OUGD601 // Evaluation

COP3 Self Evaluation

In the initial stages of choosing a topic to write about I was torn in my interests between illustration and creativity in primary education.  I decided however that my interest in illustration was not so much something I wanted to carry out a large research project in, but more something I enjoy doing.  With the Primary Education topic I felt that researching into this could really benefit me in the future, as I would like to work with children, not necessarily in schools but moreso extracurricular art classes.  This is something that I could really benefit from doing the Primary Research for as it has helped me gain experience working with children. 

To begin with I was worried about writing such a large research project, but after breaking it down into the chapters it was much easier to cope with.  I never imagined that I would be pushing the top end of the word count and was happily surprised that I had quite a lot to talk about and would have liked to have gone into more depth in parts.  I am however worried about my academic writing skills and hope that this does not bring down the overall module.  I feel like I have worked hard towards this project, especially compared to previous years where I have not taken it so seriously.  I hope this is reflected in my results.

I feel that the whole project comes together nicely, the research that I carried out helped inform the practical outcome and carrying out and thinking about the practical outcome helped inform my writing.  The primary research visit to Amisfield Primary School in Scotland helped greatly in my general understanding, especially regarding what level children were at, at what age, and what they are capable of - this helped inform my practical outcome as I know the children I worked with would probably enjoy the Brain Puzzle which I created and they would also learn from it too.  I am considering giving the Puzzle to the class when I get it back because they will benefit from it more than me.

I have benefited from the project greatly and feel much more confident and knowledgable about a field that I would perhaps like to work in in the future.  Designing for children also meant that there were things to consider, as I have not designed for children before I found it an interesting and exciting challenge.  It would have been good if I had carried out more primary research in regards to the practical element however in the time scale which I gave myself to complete the practical it would have been hard to fit in doing more.

If I could improve the overall project in any way, I would have liked to produce more final outcomes for the practical side and would have started writing the dissertation earlier than the beginning of december as I feel this meant that I lacked receiving much feedback as I finished writing the first draft over the Christmas break.   

Final Photo's from Shoot

Brain Puzzle // Design Boards

Final Shots of Completed Brain Puzzle for Primary School Age Children

 Here are the final images of what the 'Brain Puzzle' should look like after its been completed by the players.  

The original idea was to attach the symbols to the puzzle with velcro dots.  After trying this out, I decided that it was unnecessary and didn't really work with the layout of the puzzle.  Without the velcro, the children will be able to put the parts on either side of the brain with ease and not depending on where the velcro dots are.

Brain Puzzle Instructions

Brain Puzzle Instructions

Instruction Manual for Teachers/ Parents

The instruction manual must be simple - not too text heavy.  The user should be able to pick up the instructions and be able to lead a small team of children through the puzzle.  The manual has enough information on it to understand the aim of the game. 

Below are images of the progression/ development of the design. 

The 3 brains could resemble the idea of "brains working together" reflecting teamwork.

Painting the Brain

Not the best quality photographs but you can see here the process of painting the brain.  I used spray paint as it dries quickly and also works perfect for stencilling.  I really enjoyed creating and using the stencil and feel like I could do some form of stenciling in my work in the future.

 

Survey Results

The remaining survey results may be found in the appendices section of my dissertation.  I have uploaded these images as the responses are in a graph format whereas the remaining ones are text based and are quite lengthy.  

You may find a link to my survey here:

https://www.surveymonkey.com/s/C32TW6K

The survey was really useful as it was sent out to Primary School Educators and helpers working in the field and they could give me direct answers to my questions and also made some good suggestions of things which I had not considered.

There was a total of 10 questions in the survey and the majority of responses contained valuable information. 

Laser Cutter

Vectorized illustrations are prepared and ready to take to the laser cutter on Tuesday and Wednesday.

When the brain has been cut out, it will be spray painted, then I will apply the stencil created on the laser cutter to spray on the detail of the brain.

Symbols will be cut out of wood and felt to make more engaging and interesting pieces of the game.

Stencil (Size: A2)

 

Symbols

Brain Puzzle (Size: A2) to be cut out of MDF

Primary Research Visit - End of November

The School

Amisfield Primary School is a small village school with a friendly feel in Dumfries & Galloway, Scotland.  The school has two classes, the younger class aged 5 to 8 and the older class are aged 9 to 12.  (In Scotland there are seven years at Primary School Level) 

Why

I felt that it would be really important to get some work experience in a Primary School to help in my understanding of my chosen subject.  

