And here it is, finally, the video!
And here it is, finally, the video!
Monday 11 July 4 – 6pm
The group was responsive to all the exercises and seemed to enjoy the opportunity to think about concepts of space and their relationship to Worthing College. The students seems to engage well with the workshop and were interested and raised interesting questions.
An evaluation workshop with Student all students participating was organised at Worthing College on 9th May 2016, but no one attended. I was able to record two student responses at a later date from Pedram and Patrick from a workshop on the 20th April.
The students were shy at first but soon relaxed. We worked our way through a series of exercises starting from a breathing exercise to relax and calm the mood.
After the breathing exercise we quickly passed on to a drawing exercise where I asked the participants to form pairs – one old student representative and one new – where the new SU rep draws a favourite learning space of the old SU, include an object that they still have from the place. I gave instruction and pointers as to how to guide the drawer with a list of helpful sentences – Describe the light, space, proportions, resources, colour, the nature of the space. What object did you take from it? Where do you keep it and what do you do with it?
A brief period of reflection followed where we collectively looked at the drawings and described them through their authors. During this stage I introduced more questions about the object they had chosen asking them if they would happily lend it and who to? What is a community of students?
One student said she had drawn an ideal space of learning which was an enclosed rooms with lots of natural light where she could be alone and concentrate on what she was learning, it also contained a water cooler.
Another student described an outside space on a hill above the village of Steyning. From this position he could see the village, a close by forest and would intersperse moments of study with chatting with a friend and collecting rocks (his objects) whilst eating Pringles.
The following student’s favourite learning space was her nursery where she remembers being very happy. There was a particular book that the teacher used to read to them and for this occasion they would have to sit on a special green and red carpet. In the drawing are clearly marked where she used to sit in the class together with that of ‘nobody’ and Tom. Her favourite object was a tiny pencil – they used to see who could get the smallest pencil) but no one was allowed to use it her pencil.
The next participant described a comfortable couch in the library with a table and a laptop.
One participant described her room as her favourite learning space. Here she has a window on the roof from where she can see the sun raise and set and the floor is scattered with books and clothes. She doesn’t like colours and enjoys plain white walls instead. Her laptop is her treasured object from her previous school and she would never consider lending it to anybody, but would consider letting others use it.
A participant described his favourite place as being his house and the object as his tie from his previous school.
One participant said he really enjoyed closing himself in a wardrobe and using an artificial light source to read and studying. This participant was wearing his blazer from when he was 11 which still fitted him.
Finally we have a participant which described his maths class in his previous school as his favourite place of learning with a large window and lots of pizza. His favourite object was his tie from before becoming a prefect.
From here we moved on to defining how to form a community of students and what were the things limiting Worthing College from having a good student community. The group identified a variety of issue and solutions such as the learning zones being too specific to each area making it difficult to effectively find a space for all the students to meet and get to know each other. They suggested organising special ‘event days’ in specific leaning zones.
Also the space is too large and dispersive with three levels and no central communal area for students. One student suggested creating a main communal area at the centre of the courtyard.
The fact that there is no set timetable during which all students are in at one time makes it very difficult to have periods where all students can participant in college life. They also commented that Worthing College was not a high school and had a variety of subjects.
One participant lamented the invasive use of music in the learning zones which drives away some students.
Also the first year students regret not having had an event to mark the start of their time at Worthing College, similar to a “freshers week” where they could have got to know more of the students, they consider these social opportunities as important. Nevertheless Worthing College has a quick turnover of students who usually don’t staying more than 2 year and because of this it becomes difficult to find time to build meaningful relationships amongst with the space.
Someone suggested organising paramilitary marching session where the whole school had to march in formation would be a good way to form a community spirit.
Another student said it would be good to pair up students from contrasting subjects such as maths and arts to get students to teach these subjects to each other and promote interdisciplinary thinking.
