Display in Primary School


Published on

A simple guide to effective, rather than simply decorative, display in schools.

Published in: Education, Business
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Display in Primary School

  1. 1. start
  2. 2. Display Dan China
  3. 3. Good work is neat workGood work is always recognisedby the quality of the colouring in.Nice things should be discreetly hidden behind pot plants and drapes.
  4. 4. “I respect your workand have pinned it upcarefully”
  5. 5. “I respect your workever such a lot andI’ve window mountedit on black sugarpaper”
  6. 6. “I respect your workamazingly so I’vedouble mounted it onblack with a purplepiece as well”
  7. 7. “You will never believehow much I value yourwork. It is beyondcomprehension.It is therefore on blackand purple and yellow”
  8. 8. “I respect your work so much I hardlyknow what to do next. I have coveredthe wall with wonderful orange hessianat £30 a roll and put a gold borderround the edge”
  9. 9. “I respect your work to such aincredible extent that I amgoing to swathe it with my oldcurtains.You will be so thrilled thatI’ve done this that you willwant to do lots more literacy”
  10. 10. Curiously Nick Serota hasdeclined to use his old curtains to enhance the display at the Tate Modern.Although Tracey Emin has used her old sheets.
  11. 11. • Look at perception (why)• Look at design conventions (How)• Look at display conventions (How)• Reflect on function of educational display (Why)
  12. 12. GestaltThe Search for Order
  13. 13. Madonna del Prato, Giovanni Bellini, 1505
  14. 14. Madonna deiBelvedere(Madonna of theMeadows 1506)RaphaelNote how your eyesare led round thiscomposition.
  15. 15. Art to Design Paintings to PagesMore invisible linesGrids and guidelines
  16. 16. Basic Graphic Design• Like paintings pages are designed with an underlying grid. This holds all the elements together and provides consistency through the publication.• A grid is usually defined as a number of columns. These range from a simple one column grid to a complex magazine grid which might use 8 or even 16 columns per page.
  17. 17. one columnmargins (or white space) defined
  18. 18. Masthead A simple two column grid. Suitable for a variety of purposes. Stable, clear, if rather predictable.
  19. 19. Masthead A simple four column grid. A four column grid is easily developed from a two column grid.
  20. 20. Masthead A four column grid. In this example text and graphics are one, two or three columns wide. Some magazine layouts will use an underlying grid of eight columns.
  21. 21. An example of a five column grid layout
  22. 22. At Last - Display ConventionsThese conventions can give coherenceand visual order to displaysThese rules can be broken
  23. 23. External Consistency set up border or margin
  24. 24. Internal Consistency
  25. 25. Notecorridor Internal consistency
  26. 26. Internalx and y consistency axis
  27. 27. ‘T’ axis Internal consistency
  28. 28. Washing LineStill Internalconsistency
  29. 29. Washing Line
  30. 30. Centre Line
  31. 31. The Background GambitDisplays with manydifferent visual componentscan be given some visualcoherence with a simplebold background device.
  32. 32. The Background Gambit
  33. 33. SymmetryBalance fulcrum
  34. 34. TITLE Balance & scale fulcrum
  35. 35. TITLE Contrast & Space fulcrum
  36. 36. Bigger Issues?‘Elaborate display is an indulgence ofthe teacher’Lowenfield ‘Creative and MentalGrowth’
  37. 37. Bigger Issues?Why Display?
  38. 38. Display can be used to:• provide a visually stimulating environment• reward achievement• provide information• illustrate, exemplify and illuminate the curriculum• convey instructions
  39. 39. Display can be used to:• stimulate interest, enthusiasm, curiosity and questioning• establish and define high expectations and standards of work• reflect and define attitudes values and behaviour• affirm the class and school ethos• influence behaviour
  40. 40. Display can be used to:• reinforce learning• impress headteachers, parents and Ofsted inspectors• be used to help children discuss their work and evaluate their success• be used to illustrate targets and standards• present images and artefacts for study and appreciation
  41. 41. Display for a reason• A display is not the ancient craft of pin- board decorating.• It should have an educational purpose - or why bother?• The function should determine the aesthetic and the design.• Some types of display are:
  42. 42. Displays which celebratechildrens’ work• present the WORK simply and effectively• eye is drawn to work not to the display• text gives context and reason for celebrating it (indicates learning outcomes?)
  43. 43. Displays which demonstrate,inform, illuminate, illustrate• are like pages in books & magazines -which provide good models• that is they use images headings and text carefully to convey meaning• have a clear function in the learning environment, such as asking questions, reaffirming information, defining relationships etc. e.g.
  44. 44. Displays which enthuse andcelebrate the work of a class• for instance the Christmas displays seen in December• often done with, or by groups/classes• these may legitimately be decorative, frivolous, creative or theatrical
  45. 45. Displays which accompanylearning• some displays keep pace with learning they could be an evolving resource or reference collection• they could become a class scrap book or sketch book• they are unfinished and possibly disorganised
  46. 46. Displays which decorate• some displays simply decorate• sometimes they reflect the ethos of the school (or confirm values of orderliness, neatness, discipline, hard work) - sometimes not• teachers often put a lot of effort into this type of display time = money (buy some posters instead?)
  47. 47. Displays which use drapes• These displays show that the teacher has been on a display course or read a book about display.
  48. 48. History DisplayA reflection
  49. 49. A History Display Board Good Essays
  50. 50. A History Display Board Good Writing
  51. 51. The History Board This is a good David explains point because... that... Notice how David uses Woodhead to... David’s research ... ‘The History of Schools and Schooling’ by David Blunkett. 3R Good Work This Month
  52. 52. The History Board‘The History of Schools This week in 1066and Schooling’ Harold Takes Eurosceptic Lineby David Blunkett. 3R at Senlac kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurtIs praiseworthy rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt ytbecause David tyhyytty yt yrdyyt er54rer u npoints to... kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt tyhyytty yt yrdyyt er54rer u n kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt ‘The History of Skulls and tyhyytty yt yrdyyt er54rer u n Sculling’ kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt by Anne Widicombe. 3Y rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt tyhyytty yt yrdyyt er54rer u n Is praiseworthy kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt because Anne rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt tyhyytty yt yrdyyt er54rer u n declaims that... Use ribbon ?Good Work This Month
  53. 53. The History Board To what extent can a consistent visual display convention give messages about the work, attitudes, expectations, of the subject, the school, the teacher?Good Work This Month
  54. 54. To what extent can The Mathsconsistent visualdisplay conventions Boardgive messagesabout the work,attitudes,expectations ...?Identities. ie a sadfixation with 1970scolour schemes orcontemporary retro-chic 2b or -2b ? Good Sums This Month
  55. 55. In a nutshellIt helps to know about the invisible gridsthat can give visual coherence to apicture, graphic or display.Once understood these rules can bebroken.Displays should have an understoodeducational purpose.Form should follow function.
  56. 56. Assessment
  57. 57. Consistency is?
  58. 58. Consistency is?
  59. 59. Does the yellowwavy border help?What about thedrape?
  60. 60. Convention? Getting lost here?
  61. 61. Good Colour, but left side?
  62. 62. THE END
  63. 63. and
  64. 64. back