Timmy Fleming presented on an action research project where students designed and created a shop front mural for their school gym/canteen. The project brief came from school stakeholders to refurbish the space. Students brainstormed ideas in groups, presented proposals, and voted on the best design. They learned software like Illustrator, Photoshop, and CAD to professionally design the shop front. Working in teams, students created letters, 3D objects, frames and mounted the finished pieces on the shop front. The project helped students learn briefs, teamwork, skills like presentation, and pride in creating something that improved their school.

1. Timmy Fleming
Buzz Presentation
Shop Front

2. “Action Research”
Action Research:
(essentially interventionist, employing
Participant observation).
-The management of group art projects.
-Shop Front ‘commissioned’ by school
stakeholders.
-The formulation of projects and project
briefs.
-Creative design work and the immediate
relevance of REV of dealing with large
scale work.
-The place of judging panel and proposals,
students pitching their work etc.
-Visual Culture/ Popular Culture Content.

3. “Brief & Gathering Data”
Brief-Shop Front: This brief came about when I was approached by the schools
stakeholders to help refurbish the school gym/hall. The hall is also the canteen at
break and lunchtime where students get to order their lunch and sit and eat it. It was
decided as a group that something should be done to highlight this so students are
getting the chance to design a shop front along with holding a competition for the
whole school to come up with a name for it.
Brainstorming: Students were instructed of the brief & project, they were then
broken up into groups to brainstorm and come up with ideas.
Presentations: When the students were finished brainstorming and had come up
with their ideas. Each group was given the chance to present their ideas to the rest of
the class and principal. Votes were cast for best layout and shop name.
Note Taking & Drawings: Students and myself to keep a clear and accurate
depiction of events, problems, tasks to be done etc.
Photography: A number of cameras were made available to the students so that they
could each have a go at documenting the work being done.
Video Camera: Students learned how to use a video camera with a number of
students documenting the work as it was being created.
Voicethread: A voicethread was created so that students and myself could comment
on the project as a whole.

4. “Key Points”
• To research different types of artistic/professional briefs and to look at the work
that was completed from these briefs. Then to discuss were the key points met???
What worked well??? Relevant??? etc.
• To design a brief that communicates clearly the task in hand to students.
Also presentations and research of media/ imagery suitable to the task at hand.
Presentations of group proposals- students have the chance to pitch their plans and
ideas. Research on how to deliver a clear and accurate presentation using all
resources available.
• To manage and maintain the groups progress and creative designing of murals
and shop front. (Times, Deadlines, Student allocated jobs, etc). Student
participation was key here. Deadline: VEC Awards Night.
• To demonstrate to students how to use and work different forms of computer
related software such as Photoshop, Illustrator, PowerPoint, CAD and Voicethread.
Also on the practical side to work safely with tools and machinery from the
Woodwork Room- Bench Saw, Jigsaw, Drills etc.

5. “Shop Front Research & Ideas”

6. “Eyeing Up The Work”

7. “Brainstorming And
Presentations”
· Brainstorming
· Sketches & Ideas
· Work On Boards
· Research Of Shop Fronts

8. “Professional Approach”
To achieve a more
professional outlook for
the design, students learned
how to use different forms
of computer software.
The most successful of
these was using Illustrator.
Started with line, b&w detail,
And then experimented with
different colour schemes.

9. “Illustrator, CAD & Photoshop”

10. “Illustrator Designs”

11. “Template For Shop Design”

12. “The Work Begins”

13. “Painting The Frame”

14. “Putting Up The Frame”

15. “Making The Stars”
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16. “Making The Roll”
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17. “Making The Letters”
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18. “Making The Guitar”
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19. “Painting The 3D Objects”
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20. “Finished 3D Objects”
3D Objects of an Electric
Guitar and a Salad Roll were
used as symbols to interact
with the shop name:
“Rock N Roll”
The 3D Objects were
mounted on the shop front
frame.
One was placed on the left
and the other on the right side
of the frame.

21. “3D Pieces Mounted”

22. “Letters & Clock In Place”

23. “Ready To Rock N Roll”

24. “VEC Awards Night”

25. “Before & After”
“From an idea, to a sketch, to a
plan and then to a finished
piece to be very proud of!!!!”

26. “Research Outcomes”
Throughout this project the students have :
-learned to understand what a brief is and how to work to one.
-learned how to brainstorm and work in teams.
-become more confident in themselves as individuals and art students by
undertaking different tasks, talking about the artwork, presenting their ideas,
setting goals and completing deadlines.
-learned how to be more critical about their work, what works??? did not
work??? and have the ability/confidence to start again and go back to the
drawing board if needed.
-learned how to research an idea and also learned new skills such as CAD,
Photoshop, Illustrator etc, a more professional way to present ones work.
-learned to evaluate, review and reflect on the work, their input into the work
and how they worked as a team member.
-learned how art can be taking outside of the classroom and have a real
impact on the surrounding area and the people who are in it.
-achieved a great sense of pride in their work by creating the shop front piece
which will be still in the school long after they have left/put their stamp on
the school!!!