SB2 - Girl Gang Print Fair

Girl Gang Print Fair

This was the first print fair I had ever done. It was exciting to get all of the work presented and looking professional. 
I created a logo with contact details. 
We didn't have very much room so we had to think about how to display things effectively.
Our work was very different and Jennys is very niche "witchy" so she had quite a lot of interest. Mine next to hers was very colourful. I sold a lot of earrings, selling out of my purple version. We even dressed expressive of our artwork.
It was a very long day (I learnt to bring stuff next time in a suitcase rather than a box). We started thinking about how much we earnt as an hourly wage and it was successful.
It was really nice going home having earnt some money and more than broken even for hiring the table. I would definitely do another one.

SB2 - Old Red Bus Station exhibition

Old Red Bus Station Exhibition

The theme was COLOUR
I thought it might be nice to submit and showcase some work which I had already made and was proud of.
It was a very DIY display which worked well with the analogue nature of the the paper cut collages and Delia Derbyshires' analogue splicing and creating of music.
We had to submit work to be chosen so it was confidence building to be chosen to exhibition my work for the month that it was on display.

SB1 - Play Therapy Interview

Play Therapy Interview

What is your main job?

-Was a head teacher but had enough and wanted a change
-Was a SENCO (trained through school for mental health support) and knew people needed help but that the school couldn't get or afford it
-Wanted to work with the children in a holistic way
-Wanted to stay working with children

Art therapy and Counselling course then play therapy. Art therapy more specific about how it works. 

Anglia Ruskin or place in London for art therapy course. 

What is the play therapy course?

-Run by PTUK (Academy of Play) 
-Can do for a weekend over the year in Buckden (local to cambridge) or a 2 week intensive course in France at Monacca and Geoff's house/estate in France (founders)

-Post graduate certificate - have to have had 200 hours experience working with children, can go onto do diploma
-Diploma is after the certificate and means that you can work with more advanced mental health problems and with groups - have to do 50 hours more of working with children.

-2 week intensive summer school in France (best way for her) 
-Fully immersed - 15 days - EXTREMELY intense. £3500
made friends and support
-Affiliated with Leeds Beckett
- A range of different people came : already councillors, social workers, teachers. Lots of backgrounds and of different ages youngest 22, early 60s.

- Each module has assessments. Summer 2018 graduate 2020 but can apply for diploma 2019 summer
- Letter from course director that your on track and can start charging. Whilst doing 100 hours cant charge people for your time.
-Her placement is in a school. 
-Can be self employed after the diploma. Can superviser put work your way? 

They run taster sessions in November
snap shot (hers in London) £130 for the day

What does the certificate look like?
-70% experiential
-Assignment essay, powerpoint, clinical hours after half term 
-100 hours of clinic supervision
-every 6 hours a supervision 

-Play therapy involves the use of; sand, clay, music, movement, dolls house, creative visualisation.
-Child has access to entire toolkit, they direct them selves. Child leads and therapist follows.

!!!!Play therapy is different to art therapy. Art therapy is a section of play therapy. Art therapy is much more structured and asking the children to explore specific things rather than play therapy is following what the children chose to do with art as an option!!!!

-Interpret a lot by how they move. Figuring out what their problems could be. What the movements could possibly be reflecting. Being aware. 
-Whilst on the course the therapists experience a lot of different things that the children would. Did things that raised anxieties to figure out how you could cope and therefore how they might. Emapthy.
-Some activities brought a lot of emotions forward so you know what your triggers are. 

SB1 - Mental Health Teacher Training Day

Children and Young People's Mental Health
Octagon Cluster Teacher Training

As part of my work experience at Swavesey Primary School they kindly let me attend their teacher training day on child mental health. 
It was really interesting and really made me think about:

- The types of attachment impact childrens' personalities and ways of interacting differently and how to respond/ help engage the children effectively.

- Appropriate and thoughtful responses to help different types of children and make them feel cared for.

-The bio, pscho, social model explanation for anxiety and behaviour to really consider the   complexities of what could affect children whilst growing up.

-Really considering how the behaviour that they are showing is an expression of their     feelings and to think about where the behaviour may stem from.

-How to try and give children opportunities in a school environment that they might not   have at home.

-Mindfulness promotes living in the moment, recognising but not dwelling on stressors and   cultivating happiness. It works over a long time with a range of extreme health benefits by training the mind to train the brain.

