Discover the joys of drawing and painting with Go Sketch
‘Is Talent a Myth?’ by Go Sketch founder Emma Shannon As a young child many of us loved art and would have easily picked up a crayon and started drawing with a sense of freedom and exploration. When I became a primary school teacher, I enjoyed seeing this same joy when children were given the opportunity to draw or create a clay sculpture in class. However, for many, this sense of joy and abandon when creating art does not last. As we get older, many adults leave this pastime behind them. Drawing becomes something that young children do with ease and adults do with caution. As an art teacher I have noticed that there is a sense of judgement that starts from about age 8 or 9 and grows into adulthood. Instead of being present in the moment while creating art, we start thinking “Is this a good or a bad drawing?”. We look around at our classmates and we start comparing our drawing to others. As a teacher, I began to wonder what causes this shift in attitude from “I can draw” to “I can’t draw”. Is there anything I can do as a teacher to stop this transition? When I decided to leave full time teaching and set up Go Sketch to focus in on art education, I started listening more to what children, parents and teachers started expressing around art ability and one word kept popping up again and again. That word was ‘talent’. I would hear it in class when children would ask the ‘talented’ child to help them draw something. I would hear it in other teachers who would sometimes openly pick out a child as having talent in front of the other students. I would hear it in some of the art birthday parties I taught, when parents would come up to me and say (in front of the children), “James is the talented one in this group”. I would also hear children and parents express a lack in this ‘talent’. They would often say “I’m not creative” or “I can only draw a stick man”. So what is this elusive ‘talent’ people keep talking about? Talent is defined as an ‘innate ability in a particular field’ that exists naturally rather than being learned through experience. Talent becomes a magical quality that you are either born with or not. In some ways, this can make the person with the ‘talent’ feel very special and what is the harm in that? It is a great feeling when someone sees something special in you and celebrates it. The downside to this belief in ‘talent’ for the ‘talented child’ is that it is a lot to live up to and can cause problems if the said ‘talented’ child draws something they don’t like. I have seen this in action, where the talented child is incredibly hard on themselves and sometimes stops trying to advance their drawing in the fear that they will draw something ‘not good’ and lose the magical label of ‘talented’. I believe this idea of talent can also be a factor in the shift from children thinking they can draw to suddenly and sadly realising that they can’t. If you believe in talent as an innate ability then art is simply a door that is open to only the chosen few and the moment you draw something you don’t like, that door is slammed shut as proof that you do not have this magical quality within you. Drawing and painting becomes a cautious activity that people tiptoe around or avoid altogether. So do I believe talent is a myth? In a word yes, but I feel I need to explain this further. In my experience of teaching art over the years, to both children and adults, I have noticed a few things. The first thing is that people who are said to possess this ‘talent’ for art are very often the same people who have a deep passion for drawing, painting and creating. It is this passion that drives them to create most days, filling sketchbooks and studios with their artwork. Is it not this drive and hard work that results in artwork that they are proud of rather than an ability they were born with? I would say celebrating their effort and passion for their craft means more than simply saying that they were born with that ability. Secondly, if you ask any artist if they draw, paint or create something they don’t like sometimes, the answer is always yes! The creative process relies on people being able to experiment, try out new ideas and take risks. Therefore, it makes sense that the results of this exploration will sometimes create artwork the artist is happy with and sometimes create results that they are not happy with. But creating something you don’t like is just the beginning! We need to teach children to think like artists and keep shifting and changing their work until they get to the desired result rather than just stopping in their tracks. Finally, ‘talent’ relies on the belief that there is a desired standard of art to be reached. That a piece of art is either good or bad. As many children and adults will know, if they come to our art classes online or in person, I start every class with the same thing. I remind everyone that I believe that there is no such thing as good art and bad art, there is only art you like and don’t like and guess what? We all like different art! So rather than aiming for a perceived idea of what good art is, you should be exploring your own style and deciding what you actually like yourself. We can still teach the skills in the classroom but instead of them doing a step by step piece of art where all pupils create the same thing and then unsurprisingly compare results with the ‘original’, we can create a more free
