Chalice Arts UK Limited Display in Primary Schools Stephen Bruce.
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Transcript of Chalice Arts UK Limited Display in Primary Schools Stephen Bruce.
Chalice Arts UK Limited
Display in Primary Schools
Stephen Bruce
Display in Primary SchoolsAim• To provide an essential overview of good practice in
primary school displays
ObjectivesBy the end of the session participants will be able to:
• Explain the rationale for primary school displays
• Recognise the qualities of good displays
• Understand advice and guidance on producing good quality displays
RationaleWork in groups and be prepared to feed back to the whole staff.
In discussion think about the reasons why we have displays in school from the point of view of:
• a child• a teacher• a head teacher or governor• a visitor
Complete this task before showing the next slide
RationaleThere are very sound educational reasons as to why displays are an essential part of a good or outstanding school’s work. Essentially to:
• celebrate, value and share children’s learning and progress
• Boost children’s confidence and self esteem• promote visual learning and thinking and convey
information• demonstrate learning and progress• demonstrate progress and quality between classes and
across the school• Encourage children to take an interest in the work of other
children• demonstrate the delivery of the curriculum/ SMSC
• show case the exciting work of the school to parents and visitors
• create a purposeful and stimulating environment to foster learning
• create a stimulating environment in which to teach.• create a sense of community and ownership of the school
by children and staff.• convey the school values and ethos and messages about
standards.
Basic Guidelines for DisplaysThere are no hard and fast rules for displays but the following principles help produce good quality displays.
• Plan displays at the start of a unit of work.• Avoid clutter - the best displays are often simple and
not overly crowded.• Backing paper and mounts should enhance the
children’s work and not detract from it. • Keep work evenly spaced throughout the display. Use
a grid system to help you think about the proportional arrangements and spaces between items. Lay work out on the floor, or pin it in place before finalising.
• If you are dealing with large display areas with different types of work try breaking up the areas into sections
• As a general rule keep verticals vertical and horizontals horizontal. If you want to place work at angles then ensure they are balanced properly as this is more challenging.
• Avoid having things hanging off the boards where possible as these can get damaged or crinkle etc.
• Always have a bold title and label the display including interactive questions and provide a context for the work. Key questions to engage the viewer.
• When displaying 3D work consider varying the heights of some of the items. Consider the space around each item. How will you create labels etc?
Let us look at some photographs of displays
Work in pairs or groups - 5 minutes discussion
Evaluate the SEAL display
• Strengths
• Weaknesses
• Think of some advice you would give to help improve this display
• Strengths, • Weaknesses, • Think of some advice you would give to help improve
this display.
Leave this slide on display during the task and feedback
The next 10 slides are of a variety of displays – all with strengths (some are very good) and others have plenty of things that could be improved.
We will briefly pause on each slide to hear your first impressions – Strengths and areas for improvement.
Backing PaperChoose a backing paper that will enhance the display and not dominate it or detract attention from the display. Often pale colours looked washed out. Fluorescent colours dominate and should only be used for special effect. Royal blue, bright red, bright yellow, bright green, or black work well if work if mounted in a contrasting colour or in black or white. Backing paper needs to be flat and crinkle free. When displays are changed the backing paper also needs changing.
Borders Around DisplaysChoose good quality border rolls. Corrugated seem to last longer than card and paper border rolls crinkle and turn up at the edges. Ensure border rolls are securely fastened. Most importantly choose colours carefully to compliment the backing paper. Blue on blue or red on red usually does not work well. Vary the colours of backing and border.
Mounting Work• Nearly all work for display should be well mounted.• Single vs double mounting – this depends on the work
and what you want to achieve. Single is perfectly fine and double can enhance the work if special colours are needed to enhance.
• Guillotine mounts to ensure they are square – trim work prior to mounting to ensure it is square. Avoid using scissors to create straight edges – they rarely do produce straight edges.
• Early years work – tendency to cut out most of the work. Have a balance between cut out work and natural edges where the marks from the artwork can be seen. Crop rather than cut out an adult shape.
• Good quality mounting is essential to celebrate a child’s work and to produce a good quality display. Time invested in this activity really is worthwhile.
• Fix work to mounts either with glue or staples close to the edges or in corners so as not to damage the work. Glues sticks are often not strong enough. PVA glue is a better option.
Fixing Work to the WallProbably the best way is to use staples in the corners of the mount. Drawing pins are dangerous. Blue tac often fails and work falls off.
Angle one corner of the staple gun (before you fire) so staples don’t go all the way into the display board and can be removed more easily.
Follow your school policy on fixing work to the walls.
Building Blocks/ Technique for Creating a Display
• Back your board with an appropriate colour• Put a boarder around it preferably corrugated• Use a grid system to lay out the work (lay work on the floor or
stick it to the board lightly with blu tac first to compose)• Fix a title• Add labels• Add interactive questions• Add items like photographs and pieces of writing
The next 3 slides show how a basic display is created
Title
Starting in the centre with the title (remember this is just a suggestion and not the only way)
Title
Label
Interactive Questions
Title
Interactive Questions
Photo LabelPhoto Label
Label
Different Types of displays
Information DisplaysInformation displays as a teaching resource – these may not necessarily contain children’s work but similar display principles should be employed.
Table DisplaysThese need to be planned. There is a tendency to over clutter and not consider the composition of the display and how labels etc will be displayed.
Consider • Table coverings• Varying height of objects e.g. 3D work, consider proportions• Supporting books or flat objects on stands so they stand upright• Consider backing behind a table top display e.g photographs,
explanations etc• Maintain your table displays –they often needs adjusting/ dusting
regularly
This slide and the next are examples of information table top displays
Management of DisplaysOnce a display is up there is a tendency to forget about it until it has to be taken down. During which time something may have fallen off, been torn, the border curls up etc.
It is essential that displays are managed and checked over regularly to ensure they remain in good condition and look fresh. Sometimes work needs remounting if it is damaged.
Everyone should help take responsibility – If you notice a display deteriorating then do something about it.Find ways to support each other e.g. TAs check displays and repair outside classrooms etc.
Very Important
Replacing DisplaysLeave displays in place until the new display is fully prepared. All work mounted, labels etc made. Ensure the backing paper you need and border roll are in stock.
Then remove your old display and replace it straight away.
This method prevents having bare display boards while displays are being prepared.
Display KitsIt can be a very useful timesaver if each class/ teacher has their own display kit.
• Staple gun• Stapler• Spare staples• Staple remover or small pliers (small pliers are very
useful)• Scissors• PVA glue/ glue sticks• Blu tac/ Velcro pads etc• Masking tape• String• Access to a guillotine
Selecting Work for DisplayHow do you select work? (the display board may not be big enough for a whole classes work)
What happens to work that is not selected?
How do you ensure equal opportunity, fairness, positive self esteem of all pupils?
A point for discussion. Pairs or groups or individual contributions.
