ASTON MANOR ACADEMY
STUDIO GHIBLI
The students used illustration, animation, and music to emulate the st yle of Japanese animation studio Studio Ghibli Studio Ghibli has a signature identit y of a serene dreamlike aesthetic, celebration of nature, and the friendship.
CARTOONS
This group produced a set of nine illustrations reimagining themselves as charac ters from the anime and manga. Along with the illustrations they also made a pop, bubbly, fun song that could be used for a car toon where they were the main charac ters.
FASHION
This group made a collage of their illustrations evolved through various decades and cultures The expression of our own individual identities , whilst also placing us within a larger historical contex t.
DESSERTS
Par tially inspired by the histor y of croissants, this Popular myths state that the shape of the croissant is meant to and symbolise Austria’s defeat of the O ttoman Empire at the battle of Vienna in 1683
SPIDERS
This group wrote a spider horror stor y which was inspired by Anansi, a trickster deit y from West-African folk lore who is of ten depic ted as a spider and said to
Combining their love of football and anime the students created an animation of football players in the st yle of a shōnen anime series Shōnen of ten explore themes of friendship, perseverance, and overcoming challenges
This group depic ted themselves with superpowers inspired by colour ful and graphic vintage poster designs and their favourite television shows Avatar : The Last Airbender and The Umbrella Academy. Based on self- empowerment and the idea that we can be our own unsung heroes
HEROES CYPHER
R ap c ypher speak ing about how various heroes have famous footballers, parents, teachers, and classmates.
(Viera)
I know it’s insane
But the things I’ve been through
You can't complain
And my mum was always there to push me
Through da pain
I was hurting I was crying everyday
Mum was there again Superman without the cape.
(Akmar)
I’m the best at what I do
Shooting buckets through the hoop
Making layups, Scottie Pippin
Blazing o ence, defence tripping
Shoutout to Mr Collet
Taught me how to dribble solid
Shoutout to my team who got it
Aguilar, Viera, Malik, Khalid
(Aguilar)
I’m the wall at the back
Making saves like Jan Oblak
It’s not a very easy task
In my glory, I will bask
I’m the wall at the back
Like my hero Jan Oblak
It’s not a very easy task
In my glory, I will bask
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(Hamza)
I look up to KDB Man City’s MVP
One day that might be me
Playing for my favourite team
He plays best at centre mid
On right back, I’m the kid
With KDB’s assist Erling Haaland can't miss
BIRMINGHAM BOA ACADEMY
The students represented their nationalities through animations of di erent country ags.
Lucy’s animation shows a doctor bird, the national bird of Jamaica, and the blue mountains, the largest mountain range in Jamaica.
Akeem’s animation shows a white jasmine, the national ower of Pakistan, and the tearing of the Indian ag, referencing the partition of India and Pakistan in 1947.
Charlotte’s animation shows the character “福” (Fu) which is usually translated as blessing, good fortune, or happiness.
Zoe's animation the colours of the UK ag and listed all of the places in the UK she has lived and called home.
I nspired by their favourite comics and manga, the students created versions of themselves with superpowers inhabiting an alternative universe named ‘Glitch World.’ They used the aesthetics of glitch-ar t and comic book panelling.
The students created three illustrations of abstrac t forms which rapidly glitch and distor t alongside a glitchy elec tronic music track made to emulate the sound of early 2000s nok ia phones
Gerald "Jerr y" Lawson was a Black American video game programmer. I n the mid-1970s he led the commercial video games, earning him the nick name “the father of the game car tridge”.
The students created an illustration and short story of themselves inhabiting world inspired by the animated lm Coraline. Coraline explores themes of idenity, deception, and illusions.
The students created an animation of a race car with a retro 80s aesthetic. The music is a modern take on 80s synthwave and they emulated the sound of a car engine rev ving with the various instruments in Garageband.
H istorical Black race car drivers include Lewis Hamilton (who won his seventh F1 world championship in 2020, won the 2014 Clio Cup China Series with 135 points), and NASCAR Grand National Series in 1963).
This is a stor y about 3 friends who have an eye for adventure but this might be the reason for the trios downfall !
One day after school when the 3 girls decided to take a new quicker way back to Umaiya they discover a creepy ancient abandoned mansion .It was old and alone
the big roof with missing windows .Them being the adventurous people they are they wonder of into the house searching for a new experience
Chione walked into the house in front and the others followed behind . As she was bursting with curiosity she rushed through the house looking for a mystical creature that they all believed in so much but Chione runs and falls into a por tal like door hidden in the wall the others follow wonder what this mansion really was and what secrets it holds.
