT alternative community • University town • Use of Arts Centre • demystifying

9. STEEPPolitical • Cutting creative courses • Much Contemporary Art is politics • Good way to learn about politics • Don’t believe in climate change?

10. STEEPTechnologieshow is this relevant to our course? • Digital age - built into culture • Filming • Mobile phones • Internet • Facebook • Blogs • Game based learning • Availability of world innovations – virtual tours eg MOMA

11. STEEPEconomic • Unemployment • Shops going bust • EMA and student loans for fees – better in Wales • Not a rich area? • Fuel costs • Bus passes • What we are offering doesn’t cost anything for them to develop interest using recycling or stuff they have • Artists are poor mostly can live on no money

12. STEEPenvironmental • Recycling • Carbon footprint • Paper output • Fuel use • Weather – variations, how it is felt here, affects mood, how it might affect course plans if ourtside • Being cut off from the rest of the world/isolated

13. Course contentCourse organisation – scheme of work/learning programme- 1 lesson plan • Learning programme of 10 weeks of 3 hours (1/2 day) 3 x 55 mins sessions • Introductory session for all groups, • then one class per week for 8 weeks of different groups per week • a concluding 3 sessions of a plenary for all groups • What do you consider creative in your course or in your line of work • Address political issues • Visiting artist at beginning or end

14. Aims • To show an understanding of contemporary art • To be able to look outside the box • To understand the importance of creativity • To free up educational/institutional restraints • To push the boundaries • Apply creative scenarios to their subject areas • Respect for creativity • Well being • Cross subject boundaries

15. Course Objectives • To facilitate the students to produce an installation individually or collaboratively • To design an inventive lesson plan • For the students to evaluate/analyse a contemporary artist • Identifying a process the artist goes through to produce work

16. marketing • Session with course tutors to sell the idea

17. ESDGC • Identity and culture - bring their own knowledge • Natural environment – ethical questions relating to the industry and their responsibility • Wealth and poverty – gap between rich and poor artists • Health - health and quality of life • Climate change – impact of individual and collective actions • Consumption and waste - good practice in using equipment and resources in a sustainable way • Choices and decisions - encouragement in forming opinions based on well informed knowledge and with a group decision.