Resource bank showcases careers in the creative sector
For students who wish to pursue a career in the creative industries, it can be difficult to see the relevance of studying subjects such as maths, English and science. So Leeds City Region Enterprise Partnership (LEP) and Burberry have teamed up to launch the latest FutureGoals careers resources which will help the region’s young people learn how the skills they are gaining at school are used in the creative industry. Created in collaboration with local businesses, schools and with the help of students the programme is based around the production of a festival. Spotlight can bust a few myths around careers in the creative sector and provide a wider understanding of the less well-known, yet in-demand roles. A year 9 student from Ossett Academy said: “I really enjoyed the mapping activity and being challenged in the budgeting task.” Students will need to use their English, maths and science skills and knowledge to tackle every aspect of the planning and running of a festival. Through the various tasks, quizzes, group activities and discussion topics, students will become aware that there is more to the creative sector than the well-known design-based roles. A year 9 student from Ossett Academy said: “I now know that there are many jobs in the creative sector and how maths, English and science skills are all needed.” Creative industry is region’s fastest-growing sector Following major creative icons such as Channel 4 and Burberry settling into Leeds City Region as their Head Quarters, the creative industry is now the region’s fastest-growing sector providing incredible job opportunities to local people. There are currently over 30,000 people working in the creative sector in Leeds City Region with that number predicted to increase. Pam Batty, Secretary of The Burberry Foundation and VP of Corporate Responsibility, Burberry said: “The FutureGoals Spotlight campaign provides a unique and interactive approach to equipping young people with valuable insight on entering the creative industry. The Leeds City Region has a fantastic creative network and this campaign will open up a world of opportunity for young people by introducing them to many diverse and stimulating career paths. “The Burberry Foundation is dedicated to using the power of creativity to drive positive change in our communities and this accessible toolkit can help empower young people to forge a new path with meaningful support.” The new Spotlight campaign, aimed at students from years 7 to 11 includes a series of interactive and engaging resources, all designed to give students a taste of what it would be like to work in the creative sector. Spotlight has been developed as part of the LEP’s wider careers campaign, FutureGoals which provides inspiration to help people of all ages feel inspired and informed about careers in Leeds City Region. Roger Marsh OBE DL, Chairman of the LEP and NP11 said: “Spotlight is a fantastic addition to the LEP’s FutureGoals campaign, highlighting the wide range of exciting careers available in the creative industry. “This innovative project-based approach incorporates maths, science and English to build confidence and skills transferable to roles in this sector.” Educators, careers advisers or influencers to young people are encouraged to download the FREE Spotlight resources at www.futuregoals.co.uk/spotlight
More than 100 young artists shine at Stockport Grammar Art Competition
This year Stockport Grammar School’s Year Five Art Competition welcomed 113 entries from young artists from 16 local primary schools. Sponsored by Brewin Dolphin and based around the theme of ‘self-portrait’, the young entrants showed off their creativity and imagination with a wide range of final pieces that included 2D and 3D artwork. Artists and their families visited Stockport Grammar School for an exhibition evening which showcased their work. Lukas Schwarzmayr of Gorsey Bank Primary School won the competition with an eye catching self-portrait with fantastic shaded detail created in a collage style. Runners-up Maria Majid of Lady Barn House School created a colourful 3D project and Lucas Bird of Vernon Primary School impressed with his half photo, half drawing piece which showed great skill in both the drawing and shading aspects. Stockport Grammar School’s Head of Art, Richard Davies said: “All the pieces were fantastic and the amazing artwork produced showed the talent, imagination and time the artists had put in. “We were impressed by the quality of the work, both in terms of the technical skill that was evident in the use of a range of media, and also with the level of creativity which could be seen in the variety of outcomes. “Clearly the boys and girls had enjoyed responding to the theme of ‘The Portrait’ and having seen their work displayed alongside their peers, they will be encouraged to keep drawing and painting long into the future.” The entrants were selected to represent their school at the competition and every artist went home with a ‘goody bag’ which included a range of wonderful art equipment.
