IPC Media Schools' Design

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IPC Media Schools' Design

  1. 1. Project PC Media Schools I Design Programme School rchbishop Michael Ramsey A Technology College Borough Southwark Outline Archbishop Michael Ramsey Technology College and IPC Media joined forces in 2004 to pilot a media project for key stage 4 students that included work experience on IPC Media magazines. This case study describes the programme and considers how the evaluation of phase one informed the development of the programme in the second year. This case study is largely drawn from the evaluation report written by Viv Moriarty.IPC Media SchoolsDesign ProgrammeArchbishop Michael RamseyTechnology CollegeCreative Partnerships London East and South case study
  2. 2. About Archbishop During 2004-05 the school also worked on a music enterprise project with musician IPC Media, based in Southwark, south London, are part of the Time Warner Group The IPC MediaMichael Ramsey and composer Terry Munday. This project explored the elements of creative learning that and the largest publishers of consumer magazines in the UK. The range of magazines Schools DesignTechnology College are developed through musical composition and led to an improved understanding of produced by IPC is extensive, and includes titles such as TV Times, Uncut, Now and ProgrammeArchbishop Michael Ramsey is a mixed how these processes might enhance other Marie Claire. Phase one of the pilot programme ran involuntary aided City Technology College in areas of the curriculum. This was supported the autumn term 2005. Lead-in time was and led by the head of music and Creative AMRTC had recently opened a new facility,Southwark for students aged 11-18. Over the Centre for Prosperity and Wellbeing, as short and necessitated a pragmatic approachtwo-thirds of the students are male. The vast Partnerships coordinator at the school, Tim to the selection of students. Year 11 students Smith. As a result of his work with this project, an interface with the community. Since it alsomajority of students are of Black African or seemed logical to partner IPC with a school had diminishing timetable commitmentsCaribbean heritage; about half speak English Tim established a cross-school working group through this term and so two groups of of teachers focusing on creative project that was geographically close to their offices,as an additional language and a third have AMRTC was an obvious choice to work with 11 young people were selected whospecial educational needs. The surrounding development, especially through innovative were known to have an interest in design. use of ICT. This group also aims to develop them on a pilot programme.area is disadvantaged and half the students The programme consisted of a series ofare entitled to free meals. (Ofsted 2006) inter-departmental partnerships and to link Through the programme, IPC Media aims 12 after-school sessions at the college, projects to existing initiatives and curricula. to influence the education of young people during which students were taught theArchbishop Michael Ramsey Technology around design and to raise their understanding basics of InDesign, a professional softwareCollege (AMRTC) has worked with Creative of media literacy. The company often finds that package used in the production of allPartnerships since 2002. Projects haveincluded the Royal Court Young Writersproject in 2004-05 in which ten short plays Project Context art positions are difficult to recruit and that candidates are technically competent but lack IPC Media magazines. They also explored some of the issues concerning media creative abilities. IPC Media and AMRTC literacy and design. Following this 12 weekwere written by students through workshops In September 2004, IPC Media approached agreed the following objectives for the programme, students attended a week ofled by playwrights. Once the plays were Creative Partnerships national office programme: work experience at IPC Media.scripted, students directed professional actors expressing a desire to engage with schools.at the Royal Court Theatre. Students found Taryn Barclay, corporate responsibility • o effectively integrate the programme t An evaluation framework was agreed by allwriting for an audience challenging but manager at IPC Media, has said ‘IPC is very into the curriculum partners at the start of the pilot programmerewarding and appreciated the recognition keen to open up the world of magazine design during a meeting facilitated by Viv Moriarty, to young people, who tend not to think of it • to enable continuing professional they had received. development (CPD) for teachers and the external evaluator. Evidence was as a potential career option. We are a huge collected through observations of sessions, creative industry and we want to make sure art editors around creative design education for key stage 4 students conversations with key stakeholders we are nurturing up-and-coming talent and and partners and documentary analysis. getting the best young designers to be part • to enable development of media literacy Findings from the analysis of the data from of our organisation.’ in students phase one of the project suggested that a number of key issues needed to be • to enable the programme to be replicated addressed to improve the effectiveness of in other contexts the programme. Creative Partnerships agreed to support the programme into a second phase and this case study considers the outcomes of phase two and the extent to which identified issues were resolved. Phase two was launched in April 2006. The format was similar to the first phase, with the addition of a two week intensive course at the start of the summer term. The IPC Media work experience week was arranged for later in the summer term. Time-off from their studies for this week had to be negotiated with heads of departments within the school, and students agreed to extra homework to ensure they did not fall behind in other subjects.