Ryah and Umaiya drop through the por tal and are transformed to another realm. Confused Ryah looks around only to see her childhood home and star ts to call for Chione, Umaiya joins her thinking it would help. Out of nowhere Chione skips out of the kitchen with a huge cone of ice cream in her hand.We thought you had disappeared we had no idea where you went we are so glad we found you. All of a sudden Umaiya sees her mother standing behind Chione . Mother, what are you doing here? What happened to your eyes? You see you must have me mistaken for someone else I’m not your mother, I’m your other mother but don’t be alarmed here, in the other mothers home, you can have whatever your hear t desires. Well that ’s good mother because I’m star ving sorr y I mean other mother.She’s not your other mother she’s my other mother does that look like your other mother .Yes it heard her right, we get anything we desire.
Rayh hearing that she could get anything she desire she rushes into the kitchen, begging her other mother to turn her into Sukuna. Mother grants her greatest wish and ever yone else’s . But when the girls wanted to leave the other mother ’s house she refused to let them go before sewing buttons into their eyes . Umaiya didn’t want to leave she wanted to stay with the other mother in this world she called paradise . The other mother grabbed Umaiya and put her on the kitchen table then began to sew buttons into her eyes.But before she could sew the other button into her eye Rayh and Chione grabbed the needle out of her hand and stabbed her Letting them escape
This group chose to illustrate and animate various folk lore creatures including the boogeyman, Babadook , and dragons They explored how myths and monsters of ten share common tropes across cultures.
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Yōk ai are a class of supernatural entities and spirits present in Japanese folk lore. The earliest k nown depic tion of Yōk ai in Japanese literature comes from the 8th centur y Kojik i.
This group created three illustrations depic ting the stor y of young people as marionettes controlled by adults They titled their work ‘Someone Else’, to symbolise the way in which one’s sense of identit y can be warped when
There is evidence that string operated wooden puppets were used in Egypt as early as 2000 BCE Some historians believe that puppets pre - date live ac tors in theatre.
This group created an animation, illustration, song with lyrics which talks about the ongoing genocide in occupied Palestine The building depic ted in the illustration is the Masjid Al-Aqsa, which was established in the 7th-8th centur y
BIRMINGHAM HOLTE SCHOOL
SUNSET DREAMS
The students created an illustration, animation and poem, each using the imager y of a sunset to represent peace and
MANGA
I nspired by their love of manga and animation this group created a song and an animation showing them as charac ters diving into the pages of a manga as a form of both escapism and inspiration
BOXING
ac tion through drawing, this group created an animation of boxing that emulates traditional 2D animation stor yboards with it ’s sketchy style that focuses on gesture and motion.
The students created a combined illustration of spiders and wrote lyrics using the common thread of spiders as members of their family.
I hate spiders, that one creeping up my walls.
I hate spiders, I hate the way they crawl.
I hate spiders, they have too many legs.
I hate spiders, watching them make webs.
Walking through Aston park yesterday, The open space makes me feel free. The grass makes me feel calm
My dad was walking with me
I needed a break from walking in the cold. But all of these benches are wooden and old.
I sat down to rest but didn’t expect to sit where a spider crept
Looked at the spider and leapt.
I turned my back and left.
My dad called out - “where are you going?" "Why are you running? Why did you leave?” I shouted back, “There’s a spider!”
Scared so much I couldn’t breathe.
I hate spiders, that one creeping up my walls.
I hate spiders, I hate the way they crawl.
I hate spiders, they have too many legs. I hate spiders, watching them make webs. Once back in the day, I think in may.
SPIDERS CHESS
My brother saw a spider, laying while he was playing.
He picked it up, and brought it to me.
My scream was released.
I was running for my life, it felt like I was stabbed with a knife!
That’s the story why I hate spiders.
I hate spiders, that one creeping up my walls.
I hate spiders, I hate the way they crawl.
I hate spiders, they have too many legs.
I hate spiders, watching them make webs.
My sister hates spiders just like me
One day I heard a piercing scream
Ran to her room
Saw a spider
Grabbed a book
And started hitting the spider
Hit the spider until it looked like a smushed
tomato
Helped my sibling
Even though I hate spiders
I love my sister more
Using the chessboard as a motif that evokes feelings of pressure and competition, this group made black and white
described them. They also used a colour ful background from a sunset, instead of the white, to add brightness and playfulness to the image .