This really inspired me that I want to learn and understand more about mental health both theoretically and practically.

SB1 - Child Therapist Interview

Child Therapist Interview

• Moved from Head Teacher to councilling - realised that there wasn't enough support for children
• Realised that children only get support when at crisis point (nothing preventative, sometimes just watching things get worse till its urgent)

Has been training as an "Ollie" therapist under the teaching of creator Alison Knowles who believes in EMPOWERMENT rather than FIXING.

Ollie is an ideology through books and puppets which replaces the child for Ollie to detach and output their emotions.

One technique (which involves art)

• what feeling would you like less of?
• what does "worried" look like?
• -only a little part -need all of the feelings but sometimes the superpowers (feelings) get too big
• what would you like more of?
• -change the drawing - what could we do to make feelings look silly?
• can we take worried out for a little chat?
• -take it out in one hand (make it seem small)
• -chat like its a silly child
• pull out opposite "bravery"
• -make it seem bigger and get with 2 hands
• encourage both to work together as a pair
• what action could get rid of or help?
• what future situations could the action help?
• need all of the feelings
• ready to put parts back? (want all the parts)
• pick team of superpowers?

One technique is the idea of a library... storing every experience, good and bad... its okay to go back and revisit... will have a different perspective and see things differently, will help heal.

One local authority has bought the concept to try and actively help - PREVENT in schools with little children (ks1)

Preventing rather than healing

When at school she used her PSHE hours to make art with the children but also walk around and chat and give attention to children.

Some children have so much locked away - need art to engage

Not all children have 'messy" exploration where they could feel things and have textural early experiences

Problem with training as a therapist is that "need to see things but cant" because everything is very personal and private so can't shadow.

There are more accessible than academic routes.

Ollie school - only one interview to decide if accepted (intentions and personality)

4 month course - £2,000- London or Manchester

AIMS=to empower children the children to apply and manage without you

Lots of different types of therapists and jobs eg. Alternative Therapist

Could work anywhere with children: freelance, schools, care homes, prisons, hospitals

If freelance the business would spread through recommendation and time.

Could do thing like supply work alongside.

SB1 - TA Experience

I volunteered at Swavesey primary School for the last 2 weeks of term. I was working as a Teaching Assistant in KS1 (with 3 classes of years 1&2) I got to meet the older year 2s who then went into year 3 and then receptions who came into year 1 for the 3 days orientation swap at the end of term.

-I helped the children in all 3 classrooms with maths and science and english, shocked by how little the children could achieve independently and surprised at how it was such a struggle to get anything done ever! 
-I lack a broad range of knowledge, for example my mental maths is still very poor and I cannot explain what is different between and seed and a bulb growing.

In each of the 3 classes I was told that 1/3 of the children had some sort of mental heath issues including diagnosed attachment disorder, autism, anxiety and ADHD. There were some children with undiagnosed behavioural/social problems which meant that they couldn't have a personal Teaching Assistant as needed.
Each class had 2 children who ran off in a lesson, refused to do any work and became extremely aggressive throwing things and hurting other children. They had to attach high handles to the doors so that the children couldn't escape too far and I was shocked when I saw one boy latch onto the bars like frog to reach the handle. There were periods of calm but there was also a definite switch in some of the children where they snapped into animal behaviour. 
I have deep respect for all 3 teachers who manage to get work done whilst dealing with 2 "little friends" and then rest of the class who are naturally of various abilities and ages and all having their own problems even if they are less extreme and extraverted. 

I found that my niche/what I was most useful for was giving 1:1 time and attention to the children. I feel like I have a good balance of rapore with the children (I learnt almost 90 names in 2 days which they really appreciated) whilst still having their respect and doing the sensible things I ask.

1) I entertained the "little friends" whilst they were calm-taking them out of the classroom when someone else had a tantrum so that it didn't end up with 2 tantrums but also gave the teacher one less liability to worry about but also maintaining their calm. I played a few games with them and a noticeable point was that they always get what they want and struggle very hard at taking turns, following any rules and having the attention not on them.

2) I spent time getting to know the children who didn't directly cause trouble but were cheeky and just needed a little bit of attention and 1:1 time to let out some steam. Also appreciating them, rewarding them for working hard, making good choices and being kind and considerate. 