As my trip in December had to be fitted around college and other commitments, I chose to do this experience in a primary school which is not far from my home town where I have previously helped out in the primary 1,2, 3 & 4 classroom.  I felt that this would be a good place to gain experience as the children already knew me a bit and felt comfortable around me. 

I also already have the backing from the teachers there, who also filled out my survey with some great feedback.

What

It was my task to complete the task which the specialist Art Teacher had been working on with the pupils the previous week.  

The pupils had all began by painting a snowy wintery background as instructed by their art teacher and in order to complete the task, they were to create a silhouette in the foreground which was to be in black.

From what I had learned from researching my essay I knew that children would find it more engaging if they were allowed to make decisions within their work as they would feel like they had more ownership over it.  Considering this, while preparing before the children arrived in the morning, with permission from their teacher I decided to allow the children to decide which medium they wanted to use to create the black silhouette and drew up a few different idea's of what they may have liked to do as a silhouette (as the art teacher had left only 1 example of what it might be) - always emphasizing that these were just suggestions and that the children could come up with their own idea if they wished.  I knew from research also that instead of just saying 'do as you please,' that children require structure in order to get things done.

Experience

I was slightly nervous at first but of course in the end I thoroughly enjoyed teaching the children.  I worked in the art space and the teacher sent children over to me in groups of three or four to complete their artwork.  You could see that the children were excited about choosing and deciding on what they might paint or collage.  Some children spent a long time on theirs being very accurate and others were more rushed but all pupils seemed to enjoy the exercise and were extremely excited to see their work up on the display wall when the paint or glue had finally dried.  

How this has informed my research and understanding?

Throughout the day I gradually began to understand more about what sort of level children were working at, at what age.  As I am writing in my project about how to encourage creativity it also helped me to see from a teachers point of view, what teaching is like and what it is like leading a creative task.  It was beneficial to myself as working with children and art is something that I am particularly interested in, which is why I have decided to use this topic for my research project.  Teaching the children in small groups meant that I could monitor behaviour and as the class is only a small number you get to know the children a bit and I could see that they were all well behaved for me and they all seemed to enjoy the task in hand.

Doing this visit has made me understand about childrens learning more than I would have understood if I had solely read books.  Both forms of research have gone hand in hand for me and I feel like I know so much more now than I did at the beginning.  I also feel like this is a field I am interested in working in after university. 

Creating a gear/ cog in illustrator

This step by step tutorial was perfect in helping me to create a gear on illustrator http://blog.echoenduring.com/2009/07/18/quick-tip-make-a-vector-gear-in-7-simple-steps/

These vectors are being prepared to cut out of wood/ felt / other textures, which will then be a part of the brain game. 

Development of Idea

These images are a mocked up version of what I imagine the final outcome to look like.  These vectors will also be suitable to take to the laser cutter.

There will need to be 1 layer for: the brain outline and jigsaw outline

1 layer for:  the stencil of the detail of the brain.


The overall jigsaw puzzle will be quite challenging as it does not have the usual image on the front, but this is good because it will get the brain functioning and children thinking and also working together as a team.

Each individual child will be given an image of the brain to work from so they know what the final outcome will look like.  If the puzzle is taken by a larger group of children then they can share the images of the brain.

Left Brain Right Brain Theory Idea for Practical Outcome

Right or Left Brain, Creativity Test

Thank you for taking the Creativity Test. The results show your brain dominance as being: Left Brain Right Brain 40% 60% You are more right-brained than left-brained. The right side of your brain controls the left side of your body. In addition to being known as right-brained, you are also known as a creative thinker who uses feeling and intuition to gather information. You retain this information through the use of images and patterns. You are able to visualize the "whole" picture first, and then work backwards to put the pieces together to create the "whole" picture. Your thought process can appear quite illogical and meandering. The problem-solving techniques that you use involve free association, which is often very innovative and creative. The routes taken to arrive at your conclusions are completely opposite to what a left-brained person would be accustomed. You probably find it easy to express yourself using art, dance, or music. Some occupations usually held by a right-brained person are forest ranger, athlete, beautician, actor/actress, craftsman, and artist. Your complete evaluation follows below: Your left brain/right brain percentage was calculated by combining the individual scores of each half's sub-categories. They are as follows: Your Left Brain Percentages   31% Sequential (Your most dominant characteristic)   27% Linear   20% Reality-based   17% Symbolic   17% Logical   7% Verbal (Your least dominant characteristic) Your Right Brain Percentages   37% Concrete (Your most dominant characteristic)   34% Random   32% Nonverbal   32% Fantasy-oriented   29% Intuitive   24% Holistic (Your least dominant characteristic)

