By Claire Harrup

Claire Harrup is a successful Illustrator and Printmaker based in the UK. With Agencies in both the UK and the US representing Claire, and a portfolio packed with Editorial and Book Illustration, and Packaging Design, Claire has gone on to create work on an international scale. In this post Claire talks about her journey into the creative industry as well as the projects that she has worked on more recently and her favourite ways of working. This post would be of interest to teenagers keen to explore the realms of the creative industry and all that it has to offer an Illustrator.

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AccessArt is a UK Charity and we believe everyone has the right to be creative. AccessArt provides inspiration to help us all reach our creative potential.

What We Like About This Resource….

“We really enjoyed reading about the process of creating art work according to a design brief and how the experience of this differs to when an artist begins with their own idea or concept. That’s not to say an artist can’t approach a brief with their own individual style and ideas, but what this post shows us is that there can be a balance between the two. This would be a great resource to show older KS pupils who may be beginning to consider their options beyond Primary School”. – Rachel, AccessArt

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Pathway: 2D Drawing to 3D Making

This is featured in the ‘2D Drawing to 3D Making’ pathway

Talking Points: Packaging Design

What is Typography

Which Artist: Rachel Parker

Repeating Patterns

Block Printing Repeat Patterns

What We Like About This Resource….

“It’s interesting to hear Theresa describe Printmaking as a social activity, with the shared use of materials and equipment so central to the practice. This could be a positive way of working for lots of children in school, where instead of just working on individual art work, they can collaborate and embrace the creative sharing experience!” – Tobi, AccessArt.

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Monoprint Animals

Screen printing Inspired by Matisse

An Exploration of Shepherd Fairey

What We Like About This Resource….

“This resource is a lovely example of how words and text can generate ideas, which can then be transferred to paper. Working in this way with children is a great way fo them to engage with literature – and to have an individual response. Try reading poems out loud to a class and ask them to list all the images that spring to mind before exploring those images through drawing”. – Rachel, AccessArt

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Pathway: Telling Stories through drawing and making

This is featured in the ‘Drawing Stories Through Drawing and Making’ pathway

Rosie Hurley: Esio Trot

Poetry and Printmaking

Found Poetry

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Pathway: Telling Stories through drawing and making

This is featured in the ‘Drawing Stories Through Drawing and Making’ pathway

We are all passionate about the importance of art education, and we all represent different audiences. To help explore how we can help support each other to help create a more sustained pipeline from early years through to life long learning, and to build new links within the pipeline, we need to consider our Wish List. The audiences we work with do not exist in a vacuum – they are part of a larger picture. By sharing our wish lists we might be able to see where we can better support and learn from each other.

Thinking in particular about the individuals, organisations and institutions around you, what would you like to ask of them? Is there a type of organisation you have never had experience of collaborating with, but would like to.

Some examples:

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Ancient Greek Lyres

Decorative Coil Clay Pots

Visual Arts Planning: Clay

See the Resource Used in Schools…

What We Like About This Resource….

“The sentiment behind this resource idea is lovely and it provides an opportunity to really develop some fine motor skills as well as independence of approach. Taking ownership of the medal design means the sense of achievement is heightened beyond the children just being given one. You can really imagine the positive energy that would surround this activity within a classroom, with each child working on a shared project but embarking on their own creative journey.”  – Rachel, AccessArt

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Pathway: Playful Making

Featured in the ‘Playful Making’ pathway

Talking Points: Introduction to sculpture

Clay Art Medals

Talking Points: Nnena Kalu

Talking Points: Linda BEll

What We Like About This Resource….

“It’s great to see music being explored in this way, and combining it with making creates a really interesting immersive project. This activity would work well as part of an extended project looking at musical instruments around the world and some of the natural materials they are made from.” – Rachel, AccessArt

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Pathway: Music and art

This is featured in the ‘Music and Art’ pathway

talking points: wassily Kandinsky

drawing source material: orchestras

A Cheerful Orchestra

Talking Points: Linda BEll

Talking Points: Nnena Kalu

What We Like About This Resource….

