Micro-teaching task

Using a visited exhibition as a starting point, I will devise a lesson and complete a lesson plan using the Lesson plan performa. I will prepare and rehearse the first five minutes of the lesson including any necessary resources or equipment. In planning I will consider the following:

• Space: body language, movement, positioning, stance, technology.

• Voice: communication, clarity, pace, projection, questioning, silence.

• Resources: clarity, design, quantity, supportive, multimodal.

• Activity: engagement, sequencing, stimulation, structure, surprise.

• Relationship: eye contact, expression, nervousness, scanning, sincerity

Assume the lesson is real, focus on engagement and delivery within the first five minutes

[ - You will present the first 5 minutes of the lesson to your tutor group on Monday 9th October. Your presentation will be filmed so that you can watch back and identify strengths and areas to work on. You might want to practice presenting at home first.]

Also consider:

Call and response

Contextualisation

Christian Marclay (Doors)

- ways of showing unease in a painting - colour palette (go away green), composition (Dutch angle)

- ways of showing repetition in a painting

- Video work? - collage and sequence

Gallery Visit:

I started this assignment by visiting the exhibition at the White Cube gallery in Mason's yard. The screening was accompanied by several sculptures which encouraged audiences to see the door as a material, and consider how layering and subtraction might alter our perspective of a door as a material in and of itself.

The screening itself was labyrinthian, with often some 'pathways' repeating established orders, this really acted to connect doors to certain 'other' doors and made the project seem even more dizzying than if they were all random. This reinforced connection encouraged the mind to seek actively through the work, to make predictions and construct a map of where each door will lead to. The work also did not feel cyclical, but instead it was dynamic.

One thing that was especially notable was the smoothness in its transitions. The audio was perfectly blended together, layering the sounds on top of each other perfectly. Intensity was consistent throughout navigation, which made the journey of the 'user of the doors' in every shot feel purposeful. The brain wanted to force a narrative on what it was seeing, which often led to some humorous impositions. However, while the intensity matching allowed the door's movement to be consistent, the inconsistency in narrative journey allowed for the focus to be understood not on the actors, but on the movement and interaction of the doors.

For this project, I want to combine and celebrate 'difference', leading back to my declaration of preferred approaches where I noted the importance of celebrating different perspectives.

For this project, I also want to use this idea of labyrinth.

For this project, I want the students to take away something specific from the artist study that can be applied both in this work and in later works.

Lesson plan:

To create a collection of doors, to celebrate different places and perspectives.

To create a repeating pattern 'labyrinth' inspired by Marclay's video labyrinth.

Do now: Starter question:

What is a door?

Potential answers:

An accessible boundary between two spaces - connects

Means of transitioning/entering alternative spaces

Given answer:

A door is a connection between two different worlds.

An old film that came out almost ten years before you were born. So i'll be very impressed if you can tell me what film this is?

Monsters inc is a film about two people from very different worlds, who were able to come together and connect despite their differences.

[Show a clip from Marclay's work]

While they're watching ask the following questions

How does the video make you feel?

By removing the narrative, what else can we focus on? - the doors become the focus.

The doors characterise the entrance to the space. write down some words that could describe these different doors. - what makes each door unique.

windows, door handles, door numbers, signs, colour, locks, keyholes, exit signs, patterns, material

What associations can we make between two things by including them in the same seamless format?

Monster's inc

Collections in art

Girl looking though a window - Dali

Into the Spider-verse/ aesthetics of inter-dimensional travel

Encourage collaboration:

Boo's door is unique to her, it represents who she is and is an introduction to her world.

Later on today, we will be designing images of doors. So have a think about what a door into your own world might look like and we'll share those ideas together in just a bit.

Feedback from teachers at Maiden Erlegh:

Students like choice

Choice can be used to account for different skill levels

Stretch and challenge tasks

Gear lesson difficulty in correspondance to other classes (i.e. a tessellation task will be best understood by year 9s at the start of the year, as this is studied in year eight.)

Feedback from critically focussed peer:

1 - No nervousness came across - technicalities of presentation - quicker transitions within timeframes. Helped keep children focus - more time - for reflection and pace. - when the slides aren’t reacting perfectly.

2- `Simplified’ - one concept of doors - monsters inc part not needed - flitted between task - monsters inc - to artists. - time and syncopation of - do not rush associations between ideas - time for

3- Leave things to Childs artistic license - example restricts boundaries of what a door is. - Open this up to the class, celebrate different views and accept different directions that the students want to take the project in.

Feedback from group:

- Get used to hearing your voice when projecting. - Using your voice as an instrument.

- Suffered from speed of context - have the confidence to

- slower and simpler delivery.

- Watch language - when you get anxious - don't make excuses for asking questions. Let people respond to the question.

- Confusion can be productive. - lack of confusion suggests lack of learning.

- Trust in presence, audience wanted to go on the adventure through the journey. - makes the lesson more fun.

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