Careers advice for students looking to pursue work in the jewellery industry
From goldsmiths to CAD designers, read on as we look at the various career paths your students could follow to be involved with creating stunning pieces like wedding rings and necklaces. Employing over 55,000 people and made up of over 16,000 businesses, the UK jewellery industry could be one that your students find themselves working in. But, have they considered the different roles in the sector? Here is some careers advice you could give to your students about working in the jewellery industry… Highly skilled individuals As their names suggest, goldsmiths and silversmiths are skilled in making jewellery out of gold and silver respectively. A Master goldsmith is highly skilled in working with precious metals using a variety of techniques. To be a goldsmith, you need to enjoy being practical by working with your hands, as you’ll be forming metal into different shapes. Patience is also required, as you’ll need to be concentrating for long periods of time on one object. You may also be asked to make changes to jewellery to meet a client brief, so persistence is also key. Being able to create technical drawings is an advantage too and something that is sought after by some employees, depending on the company. This is a highly skilled job, so training is necessary. On the job experience is key here and although gaining qualifications will help develop your industry knowledge, it may not help develop your skills in the way that you need them. The best way is to learn from other professionals, either through an apprenticeship or by spending time in industry. It’s important that you’re a team player too, but happy to work independently as well. It’s likely that you’ll be working with other craftspeople on different projects but will also spend time perfecting pieces on your own. Jewellers There are many sites out there that focus on arts and crafts and appeal to a market that wants something truly unique. You can teach yourself how to make jewellery pieces, and experiment with different materials to find your niche. If it’s something that you’re passionate about, you can start your own website and possibly supply your goods to others in the future! If you want to be your own boss, this could be for you. This is usually done as an additional job or a hobby, but some people are successful in making a career out of it. Jewellery designer Depending on the size of the business, designers may have to discuss a brief with the client and liaise with them through to completion. Individuals in this profession use their artistic abilities to bring an idea to life, either by hand or using Computer Aided Design, also known as CAD (see below). This is a role that’s very competitive and not often advertised, so networking and building contacts in the field is a good idea to get started. You’ll find that many jewellery designers have foundation degrees, or bachelor’s degrees in related subjects which looks at modules such as metalwork, design and metal design. Many designers create models out of the jewellery, which will go on to be mass produced in a business-to-business trade or given to the customer for a bespoke design. It could also be part of the designer’s job to source gemstones, metals and other jewellery parts to create their proposed piece. For students who learn best on the job, apprenticeships are also available. Again though, these are increasingly competitive. And, for those who are looking to learn jewellery design alongside other commitments, there are short courses available at colleges and private providers, but these aren’t usually as in-depth or may take longer to get to the level that an apprenticeship or degree qualification would provide. Designers Developments in 3D printing and Computer Aided Design (CAD) means that there are more technical roles becoming available in the jewellery industry. There is now a requirement for people who can use these digital tools with precision in the design and manufacturing process. These types of software are able to create prototypes of models, which go on to be made into 3D designs and castings. Jewellery that is designed with this sort of technology uses state-of-the art equipment and is drawn with precision like no other. The designs are then sent to mills, printers and growing machines, where they come to life with the help of 3D wax or resin. There are courses online and ways that you can gain a CAD qualification from home. Alternatively, get in touch with your local vocational college and see what related courses they have to offer. What more specific roles are there available? In larger jewellers that deal with making a lot of new products or making repairs and alterations, there are a lot of specific roles. You might find your niche in jewellery making and find that you want a more specialised job. These roles again require patience and working with your hands. Bench jewellers — make, repair and alter items Enamellers — apply powdered glass and heat to the metal to create decorative finishes Casters — generate multiple casts for the production process Engravers — skilled in the art of engraving, they can engrave lines words and other markings onto jewellery pieces Model makers — design and create models which are used to make numerous copies or an item through the casting process Do any of the roles discussed in this article take your students’ fancy? If so, they should start networking and build their portfolio to better their chances of breaking into the industry. Sources icould.com ucas.com