“You can get a real sense of the environment in this post and how this could provide so much inspiration for creative projects. We are aware there the challenges to exploring the outdoors when many schools are in towns and cities. A way around this could be to have a regular collection of natural objects within the classroom and using them as a stimulus to respond creatively in sketchbooks or in extended projects” – Andrea, AccessArt

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Woodland Exploration

A Passion for Woodworking

Visual Arts PLanning: Tees, Forest and Landscapes

What We Like About This Resource….

“It’s always so inspiring to hear how different artists work and we particularly like the detailed references Jake makes to his process – marking out the composition using neutral tones; adding and taking away compositional elements and gradually building in more colour and detail. Delivering a still life session in a classroom could begin with this process and encourage the practice of looking at positive and negative space. Some suggested resources below also touch on this”. – Rachel, AccessArt

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Tackling Still Life for Children

Drawing Negative Space

Visual Arts Planning: Still Life

What We Like About This Resource….

“It’s really interesting to hear how Su’s career path evolved organically, and how experimenting with different disciplines such as ceramics and sculpture whilst studying Textiles at the RCA began her journey towards paper craft and books. We really like how the small book sculptures inspired the larger scale set designs for The Snow Queen. They transfer so effectively to the stage and you can imagine how engaging it would be for a young audience to recognise letters and words on lampposts and other scenic elements”. – Rachel, AccessArt

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Creating a Book World

Sketch Set Design Models

Set Design for Primary Aged Children

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Pathway: Exploring Form Through Drawing

This is featured in the ‘Exploring Form Through Drawing’ pathway

Watercolour Washes Inspired by the Tapestries of Henry Moore

What We Like About This Resource

“It’s really interesting to see the combination of hand and digital work in Rachel’s work, and particularly how her hand stitched embroidery is scanned before being used to create patterned products. We love that lots of Rachel’s work begins in sketchbooks and how this really underpins her creative process. For children in school, learning to utilise a sketchbook and discover their potential though drawing and mapping ideas is invaluable. We have a whole Sketchbook Journey section on the AccessArt website (linked below) which explores this in more detail”. – Rachel, AccessArt.

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Pathway: Exploring pattern

This is featured in the ‘Exploring Pattern’ pathway

using sketchbooks to make visual notes

Show me what you see

Inspired by Rachel Parker

Sewn Treasure Box

Felt and Embroidery Sets

By Dr Judy Thomas

This response was written after the first meeting of the Creative Pedagogy & Pathways Group 

Bakhtin (1984) promoted pedagogies that facilitate dialogic engagement; his ‘Chronotype’ theory suggests time and space is inherent in narrative.

Our narrative, and that of our learners, has shifted dramatically over the past year; we have embraced new virtual spaces that present us fresh opportunities. The online environment scaffolds contemporary possibilities for connection and dialogue in ways previously not considered. Virtual adaptation has enabled us to come together and create new freedoms to positively learn from one another. This unites a divergent multiplicity, where we can actively, more fluently, share dialogue, in ways previously not so accessible. We can exchange ideas and create new, beneficial learning spaces that help us collaboratively discover common ground and navigate challenges.

We are stronger together and the promise of this dialogue is exciting. By applying online, dialogic approaches to learning, we can cross boundaries through beneficial zones of potentiality. The overwhelming excuses for being insular no longer exist; we can cross-sectors to collectively explore creative spaces to reflect, question, challenge, develop, innovate, and inspire. This dialogue can stimulate change and positively create wider access to art and future creativity.

Bakhtin, M (1981) The Dialogic Imagination in Ehre, Milton. Poetics Today, vol. 5, no. 1, 1984, pp. 172–177. JSTOR, www.jstor.org/stable/1772435. (Accessed 16 May 2021).

Cohen, Tom. “The Ideology of Dialogue: The Bakhtin/De Man (Dis)Connection.” Cultural Critique, no. 33, 1996, pp. 41–86. JSTOR, www.jstor.org/stable/1354387. Accessed 16 May 2021.

Oxford Reference (2021) “Chronotope” Available at: https://www.oxfordreference.com/view/10.1093/oi/authority.20110803095611483 (Accessed 16 May 2021).

Rule, P (2011) Bakhtin and Freire: Dialogue, dialectic and boundary learning, Educational Philosophy and Theory, 43:9, 924-942, DOI: 10.1111/j.1469-5812.2009.00606.x (Accessed 16 May 2021).