  3. 3. The programme was managed in school The preparation of students for the work For example, when students mentioned theby Gary Morrisey, technical college project experience was considered important for use of typography and photographs, the artdirector. The principal tutor was Ralph the effectiveness of the programme. In phase editor responded to this, critically evaluatingCanning, acting manager of the Centre for two this preparation comprised a number the use of fonts, colours and images as aProsperity and Wellbeing. Ralph worked in of elements. Art editors introduced students device for attracting a particular audience.the design industry for 14 years before joining to the professional skills associated with magazine publishing, whilst Ralph Canning During the work experience weeks, art editorsthe education sector and was responsible taught students the InDesign software worked in similar ways with the students.for designing and delivering the course with package. In addition, conversations with Students were assigned, in pairs, to differentappropriate input from IPC Media. Taryn professionals from IPC Media who visited magazines and started by producing dummyBarclay managed the project during phases during the sessions in school contributed to pages. When a student demonstrated anone and two at IPC Media. The Centre for students’ understanding of what would be understanding of the genre of the magazine,Prosperity and Wellbeing was the venue for required of them during work experience. he or she was set a more independent projectthe project and the students responded to this such as designing a front cover from scratchwell. They appreciated the fact that this was The evaluation of phase one recommended or putting in live copy with pictures. The artseparate from school and they perceived that there should be increased support for editors gave instant feedback and suggestionsthat they were treated differently in this IPC Media art editors during work experience that the students used to enhance theirenvironment and felt more prepared for the week to make the best use of their time. work. Some of the art editors were able towork experience week as a result. The The phase one evaluation also indicated Observation evidence indicated that art editors incorporate the students’ interests into thisrelationship between the students and the the need for greater integration of the learning were effective when working with students and work. One gave her student a page to worktutor was good and students responded well experience into the school curriculum. The able to support and challenge them during on that involved graffiti art, having observedto the demands of the project. design of phase two certainly reflected a more work experience weeks and when they visited his interest in this. Four of the students had integrated approach to the programme withThe evaluation of phase one recommended the school. One art editor, for example, was their pages published in summer editions of weekly after-school sessions combined withthat a clear student selection process should observed during a session at the school and Uncut and Now magazines. two weeks of intensive work during normalbe agreed by all partners and this was was seen to maintain professionalism whilst school hours. This fortnight enabled studentsachieved in phase two. It was decided that adapting to students’ needs throughout; he to be immersed in the project, having alreadystudents from year 10 would be engaged with reframed comments and discussion from had introductory sessions during whichthe programme rather than year 11, due to the students using the appropriate terminology. they learnt the rudiments of the software.pressures already on year 11 students. Staff in The intensive weeks included visits todesign and technology, English and art were organisations, including Tate Modern andasked to identify pupils who would benefit the Newspaper Trust in Wapping. Input byfrom the programme. Students were then IPC Media art editors enabled studentsinterviewed and selected using the to understand more about the processesfollowing criteria:• students taking design and graphics GCSE involved in magazine publishing. Additionally, teachers from the English department When a student• tudents with a demonstrable interest s (including an advanced skills teacher) taught sessions on thinking skills, creative writing demonstrated an in art and design within publishing• tudents with good basic skills, s and English usage in journalism. These weeks also provided an opportunity for the students understanding of especially in English and literacy to develop a portfolio of work for the Arts Council England Young People’s Arts Award, the genre of the• tudents who did not have work s experience arranged an accredited scheme to recognise the development of young artists and young magazine, he or• tudents who could engage fully s in the programme without it interfering arts leaders. she was set a more with other work With the experiences of phase one to draw on and a longer lead-in time, it was possible independent project to ensure improved integration of the project into specific subjects. Colour theory related to such as designing art for example, whilst typography and the functional use of language related to the a front cover from English curriculum. scratch or putting in live copy with pictures.