What Do These Percentages Mean? Low percentages are common in the Brain Type Test and are not indicative of intelligence. Instead, medium to high scores (30 - 50%) are desireable, as they show an ability to utilize a processing method without an abnormal reliance on it. Special focus should be paid to highly dominant (50% or above) or highly recessive (0 - 30%) methods, as they tend to limit your approach when learning, memorizing, or solving problems.
If you have Highly Dominant characteristics, your normal thinking patterns will naturally utilize these methods. Conscious effort is required to recognize the benefits of other techniques. Using multiple forms of information processing is the best way to fully understand complex issues and become a balanced thinker.
If you have Highly Recessive characteristics, your normal thinking patterns naturally ignore these methods. You may only consider these under-utilized techniques when "all else fails," or possibly not at all. It is important to recognize the benefits of all of your brain's capabilities in order to become a balanced thinker.

---

Left Brain Categories

Sequential Processing Sequential processing is a method used by the left hemisphere for processing information. The information that is received is processed in order from first to last. Information is processed in a systematic, logical manner. Through sequential processing, you can interpret and produce symbolic information such as language, mathematics, abstraction, and reasoning. This process is used to store memory in a language format. Activities that require sequential processing include spelling, making a "to-do" list, and many aspects of organization.
Your Sequential Analysis
You show moderate ability to organize information sequentially. You are capable of processing information you receive in a systematic, logical order from first to last. However, at times you will process information you receive quite randomly, or may give it only a semblance of order. You are probably an average mathematician and speller, and may or may not enjoy tasks such as making "to-do" lists.

Linear Processing Linear processing is a method by the left hemisphere to process information. In this process, the left brain takes pieces of information, lines them up, and proceeds to arrange them into an order from which it may draw a conclusion. The information is processed from parts to a whole in a straight, forward, and logical progression.
Your Linear Analysis
When processing information using this method, you will occasionally feel the need to see the "whole picture" before you are able to achieve results. At other times, you are able to piece all of the parts together in a straight and logical progression to form a whole, which then enables you to understand what you have processing. The information, your mood, and your level of comfortable are all factors that determine your response to a linear processing problem.

Reality-based Processing Reality-based processing is used by the left hemisphere as a method for processing information with a basis on reality. This processing tool focuses on rules and regulations. An example of this would be how a left-brained person would completely understand the repercussions of turning in a late assignment or failing a test. A left-brained person also usually easily adjusts to changes in their environment.
Your Reality-based Analysis
The information you process may lack a basis on reality, but it does open the door to creativity. You do not show much focus for rules and regulations and do not adjust well to change in the environment. In fact, upon experiencing change in the environment, it spurs you to try to change it yourself instead of adjusting to it. Whenever you become emotionally involved in project you are more likely to learn and succeed.

Symbolic Processing Symbolic processing is a method associated with the left hemisphere that is used for processing the information of pictures and symbols. The majority of functions associated with academics involve symbols such as letters, words, and mathematical notations. This process is what aids you to excel in tasks such as linguistics, mathematics, and memorizing vocabulary words and mathematical formulas.
Your Symbolic Analysis
You have difficulty processing the information of symbols, and would rather see the real object in order to understand. You probably hated algebra. For example, if solving a math problem, you need to "draw out" the problem to understand and solve it. You rely on the visualization of real objects instead of their symbols. Tasks such as memorizing vocabulary words or mathematical formulas are more difficult for you.

Logical Processing Logical processing is a method that is used by the left hemisphere to take information piece by piece and put it all together to form a logical answer. When information is received through reading or listening, the left hemisphere will look for different bits of information that will allow it to produce a logical conclusion. This aspect of the left hemisphere is what aids you in solving math problems and science experiments.
Your Logical Analysis
Logical processing is not one of your strengths, so you may tend to rely on a "gut" feeling to help you make your decisions from the information you have received. For example, you will often choose an answer on a test because it "feels" right, and you may be correct. This is due to the fact of your tendency to look for the whole picture but not the details that create it. You can often start with the answer and work your way back to allow yourself to see the process and parts that create the whole. You may find math problems and science experiments difficult because of this.