3) I found that a good way to do this was to make some ks1 collaborative collages which were of the rainforest and the big city which were their class topics for the year. They were all extremely exited and wanted to be part of this 'special art project' and all tried really hard. It was evident that in the last few days of school their concentration and attention span had wavered and they couldn't concentrate on cutting things out or focusing on one thing. I took each pair and we had 40 mins of chatting about whatever inspired them with me actively listening and engaging with them whilst they created artwork.

"I like the colarshe and I think it's specktader because everyone worked so hard"

"What a buestiful Rainforest it is!"

 "It took a lot of hard work."

"Everyone did really well. My favourite part was making it"

Over the time I volunteered there I wanted to be as involved and helpful as possible. I actually found that the hardest thing I found at the school was the adults. Perhaps it was because I wasn't permanent staff but not all of them were friendly and welcoming to me.

I have been spending the first 2 weeks of the new school term with the year 5 and 6 classes. I found them scarier than the yr 1/2 as they had a really good knowledge of the different subjects, were better behaved and way more independent.

- I have taken out some of the children to work on handwriting, reading, spelling and grammar. I really like working 1-1 with the children. I also found that there were a lot of Teaching Assistant staff at this end of the school, helping specific children with specific subjects.
I actually got asked back to work with the year 1/2 in the morning if I was free because they were having such problems with their behaviour!

- I got asked by one of the 5/6 teachers if I would lead an art class session for them in the afternoon on William Morris. The teachers said that they were crap and loved the idea of being able to mark whilst I taught and made their display! I was quite nervous to be talking to a class of 33 children but it was actually okay as I knew what I was on about and they were well behaved and excited to have a new teacher teaching them.

I came up with tasks for them to do and then taught the same session to the 3 different classes of the year group each afternoon. It was really interesting that everyone gave it a good go but all attempted the task in different ways. Some of the children worked very slowly but carefully, some of the children did lots of big shapes and coloured them in, some worked around the image in detail, some needed constant pushing but actually did very well, some people found being creative difficult, some people loved the extension task to create their own pattern. I found also that the more complex patterns were a bit overwhelming for the children so I stopped using those for the later classes, but I chose them because they had animals and thought that the children might like that.
I was SHOCKED when the teacher told me they only do 2 ART CLASSES A YEAR!

SB2 - Brexit Illustrations

Brexit Illustrations

I created 4 Illustrations which depict a remain perspective of BREXIT for my 504 module. I had some very positive feedback from people who said that they felt the same way as me and my illustrations and therefore decided to try and get these out into the wider world. 
I therefore researched and found that my local MP at home was pro- European alongside the campaign groups (the European Movement and Britain For Europe) so thought that they would be empathetic and appropriate places to get in touch with.

I have had a response from my local MP who said that he was 'very much interested in your illustrations' and wanted written permission from him to post the images and use them in leaflets and sent me over a contract document. It was very formal and complicated.
I had to read this carefully as to protect my information like email and home address. I also added that I would like my Instagram account attached to my work. I also requested to know when and where my artwork was being used.

SB2 - Book Professional Statement

Professional Statement

I created an image for an art therapy book, in the summer after level 4, that my neighbour is writing, depicting a clay sculpture which is described in her writing (but the image needed to be portrayed in a non-copyright format). As the childs' work was very personal and couldn't be used. It still isn't printed but it should be out by August 2019.

"Alex Fox is currently studying for her Bachelor of Arts in Illustration at Leeds Arts University. She has worked for several years at Cambridge’s ‘Arty Crafts’ holiday club which involves expression through clay together with other media. Alex is also a singer-song writer whose art practice explores the “aura” connecting music and art creatively, alongside the conversation between analogue and digital ways of image making."

I wasn't sure what to write here because it had to be relevant to art therapy (and the other people she had asked had written a chapter/ had contributed literary to the text). She replied and told me to add an extra part which was about my broader creative practice.

Studio Brief 1 - Presentation

SCRIPT

Visual metaphors and emotional connections

·      This year I have been focusing on how to communicate sensitive topics in a subtle, sensitive and sophisticated tone of voice. I have tackled both the rights of women and the Remain point of view regarding Brexit through visual metaphors.

