Life Size Reflections - project with 400 pupils - Norman Foster, Brent City Academy. Willesden
How does a school that has spent six years in special measures celebrate its metamorphosis into a new school?
This is an arts project which resulted in each pupil creating an unforgettable life-size reflection of themselves to display around the new school.
This is an arts project which resulted in each pupil creating an unforgettable life-size reflection of themselves to display around the new school.
The project manager explains:
Willesden High School in LB Brent spent six years in special measures. In September 2003 the school will be demolished, to be replaced by the new Capital City Academy, a secondary school for 1200 students currently being built alongside it. I had been working as a project manager on the Academy and found myself increasingly drawn into the life of the school and the community,
we wanted to create an opportunity for students to think positively about the new school and their future in it – to give them a sense of hope and pride. It was surely a time for great celebration.
Willesden High School in LB Brent spent six years in special measures. In September 2003 the school will be demolished, to be replaced by the new Capital City Academy, a secondary school for 1200 students currently being built alongside it. I had been working as a project manager on the Academy and found myself increasingly drawn into the life of the school and the community,
we wanted to create an opportunity for students to think positively about the new school and their future in it – to give them a sense of hope and pride. It was surely a time for great celebration.
Students at the school speak as many as 70 different languages and many of the student population are refugees or asylum seekers. Given the language difficulties, we thought that a visual art programme could offer a great means of expression and an effective and equal means of communication.
I approached the senior management team and introduced them to Christine Wilkinson, an artist who had been recommended to me for her work on community arts and arts education. I co ordinated the project and sought funding from the Academy Trust. Headteacher Frank Thomas also donated money from the school budget.
I approached the senior management team and introduced them to Christine Wilkinson, an artist who had been recommended to me for her work on community arts and arts education. I co ordinated the project and sought funding from the Academy Trust. Headteacher Frank Thomas also donated money from the school budget.
Christine and I designed the project. We felt it would also celebrate the cultural diversity in the school and that a large-scale public arts project could be designed to raise the self-esteem of every student.
Each pupil would create a life size self-portrait: a physical manifestation of their hopes and dreams; or an image of how they would like to be in the future. These images would be displayed on the perimeter hoarding surrounding the school playing fields and the construction site, a vast space of 300m long by 2.4m high. The hoarding was going to be up for a year in a highly visible location, a tremendous opportunity to create something memorable.
Each pupil would create a life size self-portrait: a physical manifestation of their hopes and dreams; or an image of how they would like to be in the future. These images would be displayed on the perimeter hoarding surrounding the school playing fields and the construction site, a vast space of 300m long by 2.4m high. The hoarding was going to be up for a year in a highly visible location, a tremendous opportunity to create something memorable.
The project was a large-scale operation. With a brief from Christine Wilkinson, students were asked to investigate and consider their personal history, culture, experience and aspirations in the context of their personal hopes and dreams. The idea was to draw silhouettes designed by the students on exterior plyboard (cut and sanded by technicians), they were primed and then painted by the students. When complete, each image would be varnished and mounted onto the hoarding.
Our objectives were:
- that each student would be visible, recognised and defined. students were taking responsibility for that themselves
- to raise self-confidence and encourage a sense of achievements
- to improve social skills through effective teamwork
- to provide enjoyment, excitement, fulfilment and a therapeutic release of tensions for all involved
- to encourage expression and creativity
- to increase in the knowledge and skills associated with particular art forms
- the development of creativity and thinking skills
- to have a positive effect on the local community
- the exposure of students to a range of different art forms
- to foster different relationships, for example with teachers, mentors, and artists
- that every student would become deeply engaged with the activity.
The project was introduced to each year group in an assembly where Christine gave an inspirational talk on her work and how she celebrated her artistic mistakes as well as her successes. Purposely the students were not shown any examples of what they were about to embark on to keep their imaginations open and free.
Before the artwork started, students were asked to think about:
Before the artwork started, students were asked to think about:
- things to represent your ambitions, where do you see yourself in 10 years, in 20 years?
- the roles you play in your life, as a friend, son, pupil etc
- how you might use your imagination to create a fantasy/surreal version of yourself –with wings for example
- how you might represent things that are important to you – hobbies, faith, human rights etc.