The students created a series of songs, illustrations and lyrics using the metaphor of driving to cover themes of using music as a form of escapism, the pressures to keep going and move faster in the world, leaving behind others in your journey to be better and ultimately how humans are willing to destroy anything to get their goals
Vibing to my music is all I need
Tr ying to escape reality so let ’s go and win this world
Let ’s go and win this game
I t ’s our only chance
Don’t fall behind and don’t give up
Don’t fall behind
I won' t pick you up like
How nobody helped me to pick myself up
The Future is so far ahead
I can nearly grasp it
But it ’s always two steps ahead
Beautiful green land sadly destroyed by human hands
People have lost their minds
Humans are like animals
Using other people as stepping stones to reach their goal
without doing anything
But I’m too far ahead
I changed into something
Not a monster but a creature
Death after death until no life remains
Stuck in a loop
There’s no light
No hope
Man made power fading away will be noted down in histor y never to be forgotten
The world is like a book which you have read
What is the point of reading it again if you already k now the end?
Hear ts are sink ing
Some already faded
A little taller than I was before
With no friend
Standing alone in the spotlight
Let ’s go back to that time
Soon it will be my end
Ever yone else will come down with me to the end
Never been the type to ack nowledge these signs
All my life never properly using my eyes
All to see that many wars weren’t a lie
And the day will come when we all die
If I must change the world has to as well
The students created music and lyrics using dolphins as a metaphor to symbolise freedom in the face of societal
expec tations of adults in their life
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This group created illustration, an animation, a song and lyrics which focussed on grief and mental health following the loss of a grandparent.
BIRMINGHAM UFFCULME SCHOOL
Sian created an illustration of a person look ing up at distant planets in outer space, symbolising a desire for freedom and exploration
With their combined love of music this group made a collaborative album cover and music inspired by the energy heavy guitars and loud drum patterns from rock music.
03. 02.
This group made work evok ing the comrader y of being in a football crowd, the element of ritual that is felt from being in a space with a communit y who share your passion. Creating an animations and an audio piece of the football crowd.
Jake and Michael made work referencing their heritage with the ags and landscapes. Drawing on their di erent heritage and their shared interest in football.
The students created a song which navigates feelings your own witch’ I n many indigenous spiritual prac tices, the witch is a symbol of empowerment and oneness with nature.
Beware, beware your intentions are the key
I am my own enemy
It’s like I’m arguing with myself
When I am overthinking late at night in the pitch
Black darkness when I feel like nothing
Beware, beware of hexes they may back re
If you do a hex make a protection charm
My dead soul is frozen and broken
I can’t live this life anymore
God why do you hate me
Beware, beware otherwise terror will ll your whole life
And your entire downfall.
I just wanna be happy
And all the roses are dying around me
I’m getting lost in the darkness pain is around me
Stay calm, stay calm it’s the key to the success of a spell
Stay calm, stay calm unlock the key to your inner witch
Students collaborated on animation, illustration and a song combining Hannah's interest in Care Bears with Ismael’s favourite animation style. creating a story of loneliness and friendship. This symbolises how friendship often invites us to combine our identities as we share aspects of each other.
I’m feeling left out
I want to shout
I’m feeling lonely
I want to get my revenge
Somebody left me in the dark
In a scary room I was lost
I was unable to get out the woods
I know you meant to say it Layla
I told you so I will hold tender heart
And sway till the day I die Funshine bear I don’t want to open my eyes
The students worked on a combined symmetry self-por trait, each choosing an image to represent themselves Wen drew a duck , Eloise drew an axolotl, and Heeba drew the geometric background inspired by Islamic ar t.
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Josh created a self-por trait based around meditation and self-soothing prac tices. He depicted himself surrounded in calm purple hues which emphasise the warmth and peaceful feeling in the drawing.
LONDON THE ELM GREEN SCHOOL
LONDON HABERDASHERS’ ASKE’S HATCHAM COLLEGE
LONDON HAMPSTEAD SCHOOL
LONDON LILIAN BAYLIS
TECHNOLOGY
SCHOOL
LONDON PRENDERGAST LADYWELL SCHOOL
MANCHESTER
IRLAM AND CADISHEAD ACADEMY
MANCHESTER REDWOOD HIGH SCHOOL
MANCHESTER MANCHESTER COMMUNICATION ACADEMY
MANCHESTER WRIGHT ROBINSON
MANCHESTER MANCHESTER ENTERPRISE
ACADEMY