·      I have always begun projects by thoroughly researching and investigating the topics before then struggling to turn writing and reading into imagery. What I have found from these 2 projects is the importance and power of identifying specific words for moving a project on. For example, in the Brexit brief the project stemmed from the words dead ends, cutting ties, fragility and the Atwood the concepts of speechlessnes , no rights and sexist dystopian society.

·      I have also learnt about the importance of media for my work and how much power the materials can have. This has led to me wonder if I am perhaps an Image maker more than an Illustrator . I feel that, although I do have my own recognisable visual language, perhaps my making is more to do with what story the media wants to tell and then the aesthetic comes as a result rather than creating work in one particular way?

·      Researching the topics of women’s rights and Brexit has been really interesting and the projects have helped further my understanding. In both I have tried to portray a thoughtful perspective that although is biased isn’t disrespecting other opinions.

·      I have been exploring editorial. I found this very stressful as, for me, it takes a long time to process all of the research and information when in the world of editorial illustration, you have a very short period of time to turn these images around. Perhaps this will come with time and I have been finding strategies to get started on a brief. Faster, for example with Hookworms.

·      I also find in hard refining my imagery from all my experiments. For example for my Margaret Atwood, person of note, I couldn’t produce 5 final images. Sometimes I work but I produced a zine in which each double page was chosen, through imagery, to make people think about the themes the book was covering. I am not really sure where Zines fit into the creative world. They are coloured, often wordless or word limited, publications which I believe can be thought provoking and powerful but are niche and specific. For example I interviewed someone from the world of publishing and she had never heard of them before.

Future and context

·      The concepts of depth, empathy and simplicity are things which I would like to continue to explore and experiment with next year.

·      However, I don’t think I would like to pursue political or socio-political illustration because there is so much that I don’t understand as things go out of date so quickly and BREXIT was just of specific personal interest. Instead, still applying these concepts, I would like to steer my practice towards the music industry and the communication and promotion of music.

·      From what I have learnt in this module I would like to develop how art can express and visualise the emotion, sound and atmosphere of music without being too literal and clichéd. Perhaps I could explore articles which discuss music and respond to these?

Simplicity and Design

·      Simplicity and design are things which I began to explore across my practice this year but I have realised that combining text and imagery does not come naturally to me. It is something which I have been battling with throughout university because personally I love patterns, colour and vibrancy and so find it quite difficult to refine my images. I definitely feel like I am getting better.

·      I began exploring this is the Hookworms live brief project where I realised that I needed to work digitally. Although this was out of my comfort zone it really helped me improve my digital skills eg Learning how to use Illustrator and Drape on Photoshop. These are transferable skills which could be important to anything that I do in the future

·      This was also a different way of working for me in that it was more aesthetic orientated. I detached myself and only really carried out visual rather than textual research. This allowed me to start straight away which was progress in itself. It also made it a different project which was centred around the impact and graphic design of the posters.

Future and context

·      I really appreciate how important composition and graphic design skills are within the music industry. Posters and album covers are the main and most important ways to communicate a band’s identity and to promote the band and their music. Therefore, balancing text against imagery is something I really need to explore further and get more comfortable with.

·      I enjoyed refining my images and creating a visual identity for their band which was separate to that of my band “Badmash” but also was still my visual language. This is something which is important to recognise because if this was a commission the band would want a poster that was in keeping with their existing identity.

·      I much prefer analogue image making, it has always been the natural way of me working both with writing and planning as well as creating artwork. However sometimes it isn’t appropriate for example the Hookworms music definitely translated to digital. It was also brought to my attention through interviews with people in the music industry that although analogue can look really good, it takes a lot of time to create and when trying to make money, time is very precious.

Conversation between analogue and digital

·      For my COP this year I have been investigating the concept of aura by applying it to the collecting and the rejuvenation of bluegrass album covers and how this is affected by analogue and digital

·      This is something which I am really interested in because it theoretically combines the discussion my work has between analogue and digital but applies it to music and specifically investigating one music genre which I wanted to learn more about

·      I am exploring the combination or rejection of analogue and digital media in my own practice to think about when, how and why they can work well and enhance each other but also when and why they are less effective and appropriate.

·      I have begun creating some reportage style drawings of sporting and music events. These have been exploring capturing the atmosphere and movement of events and have been appreciated by the organisers afterwards.

Future and context

·      From my interviews with people in the music industry I have been advised that it is very important to create art work for music genres which you feel a personal connection to and passion for ie. you enjoy and like them.

