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Primary Practice

As part of the Masters Program at NCAD, I completed two post-primary school placements. These placements involved observation, team-teaching, and full responsibility teaching, providing me with practical experience in real classroom settings. These placements were an invaluable experience that helped me to grow both personally and professionally, and I believe they have prepared me well for a career as an art educator.

St Colmcille's Community School
Dublin 16 

St Colmcille’s CS is a co-educational, 2nd level community school established in the year 2000 on a greenfield site on the Scholarstown Road in the heart of Knocklyon. The vision of this community in seeking a 2nd level school was to retain its most valuable asset, its young people, in the local area.

colmcilles

5th Year - Batik

Theme - Myths and Legends

To create a hot wax Batik using the "resist" process for making designs on cotton fabric. The student will use wax to prevent dye from penetrating the cloth, leaving "blank" areas in the dyed fabric. The process, wax resist then dye, can be repeated over and over to create complex multi-coloured designs. Batik (2 dip submersion) exploring the theme Myths and legends through the. They will produce an imaginary composition based Process of visual research, and experimenting with a range of line and coloured drawings/painting techniques.

Learning Intentions

  1. Explore the history and cultural significance of batik, and how it has been used in various cultures to tell stories and convey meaning.

  2. Develop an understanding of the materials and techniques used in batik, including the use of wax as a resist agent, and the process of dyeing and layering colors to create complex designs.

  3. Develop critical thinking and analysis skills by examining and reflecting on the elements and principles of design in both traditional and contemporary batik art, with a focus on myth and legend themes.

  4. Develop creative and self-expression skills through the process of creating a hot wax batik that reflects an imaginary composition based on a myth or legend theme, using a range of line and colored drawing/painting techniques.

  5. Collaborate with others to give and receive feedback on their work, and to learn from each other's techniques and ideas.

  6. Reflect on the process and outcomes of their work to identify strengths, challenges, and areas for further development, and to consider how they might apply what they have learned to future art projects.

Reflection

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Introducing the hot wax batik art form to students can be a fun and engaging way to teach them about traditional art forms and the cultural significance of batik. Through this art project, students can develop a deeper understanding of different art techniques, materials, and processes.

The process of creating a hot wax batik can also help students to develop critical thinking and analysis skills as they examine and reflect on the elements and principles of design in both traditional and contemporary batik art, with a focus on myth and legend themes. Additionally, the process of creating a hot wax batik can foster creativity and self-expression as students experiment with different techniques, colors, and patterns to create their own unique piece of art.

Incorporating a study of the history and cultural significance of batik can also provide an opportunity for students to learn about different cultures and their traditions. Through this art project, students can develop a deeper appreciation and understanding of different cultures and the role that art plays in conveying stories and meanings.

Overall, incorporating a hot wax batik art project into the classroom can provide a valuable learning experience for students, allowing them to develop their creative, critical thinking, and analytical skills while also learning about different cultures and traditions.

5th Year - Design Poster

Theme - Global Justice issues:

What story can you tell?

Influenced by the Art and Global Citizenship Education: Global Justice issues: What story can you tell? Critically explore the root causes of Global Justice issues with the world. Explore one topic that is most of interest, create a poster design to express your feelings on the topic using different mixed medium techniques

  1. Develop an understanding of the relationship between art and global citizenship education, and how art can be used as a tool for exploring global justice issues.

  2. Develop critical thinking and analysis skills by examining the root causes of global justice issues, and considering how these issues affect different communities and regions around the world.

  3. Develop creative and self-expression skills through the process of creating a poster design that expresses their feelings on a topic related to global justice issues, using a range of mixed media techniques.

  4. Develop skills in research and communication by investigating and presenting information about a global justice issue in a clear and engaging way.

  5. Collaborate with others to give and receive feedback on their work, and to engage in meaningful discussions about global justice issues.

  6. Reflect on the process and outcomes of their work, and consider how they can use art and creativity to contribute to positive social change in their own communities and beyond.

Learning Intentions

Reflection

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By engaging with different mediums and techniques, students can develop their creative abilities and express their feelings on global justice issues, which can be a powerful way to raise awareness and inspire change. Additionally, by collaborating with others and giving and receiving feedback on their work, students can foster a sense of community and engage in meaningful discussions about global justice issues.

