start

DisplayA presentation initially for primary adapted for secondary

Dan China

Good work is neat work

Good work is always recognised by the quality of the colouring in.

Nice things should be discreetly hidden behind pot plants and

drapes.

(often reflected in what primary children say about assessment)

“I respect your work and have pinned it up carefully”

“I respect your work ever such a lot and I’ve window mounted it on black sugar

paper”

“I respect your work amazingly so I’ve double mounted it on black with a

purple piece as well”

“You will never believe how much I appreciate your work. It is beyond

comprehension. It is therefore on black and purple and yellow”

“I respect your work so much I hardly know what to do next. I have covered

the wall with wonderful orange hessian at £30 a roll and put a gold border

round the edge”

“I respect your work to such a incredible extent that I am going to

swathe it with my old curtains. You will be so thrilled that I’ve done this that you will want to do lots more good

work”

Curiously Nick Serota has declined to use his old curtains to enhance the

display at the Tate Modern.

Although Tracey Emin has used her old sheets.

Previous point comes from ‘Display in the Primary School’ by Peter Dixon published in 1985

• Look at perception (why)• Look at design

conventions (How)• Look at display

conventions (How)• Reflect on function of

educational display (Why)

GestaltThe Search for Order

Madonna del Prato, Giovanni Bellini, 1505

Madonna dei Belvedere

(Madonna of the Meadows 1506)

Raphael

Note how your eyes are led round this composition.

Art to DesignPaintings to Pages

More invisible lines

Grids and guidelines

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.

one column

margins (or white space) defined

A simple two column grid.

Masthead

Suitable for a variety of purposes. Stable, clear, if rather predictable.

A simple four column grid.

Masthead

A four column grid is easily developed from a two column grid.

A four column grid.

Masthead

In this example text and graphics are one, two or three columns wide.

Some magazine layouts will use an underlying grid of eight columns.

An example of a five column grid layout

At Last -Display Conventions

These conventions can give coherence and visual order to displays

These rules can be broken

External Consistency

set up border or margin

Internal

Consistency

Note corridor Internal

consistency

x and y axis

Internal consistency

‘T’ axis

Internal consistency

Washing Line

Still Internal consistency

Washing Line

Centre Line

The Background Gambit

Displays with many different visual components can be given some visual coherence with a simple bold background device.

The Background Gambit

Balance

fulcrum

Symmetry

Balance

fulcrum

Symmetry

A display, like a picture, should be well balanced. Symmetrical displays are well balanced but can be

visually predictable (boring). Asymmetrical displays are visually more interesting and use

different qualities to achieve balance.

Balance & scale

fulcrum

TITLE

Contrast & Space

fulcrum

TITLE

Bigger Issues?

‘Elaborate display is an indulgence of the teacher’

Lowenfield ‘Creative and Mental Growth’

Bigger Issues?

Why Display?

Display can be used to:

• provide a visually stimulating environment• reward achievement• provide information• illustrate, exemplify and illuminate the curriculum• convey instructions

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

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

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:

Displays which celebrate childrens’ 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?)

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.

Displays which enthuse and celebrate 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

Displays which accompany learning

• 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

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?)

Displays which use drapes

• These displays show that the teacher has been on a display course or read a book about display.

History Essays

A short reflection on display for secondary teachers.

The History Display Board

Good Essays

The History Display Board

Good Essays

The History Department

Good Work This Month

‘The History of Schools and Schooling’ by David Blunkett. 3R

This is a good point because...David explains

that...

David’s research ...

Notice how David uses Woodhead to...

The History Department

Good Work This Month

‘The History of Schools and Schooling’ by David Blunkett. 3R

Is praiseworthy because David points to...

‘The History of Skulls and Sculling’ by Anne Widicombe. 3Y

Is praiseworthy because Anne declaims that...

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Use ribbon ?

The History Department

Good Work This Month

To what extent can a consistent visual display convention give messages about the work, attitudes, expectations, etc of the History Department?

Departmental Identities?

The Maths Department

Good Sums This Month

To what extent can consistent visual display conventions give messages about the work, attitudes, expectations, etc of the Maths Department?

Departmental Identities. ie a sad fixation with 1970s colour schemes or contemporary retro-chic

2b or -2b ?

In a nutshell

It helps to know about the invisible grids that can give visual coherence to a picture, graphic or display.

Once understood these rules can be broken.

Displays should have an understood educational purpose.

Form should follow function.

THE END

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