Verbal Processing Verbal processing is a method used by the left hemisphere to process our thoughts and ideas with words. For example, through verbal processing, a left-brained person giving directions may say, "From this point continue east for two miles and turn north onto Bellevue Road. Continue north on Bellevue Road for seven miles and turn west on Main Street". With verbal processing, exact, logical directions are given in a very sequential manner compared to a right-brained person who, in giving the same directions, would use more visual landmarks.
Your Verbal Analysis
You are not a verbal person. When you process your thoughts, you tend to use very few words, preferring instead to illustrate a problem or solution. You often find yourself in situations where it is hard for you to "find the right words." Upon reading or hearing new information, you must first create a "mental video" before you can process and understand the information of your thoughts. For example, when giving directions, you probably use many gestures with your hands such as pointing and leaning, and also refer to visual structures such as "a McDonalds" or "the big tree" instead of street names or exact mileage.

---

Right Brain Categories

Concrete Processing Concrete processing is a method associated with the right hemisphere that is used for processing things that can be seen or touched. It processes much of the information you receive from real objects. For example, a right-brained person is not just satisfied that a mathematical formula may work, but will want to know why it works. A strongly concrete person often finds it easier to solve a mathematical problem by "drawing it out" because it allows them to visualize it. The more a concrete person can visualize something the easier it is for them to understand it.
Your Concrete Analysis
At times, you feel the need to see a real object in order to understand it. At other times, you are able to understand a problem on a symbolic level. For example, you may find that in solving math problems, it occasionally helps you to "draw out" the problem in order to understand and solve it.

Random Processing Random processing is a method used by the right hemisphere for processing information. The information that is received is processed without priority. A right-brained person will usually jump from one task to another due to the random processing by their dominant right hemisphere. Random processing is, of course, the opposite of sequential processing therefore making it difficult for right-brained individuals to choose to learn in sequence. In order to overcome this, a right-brained person may want to attempt to learn sequence by using colors since the right hemisphere is sensitive to color. For example, you may want to associate the first step with green, the second step with blue, and the last step with red. Consistently using the same sequence will allow you to see that this strategy can be applied to many tasks involving sequence.
Your Random Analysis
You have some ability to process data randomly. You are at times able to make "leaps of logic" and discover unique things by thinking "outside of the box." However, you may tend to ignore your random processing thoughts unless you are desperate for a solution. It is important you recognize this skill as not grasping at straws, but a viable way to discover new ways of approaching a problem.

Nonverbal Processing Nonverbal processing is a method used by the right hemisphere to process our thoughts with illustrations. Reliance on this method is why it is occasionally difficult for right-brained people to "find the right words" in certain situations. A right-brained person cannot just read or hear information and process it, but first must make a mental video to better understand the information they have received. For example, through nonverbal processing, a person giving directions may say, "Continue going straight until you see a big, red-brick courthouse. At the courthouse turn right, and go down that street for a couple of miles until you se a gray stone church which will be on your right. Straight across from the church is the road to the left you need to take." With nonverbal processing, the directions that are given are extremely visual compared to the exact, sequential directions that would be given by a left-brained person.
Your Nonverbal Analysis
When processing your thoughts and ideas, you use tend to use both illustrations and words. When giving directions, you probably use both visual illustrations such as, "keep going until you see a McDonalds on your right; then turn left at the Home Depot", and technical terms such as, "travel for two miles and turn east onto First Street."

Fantasy-oriented Processing Fantasy-oriented processing is used by the right hemisphere as a method for processing information with creativity. It focuses much less on rules and regulations than the processing method of a left-brained person. Due to the fantasy-oriented processing mechanism of a right-brained person, they do not adjust well to change. Instead of adapting to the change in the environment, a right-brained person attempts to change it back to the way they liked it. But fantasy-oriented processing also provides the advantage of creativity to right-brained individuals, and since emotion is integral of the right side of the brain, anything a fantasy-oriented person becomes involved in emotionally will aid their ability to learn.
Your Fantasy-oriented Analysis
You have the ability to use both creativity and reality to process the information you receive. This is a unique gift that allows you to both focus on rules and regulations but to also act with creativity. You are able to adjusting to change, even though you might not like it, and you can become emotionally involved in your work if it interests you.

Intuitive Processing Intuitive processing is a method that is used by the right hemisphere to process information based on if it "feels" right or not. For example, a right-brained person may choose an answer on a test because they had a "gut" feeling and often they will be correct. Another example of this is how a right-brained person will know the correct answer to a math problem but will not understand the procedure of how they arrived at the correct answer. A right-brained person will usually have to start with the answer and work their way backwards in order to be able to see and understand the parts and process that create the whole.
Your Intuitive Analysis
When processing information, at times you are able to go with your "gut" instincts. At other times you may doubt your instincts, or prefer to put information together piece by piece to form your conclusion. You should be careful not to ignore your intuition, but at the same time do not solely rely on it.

