The document discusses display conventions for educational displays. It provides examples of different types of displays and their purposes, including displays that celebrate student work, illustrate curriculum topics, and accompany learning. The document emphasizes that displays should have clear educational goals and purposes, and that form should follow function. Consistent design elements like grids, symmetry, and balance can bring visual coherence while flexible conventions allow for creativity.
3. 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.
5. “I respect your work
ever such a lot and
I’ve window mounted
it on black sugar
paper”
6. “I respect your work
amazingly so I’ve
double mounted it on
black with a purple
piece as well”
7. “You will never believe
how much I value your
work. It is beyond
comprehension.
It is therefore on black
and purple and yellow”
8. “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”
9. “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 literacy”
10. 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.
11. • Look at perception (why)
• Look at design
conventions (How)
• Look at display
conventions (How)
• Reflect on function of
educational display (Why)
18. Art to Design
Paintings to Pages
More invisible lines
Grids and guidelines
19. 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.
21. Masthead
A simple two column grid.
Suitable for a variety of
purposes. Stable, clear,
if rather predictable.
22. Masthead
A simple four column grid.
A four column grid is
easily developed from a
two column grid.
23. Masthead
A four column grid.
In this example text and
graphics are one, two
or three columns wide.
Some magazine layouts
will use an underlying
grid of eight columns.
42. Display can be used to:
• provide a visually stimulating
environment
• reward achievement
• provide information
• illustrate, exemplify and illuminate the
curriculum
• convey instructions
43. 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
44. 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
45. 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:
46. 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?)
47. 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.
48. 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
49. 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
50. 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?)
51. Displays which use drapes
• These displays show that the teacher has
been on a display course or read a book
about display.
55. The History Board
This is a good
David explains point because...
that...
Notice how David
uses Woodhead
to...
David’s
research ...
‘The History of Schools
and Schooling’
by David Blunkett. 3R
Good Work This Month
56. The History Board
‘The History of Schools This week in 1066
and Schooling’ Harold Takes Eurosceptic Line
by David Blunkett. 3R at Senlac
kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt
Is praiseworthy rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
because David tyhyytty yt yrdyyt er54rer u n
points to...
kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt
rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
tyhyytty yt yrdyyt er54rer u n
kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt
rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
‘The History of Skulls and tyhyytty yt yrdyyt er54rer u n
Sculling’
kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt
by Anne Widicombe. 3Y rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
tyhyytty yt yrdyyt er54rer u n
Is praiseworthy kjhbasd war jern rtet netnrternkher rt rttnrt g oirrt rrtrtiurt
because Anne rkjrotsrbrt irnrt gert dgg df t tr htr tr fy h nb h y fyr ry yy hyt yt
tyhyytty yt yrdyyt er54rer u n
declaims that...
Use ribbon ?
Good Work This Month
57. The History Board
To what extent can a
consistent visual
display convention
give messages
about the work,
attitudes,
expectations, of the
subject, the school,
the teacher?
Good Work This Month
58. To what extent can
The Maths
consistent visual
display conventions
Board
give messages
about the work,
attitudes,
expectations ...?
Identities. ie a sad
fixation with 1970s
colour schemes or
contemporary retro-
chic
2b or -2b ?
Good Sums This Month
59. 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.