·      I think I would like to steer next years’ COP into the direction of exploring aura and authenticity in relation to live music performances. Trying to discuss how analogue and digital can communicate different aesthetics and how being at a gig creates different imagery than from a photograph afterwards. I feel that this would help me create a portfolio of different work which, as advised by my interviewees, I could then send to the different performers or bands to start getting myself out there in the music scene.

·      This is something I will also continue to do for sport events as there is a very active social media presence around these events, linked to large communities of club members (of whatever sport). As well as exploring this in terms of image making, this could be another way of broadening the number of people who might be brought into viewing my portfolio. Music lovers are everywhere and those who do sport are employed in a wide range of industries, including music.

·      Drawing after watching music events is something which I have really enjoyed doing and want to keep developing. I have a few things lined up which I want to try and capture, for example the Green Man Festival and Edinburgh Fringe as well as local events.

Application of professional practice in the real world

·      I have been part of my band called Badmash for a year and a half now and over this time have created all of the promotional material for us. This has meant that I have built up a recognisable visual identity for the band. It has been a good challenge creating a variety of different outcomes around one theme in a low pressure environment.

·      I have created posters, tickets, album and single artwork, logo, t-shirts and earrings.

·      I have worked along-side the art person at the Library pub, creating a poster inspired by 3 examples sent to me so that it fits with the venue’s aesthetic and standard but also allowed me some freedom.

·      I have created both analogue and digital covers and posters and realised that digitisation looks much more professional than analogue, which has led me to work hard on my digital skills within modules.

·      I have learnt about the risk involved in creating merchandise and the careful budgeting needed. For example, investing in buying things like t-shirts in bulk and then having to sell them. I created a budget and worked out the best value per t-shirt, thought about which sizes were most likely to be bought, what price I needed to set and how many I needed to sell to break even and how important it is to know if t-shirts have been given out and payed for.

·      I realise that selling to friends is only a start. The goal is to end up selling things to strangers. I appreciate that this is a long term and difficult aspiration and will require me to gain a reputation and a pull for my goods. This will require me to develop a visibility both offline and online.

·      I have also created cards and zines, which I have been trying to sell. As told by the people I have interviewed I need to grow a hard shell because there is likely to be a lot of rejection and lack of success. I have opened an etsy shop this year and it hasn’t really taken off… I have made cards and gone into a few shops which were very vague or told me that it was the wrong time of year or even to leave the cards with them and they would contact me later. However there have been one or two glimmers of success. For example my music zine is on sale in Jumbo records in town.

Planning for the future

·      In terms of working independently beyond University, one of the most powerful activities was the spreadsheet study task. I shocked myself with the amount of money which I spend each year at uni. Because of this I appreciate that I will need to make some adjustments to my life style if I am to stay in Leeds and live and work independently. I have become aware of the budget items I have little opportunity to change, for example rent or car insurance. Therefore, to realistically support myself, I feel there is only a very slim chance I will be able to just work freelance as part of the music industry and so I need to have another job to help me.

·      I have learnt this by being part of the Bean Train Gang which deteriorated part way through this year. This was a semi- professional, not a University, band. Although I was in it for the enjoyment some of the musicians were free-lancers and gigging was how they earned money. I learnt about dividing up money between the members and how there isn’t a lot left over for free-lance illustrators for small local bands. Being part of this community I got to meet other band members through different gigs and watching my band members perform with different groups. Now that I am not part of the folk community I have lost this networking opportunity. I was also creating artwork for Bean Train gang when we broke up and I appreciate that, if I had been commissioned, I would have lost that money and hence the danger of working for bands in the music industry.

·      I really enjoyed researching the mobile art therapy centre in the group project and have signed up to volunteer at the art therapy centre called Inkwell in Chapel Allerton next year. I would perhaps like to pursue something art therapy related after university as well and so need to explore what further training and experience I need, as well as which paid employment might help me gain useful experience for this. I am considering working as a Teaching Assistant in schools or training in Counselling and maybe working for a charity. I would hope that this could be part-time work and training which would still leave space for me to continue with my music industry activities.

·      I hope that by the end of next year I have a strong collection of a range of different posters, drawings and pieces which are all centred around music and explore different aspects of music in different visual ways. I hope that I will have built an online portfolio and digital presence and that I will have built local network connections to those in the music industry to develop this as a line of paid work.