Holistic Processing Holistic processing is a method used by the right hemisphere to process information. The information is processed from whole to parts. A right-brained person, through holistic processing, is able to see the big picture first, but not the details that accompany it. A strongly holistic person may often find that prior to listening to a lecture given by an instructor, they must first read the chapter so that they better understand what the lecture is about. This function is also what provides to you your visual spatial skills. It also aids in tasks such as dancing and gymnastics. Through holistic processing, memory is stored in auditory, visual, and spatial modalities.
Your Holistic Analysis
You show some ability to process data holistically, starting with the whole and working backwards to find the parts, which inform the whole, to form your conclusion. When you process information in a linear manner you are able to start with the parts and work up to form the whole. It is important to be comfortable with both methods, as both are equally necessary in the learning process. 


http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_results.pl 

Design Considerations

Target Audience:  Primary School Children ages 6+

Considering the target audience and the knowledge I have found out throughout the Research Project, the overall design will have to be:

• Attractive - Bright Colours, Exciting
• Engaging - Pictures, Not too text heavy
• Interactive - The more interactive the better (according to research)
• Simple and easy to understand illustrations
• Help develop skills such as kinaesthetic, auditory and visual learning skills

Brainstorming Idea's for COP3 Outcome

Design Concept

An interactive brain jigsaw puzzle in the shape of a brain.  Children will work together to solve the puzzle and then after instruction from teacher about left/right brain theory they will then solve the next level of the puzzle which is placing the correct symbols (which symbolise characteristc of each side of the brain) on the correct side of the brain.

Left or Right Side of Brain?

This advert for Mercedez is a really powerful image.  It translates the qualities of each side of the brain.  This is really interesting information to have found, the majority of people will feel like either one side of the brain describes them perfectly. 

There are two more powerful images from the campaign.

I came across these images while researching the left and right sides of the brains.  I feel like this could be some interesting resource for schools or even a poster design idea for the classroom.  It seems relevant towards the different types of learners and cognitive learning also. 

What kind of learner are you?

I thought it might be interesting to create some sort of test or survey to work out what kind of learner you are.  Initially I took a test on the internet and found out that I am a Visual Learner.  It would also be interesting to create this digitally and for it to be hosted online or on a computer.  This could link in with my chapter of introducing technology into the classroom environment. 

Finding out what kind of learner children are, can help them develop their learning abilities while also meaning that they can try and improve upon the other types of learning of which they are not as good. 

In order to do this, I will have to research into all the qualities each different type of learner encompasses. 

Visual Learner

- Sits at the front of the class to avoid distractions
- Learn better from books without interaction with other students
- Thrive on learning tools that allow them to picture, diagram, design and highlight words and concepts.

Kinesthetic Learner

Auditory Learner




How does this link in with cognitive learning skills?

Different Types of Learners

Types of Learning Styles Types of Learning Styles: The Three Main Types
There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best through a combination of the three types of learning styles, but everybody is different.
Auditory Learners: Hear
Auditory learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in a need for a relatively quiet place.
Visual Learners: See
Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, it's easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.
Kinesthetic Learners: Touch
Kinesthetic learners process information best through a "hands-on" experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand.
Types of Learning Styles: What Everybody Should Know
Although most people use a combination of the three learning styles, they usually have a clear preference for one. Knowing and understanding the types of learning styles is important for students of any age. It is advantageous for students to understand their type of learning style early on so that homework and learning may become easier and less stressful in the future. Although it may be tempting to stick with what works, it's important to practice and train the other types of learning styles early on so that, as he grows, the child can utilize the other types just as effectively.
Types of Learning Styles: A Renaissance Child A well-balanced, intelligent child is able to develop all three types of learning styles. Just because a child has a dominant learning style doesn't mean that the other types can't be improved. Having just one dominant learning style, and relying on that style only, can debilitate a child's true potential. There are many different ways to train the different types of learning styles, but it ultimately comes down to training the cognitive skills. Cognitive skills are the foundational building blocks of each learning style. Without properly trained cognitive skills, a child isn't able to use or take advantage of the other learning styles effectively. At LearningRx, we offer a cognitive skills assessment to find the areas in which a child needs improvement. We also offer training that goes to the root of the problem instead of working on the symptoms. If you would like more information on how we can help your child's individual needs, contact a local LearningRx Center near you.



Article found from:  http://www.learningrx.com/types-of-learning-styles-faq.htm

Thinking through a Concept

Brain Games for Children

http://www.pitara.com/games/mind_games.asp

http://www.happypuzzle.co.uk/