KidZania London STEAMs into October
Launching Friday 5 to Sunday 7 October, KidZania London – the indoor city run by kids at Westfield London, Shepherd’s Bush – will be hosting an action-packed STEAM Week, inspiring kids to develop their skills across science, technology, engineering, arts and mathematics. With 2018 seeing the launch of the government’s Year of Engineering campaign, of which KidZania is an official partner, there has been an increased focus towards recognizing and celebrating STEM subjects and careers spanning science, technology, engineering, and mathematics. However, KidZania also recognises that the demand for arts resources has also rocketed, as teachers are increasingly championing the importance of creative thinking and visual learning in the classroom. The three-day STEAM festival will look to merge these disciplines together, demonstrating that no matter where children’s strengths are, whether its number crunching or a way with words, there are careers and opportunities out there for everyone to explore. From STEAM-themed world record challenges with Guinness World Records Live, to slimy Jelly Belly X-ray operations with PDSA and structure building workshops with Engineering Development Trust, there will be fun and educational workshops to bring the school syllabus to life – whether that’s on a school trip or a weekend visit with the family. Eddie Kemsley, CEO at KidZania comments: “Embracing creativity through the arts is something we positively encourage at KidZania – whether through our Book of The Month Activity with Little Tiger, inspiring even the most reluctant book worms, to our music academy and dance studio. We are hugely excited to be incorporating this into our existing STEM focus, to really demonstrate the wide variety of subjects and career opportunities out there. She continues: Not everyone can be great at numbers or science, but as some of the most innovative engineerable solutions have been developed by creative thinkers, it’s important for us to be able to showcase the importance of arts subjects too.” Exciting partnership activities include: Take the Guinness World Record Challenge 5th – 7th October Does your child have what it takes to be the next Guinness World Record Holder? KidZania’s Guinness World Record Live event will put kids to the test with one of three STEAM-themed world record challenges. Jelly Belly Operation at PDSA – Saturday 6th October Join PDSA for a fun and interactive Jelly Belly Operation. Examine X- rays and find the foreign bodies in our pet patient’s slimy stomach! Design and Build with the Engineering Development Trust 5th – 7th October Come and get involved in one of our fun ‘hands on’, design, build and test challenges with the Engineering Development Trust.. KidZania believes in ‘Learning by Doing’. By bringing the classroom to life in the city, it aims to boost children’s curiosity and imagination through curriculum-based real-life activities. To book tickets for your school trip now, please email schools@kidzania.co.uk or call 0330 131 3335. See KidZania.co.uk for more details. Twitter – @KidZaniaLondon Instagram – @KidZaniaLondon Facebook – /KidZaniaLondon Pricing: Access to all additional activities is included in the entrance price £14 per child. Reduced pricing available for schools with a high Pupil Premium level Learning outcomes: KS1 – KS2 Science KS1 – KS3 Maths, Art, Design & Technology and PSHE About KidZania London: At KidZania London, children can take part in real-life adventures. Spanning across 75,000 square feet, KidZania is an amazing indoor city built just for kids! KidZania provides children with the opportunity try out a variety of real life role-play activities from being a firefighter, journalist to a surgeon. Each role-play is developed to teach kids essential life skills including financial literacy, teamwork and independence. Designed to empower and entertain kids, KidZania gives them the chance to challenge themselves and gets children thinking about which career they may pursue in the future. KidZania is a unique role-play experience for 4-14 year olds, blending learning with reality and entertainment.