  4. 4. Impact and When asked about their work experience, students recognised the value of having Many of the issues from phase one of the programme were successfully addressed inoutcomes learned so much about magazine production before they went to IPC Media. They also phase two and the students clearly learned many technical aspects of publishing andArt editors who had worked with the students appreciated having the opportunity to work design by being part of the programme. Two ofwere impressed with the knowledge of the with professional designers. Several students the students from phase one are now studyingInDesign software that the students displayed. commented that they were able to for a design-related career (one in fashion, theComments included: ‘The student has understand the pressures of working other in computer-aided design), somethingdemonstrated a very good understanding of on a weekly magazine where pages had they had not considered before the programme.InDesign. She has provided some sophisticated to be produced quickly and accurately. Students from phase two are now in year 11layouts that show she has strong technical The need for perfection was something that and preparing to submit their portfolios forabilities’ and ‘Overall, he knew his way around all students were able to appreciate and put the Young People’s Arts Award. The originalInDesign but needed help on the technical side.’ into practice when designing their own pages. intention was for these to be entered for the Many of the students expressed a strong bronze award but the tutor believes the workCritically, IPC Media had considered the interest in returning to IPC Media for further merits a silver award. These students haveinterests of the students and tried, as far work experience. a range of media skills to offer the schoolas possible, to match these to the publications community. They will be working on the schoolthey worked on. As an example, two students The art editors gave positive critical feedback newsletter and facilitating communication fromon the programme were taking GCSE business on the students and the originality of their work. the student council.studies, which includes a requirement to One commented, ‘I am very impressed with theproduce a business case study. These students final execution, which means he understood the Creative Partnerships has appointed awere assigned to work at IPC Creative, a processes needed to create pages. Designing project manager for this initiative with a viewcorporate department servicing the magazines. his own rubric or running head demonstrated to extending the programme to other localThe students learnt about the business side his creative side.’ Another said, ‘after setting secondary schools with AMRTC as the hub.of IPC Media; how advertising is sold, for him a feature that he had free reign on, his IPC Media sees the importance of engagingexample, and how magazines are put together. creative abilities started to shine through,’ and with young people to help develop a moreIPC Media also provided documentation, such ‘her layouts were very original whilst adhering diverse generation of designers and theas dummy contracts, for the case studies. to the house style well.’ partnership with AMRTC has laid firm foundations for further work.The phase one evaluation also recommended There was also a general consensus thatthat students chosen for the programme had the students had been responsive to the Hannah Wilmotan appropriate interest in a career involving work placement and in their general approachart and design and an aptitude in creative to design, ‘J’s enthusiasm developed oversubjects. All students in phase two met the time she spent in the department. She wasthese criteria. It was also important that they very responsive to advice and guidance. I washad a certain maturity in outlook to engage very impressed with the way she respondedappropriately during work experience. During and how quickly she learned.’ Only one artschool based sessions, students were able editor perceived that his student was not veryto use the software effectively within a interested in the subject matter of therelatively short space of time. The intensive magazine and this inhibited the learning thatweeks were instrumental in this process. could have taken place.Having a high level of competence in the Students were appreciative of the opportunityuse of the software and a sound background that had been given to them, ‘I got to workin the terminology of publishing and design, on actual magazine spreads that will actuallythe students were able to successfully appear on the next issue.’ There was alsocomplete the assigned tasks during their work a recognition that students were treated asexperience weeks. They commented that they adults in a professional environment and thiscontinued to learn the more complex functions contributed to their learning, ‘The whole ofof the software during their time at IPC Media. the experience was extremely good and theStudents were also observed to be working environment was very mature and we werepersistently on their tasks. treated respectfully and like adults.’ Number of students involved 28 Number of sessions 69 Number of teachers and support staff involved 2 Year groups 10 and 11 Creative Partner IPC Media
  5. 5. Creative partner Creative PartnershipsIPC Media is the UK’s leading consumer Creative Partnerships is a programmemagazine publisher, with a large portfolio of managed by Arts Council England, thebrands, selling over 350 million copies each national development agency for the artsyear. Titles include What’s on TV, Now, Marie in England. It gives young people in 36Claire, In Style, Ideal Home, Loaded, NME disadvantaged areas across England theand Wallpaper*. IPC Media is owned by Time opportunity to develop their creativity andInc., the publishing division of Time Warner, their ambition by building partnershipsthe world’s largest media organisation. between schools and creative organisations, businesses and individuals. CreativeWith the appointment of a corporate Partnerships aims to demonstrate the pivotalresponsibility manager in 2005, IPC Media role creativity and creative people can playhas been increasing its focus on working in transforming education in every curriculumwith the wider community. IPC’s corporate subject for children of all ages and abilities.responsibility activities take a number ofdifferent forms, including engaging with the London East and London South wereenvironmental issues that affect the publishing established as two of the first sixteenindustry, employee volunteering, community Creative Partnerships areas in 2002,engagement and charitable and fundraising delivering programmes with schools inactivities. Hackney, Islington, Newham and Tower Hamlets and Greenwich, Lambeth, Lewishamwww.ipcmedia.com and Southwark over a four year period. In April 2006 the two areas merged to formWriter one Creative Partnerships area delivering a joint creative programme in eight boroughs.Hannah Wilmot has worked as a freelance Creative Partnerships London East and Southconsultant for 13 years having previously is now based at Discover in Stratford.worked for Battersea Arts Centre, RiversideStudios and London Arts Board (now ArtsCouncil England, London) as educationofficer. Hannah specialises in the evaluationof education programmes, particularly thoseinvolving the arts and creativity. She also hasconsiderable experience of designing andproviding training for artists and teacherswishing to pursue creative partnerships. Creative Partnerships London East and South Discover, 1 Bridge Terrace, London E15 4BG T: 020 8536 5558 F: 020 8555 3948 E: londoneastsouth@creative-partnerships.com www.creative-partnerships.com This case study is available to download on the Creative Partnerships website. To view this, and to view the other case studies in this series please visit www.creative-partnerships.com and go to the London East and South homepage. Images: Jason Larkin and students from Archbishop Michael Ramsey Technology College Design: Thirdperson www.thirdperson.co.uk ISBN: 0-7287-1314-4 978-0-7287-1314-7

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