Each pupil was given a sheet of exterior plywood. They lay on it and another person drew their outline with chalk. This figure was cut out, sanded and painted with white primer. Ready to be drawn on, painted or collaged onto. I contracted two technicians to be on site for ten days to cut the silhouettes to suit student specifications, and to sand down the edges and make them safe. They were also to eventually varnish completed works and mount them onto the hoarding.
We built a team of nine professional artists who could work independently and positively to oversee and guide the participants in creating a sense of place and sense of ownership. It was important that there was always enough support for the school staff for a project of this magnitude.
This project enabled students to engage in visual arts and take pride in their self-portrait. The art teachers said how wonderful it was to see so many students enjoying painting. Students worked enthusiastically on their self-portraits and became completely engrossed. Each student carefully carried their work around the building, negotiating the stairs and corridors, being careful not to chip the wood or mark their painting. No one marked or damaged another’s work.
This project enabled students to engage in visual arts and take pride in their self-portrait. The art teachers said how wonderful it was to see so many students enjoying painting. Students worked enthusiastically on their self-portraits and became completely engrossed. Each student carefully carried their work around the building, negotiating the stairs and corridors, being careful not to chip the wood or mark their painting. No one marked or damaged another’s work.
Staff said how surprised they were at the patience certain students were displaying, students that did not usually sustain engagement in class. They loved working on such a large scale and appreciated the colour and consistency of the paint – it was a pleasure to bring good quality paint to the art department who were usually on such a tight budget.
We encouraged students to think independently, and although many were overly influenced by the World Cup, most provided a personal twist. A Year 8 student who had come from Romania, lived for a brief period in Ireland, and had the diverse passions of science and football, chose to incorporate all these elements into his work. He painted himself as a footballer in the Irish colours with the extraordinary addition of complex scientific equations. Another painted himself as an imaginary superhero, he could fly, had silver wings and a black outfit with fire to show that he had the power to change the universe for the better.
We encouraged students to think independently, and although many were overly influenced by the World Cup, most provided a personal twist. A Year 8 student who had come from Romania, lived for a brief period in Ireland, and had the diverse passions of science and football, chose to incorporate all these elements into his work. He painted himself as a footballer in the Irish colours with the extraordinary addition of complex scientific equations. Another painted himself as an imaginary superhero, he could fly, had silver wings and a black outfit with fire to show that he had the power to change the universe for the better.
We heard many students’ stories as they told me how they came to choose their image. We treasured these stories. The result of their work is a stunning display 300 metres long, which can be seen (with the permission of the school) up until the opening of the new school, later this year. It was featured on the front page in the Brent magazine. The national and local media interest boosted self-confidence and lent a great sense of achievement.
Working on this project was the most rewarding activity I have been involved in for many years. When I return to the school and see the students in the corridors, I remember their image and this connection gives me a real sense of pride and recognition that I facilitated such a lovely activity.
Student voices
What did you enjoy most about making your figure?
“I enjoyed everything about it”
“I enjoyed looking at other people’s art”
“Working together with a friend”
“It is the first time I painted in a school”
“I loved it when I painted myself and had lots of fun deciding how I wanted it to be”
“Being in the school newspaper and being interviewed by some guys from the BBC”
“I learned to make myself beautiful in painting”
“I can believe in myelf when I draw myself”
“I think it’s brilliant. It makes me proud of myself”
“I am so happy and felt like a star”
What did you learn whilst making your figure?
“Painting and drawing skills”
“How to blend mix colours and get the shade I want”
“I learnt how to make myself beautiful in painting”
“That I can believe in myself”
Education Extra
This is a report on the Norman Foster Brent, City Academy project in Education Extra website
What did you enjoy most about making your figure?
“I enjoyed everything about it”
“I enjoyed looking at other people’s art”
“Working together with a friend”
“It is the first time I painted in a school”
“I loved it when I painted myself and had lots of fun deciding how I wanted it to be”
“Being in the school newspaper and being interviewed by some guys from the BBC”
“I learned to make myself beautiful in painting”
“I can believe in myelf when I draw myself”
“I think it’s brilliant. It makes me proud of myself”
“I am so happy and felt like a star”
What did you learn whilst making your figure?
“Painting and drawing skills”
“How to blend mix colours and get the shade I want”
“I learnt how to make myself beautiful in painting”
“That I can believe in myself”
Education Extra
This is a report on the Norman Foster Brent, City Academy project in Education Extra website