After a quick break I divided the group into two new subgroups and asked them to concentrate on two different themes: Legacy and Why Do We Love To Trash The Cafe?
Do We Love To Trash The Cafe?
Disrespect to authority – people think they own the place
Punctuality – if I’m late for something important, I won’t have time to bin my rubbish
Acting like children in a place where we are treated like adults
lack of collective ownership
ignorance of environmental issues
law enforcement – lack of consequences
Priorities – getting work done more important than clearing up
It’s the cleaners job
Lazy – forgetful
Bad role models
Collective litter picks
Tutors for students in need
Teachers – lack of unity
More bins but better – outside 6L and L2
Notices in the whole college – pp slides as you walk into class
Adverts on the TV
Legacy – How To Create A Sense Of Legacy?
Achievements board and shame board in every subject learning zone
More general awards
Doing stuff for fellow students (eg. John organising a student party for the whole year)
Passing on knowledge of how to plan and how to make a budget to new Student Union reps.
Make the Student Union more known/visible within the college.
Possible Projects For New SU Reps
Open air cinema
Code of Conduct
Attend at least 1 Dominoes Night together (1 every term)
Be aware of impact your actions will have – environmentally, socially, economically – within space
Be nice, be happy
Take responsibility for all your actions within the space
Show compassion and engagement to all others in the college – Do something for everyone
Don’t judge people
Turn up to meetings and events
Take responsibility for your learning
Talk openly about your feelings and thoughts
20th April – Afternoon 1:30-4:00pm
9th May – Morning 10:30am-1:30pm
Space Within/Space Without is a great way to experience and learn more about creative processes and lateral thinking. These processes can be applied to any art project (Photographic, Graphic, Textiles and Fine Arts) and scientific subjects (Maths, Biology, Chemistry and Physics).
The artist in residence, Lorenza Ippolito, will take you through a series of exercises to explore how the built environment influences us. What is a communal space? Why is it important to respect it and to pass it on to the next generation of students. These exercises will help you to develop your own unique and independent creative process which can be applied to many aspects of life and study.
If you are a students engaged in creative subjects you will learn to understand how space influences the communities that inhabit them helping you to develop a strategy to gain a deeper understanding of themes and ideas in your future projects.
If you are a students with more scientific inclinations you will be able to develop techniques to work through moments of confusion by taking a step back to find different ways to think about your subject.
The workshop will be documented by fellow students and Lorenza will be looking for collaborators to exhibit the documentation materials and create an final exhibition.
This workshop was made possible thanks to the involvement of Sarah Boyes who contributed to its design and negotiated involvement and participation from students, especially from members of the Student Union helping to make it an interdisciplinary workshop.
Let Lorenza know if you are interested she would love to work with you and the experience will look really good on your UCAS statement and help with developing and consolidating projects from previous years.
These are some of the shortcuts I have noticed walking from Worthing Station to Worthing College. I find shortcuts very interesting, they give personality to cities and towns. they indicate and underline where people take initiative outside of what had been laid out for them. i think of it as a less dangerous type of Parkour or a Parkour for lazy people.
A desire path (also known as a desire line, social trail, cow path, goat track, pig trail or bootleg trail) can be a path created as a consequence of erosion caused by human or animal foot-fall or traffic. The path usually represents the shortest or most easily navigated route between an origin and destination. Width and erosion severity can be indicators of how much traffic a path receives. Desire paths emerge as shortcuts where constructed ways take a circuitous route, have gaps, or are non-existent.
Parkour is an activity that can be practiced alone or with others, and is usually—but not exclusively—carried out in urban spaces. Parkour involves seeing one’s environment in a new way, and imagining the potentialities for navigating it by movement around, across, through, over and under its features.
Parkour was developed in France, primarily by Raymond Belle, and further by his son David Belle and his group of friends, the self-styled Yamakasi, during the late 1980s. The discipline was popularized in the late 1990s and 2000s through films, documentaries, and advertisements featuring the Yamakasi.