The reflection component of your approach is also important, as it empowers students to consider the process and outcomes of their work and how they can use art and creativity to contribute to positive social change. This is an essential part of helping students become global citizens who are aware of their ability to make a difference in their communities and beyond.

In your classroom, you have seen firsthand the power of this approach to inspire students to think critically and creatively about global justice issues, particularly regarding the impact of climate change on vulnerable communities around the world. Through mixed media techniques, your students have been able to express their thoughts and feelings on the topic in powerful and evocative poster designs, developing a deeper understanding of the root causes and disproportionate impact on marginalized communities.

Overall, your belief in the transformative potential of Art and Global Citizenship Education is commendable, as it empowers students to explore complex global justice issues and inspire positive social change.

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2nd Year - Self-Portrait

Theme - Who am I

To create a Kurt Schwitters or Pop Art inspired Self-Portrait collage exploring the theme My Who am I, through the process of visual research, worksheets, and experimenting with a range of line, coloured drawings and collaging techniques.

Learning Intentions

  1. Explore the theme of "My Who am I" through visual research, including the study of Kurt Schwitters' collages and other relevant artists and artworks.

  2. Develop a deeper understanding of the techniques and materials used in collaging, including experimenting with a range of line, color, and collage techniques.

  3. Develop critical thinking and analysis skills by examining and reflecting on the elements and principles of design in both Kurt Schwitters' work and their own self-portrait collage.

  4. Develop creative and self-expression skills through the process of creating a Kurt Schwitters inspired self-portrait collage that reflects their identity and personal narrative.

  5. Collaborate with others to give and receive feedback on their work and refine their ideas and techniques.

  6. Reflect on the process and outcomes of their work to identify strengths, challenges, and areas for further development.

Reflection

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One of the key learning intentions of this project was for students to explore the theme of "My Who am I" through visual research, including the study of Kurt Schwitters' collages and other relevant artists and artworks. By immersing themselves in the work of other artists, my students were able to gain a deeper understanding of the techniques and materials used in collaging. They also experimented with a range of line, color, and collage techniques to create their own unique self-portrait collages.

Another important learning intention of this project was for students to develop their critical thinking and analysis skills by examining and reflecting on the elements and principles of design in both Kurt Schwitters' work and their own self-portrait collage. Through this process, my students were able to reflect on the choices they made in their own collages and how they related to the broader themes of identity and self-expression.

Finally, this project also provided an opportunity for my students to develop their creative and self-expression skills. By creating a Kurt Schwitters or Pop Art inspired self-portrait collage, my students were able to express their unique identities in a way that was both visually compelling and personally meaningful.

6th Year - Visual Studies

Theme - Contemporary Artist – Sean Scully

Research and examine Contemporary Artists (Chapter 36), how political and social changes have made a difference in the world of art, new media and areas of practice, describe the work of 4 contemporary artist, subject matter, composition and style/technique playing particular focus on Sean Scully.

Learning Intentions

  1. To research and examine contemporary artists in Chapter 36.

  2. To understand how political and social changes have impacted the world of art, including new media and areas of practice.

  3. To describe the work of four contemporary artists, including Sean Scully, by analyzing their subject matter, composition, style, and technique.

  4. To focus on Sean Scully's work and gain a deeper understanding of his artistic approach and influences.

View Unit of Learning

Reflection

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To begin with, the learning intentions for this activity involve several key elements that are crucial for understanding contemporary art in today's world. By researching and examining contemporary artists in Chapter 36, students are encouraged to develop a deeper understanding of the trends, themes, and techniques that are shaping the art world today. They will also explore how political and social changes have made a difference in the world of art, including the use of new media and different areas of practice.

One of the main goals of this activity is to help students describe the work of four contemporary artists, including Sean Scully, by analyzing their subject matter, composition, style, and technique. Sean Scully is a renowned Irish-American artist who is known for his abstract paintings and prints that use geometric shapes, bold colors, and different textures to create a sense of depth and movement.

By focusing on Scully's work, students will develop their skills in art analysis and critique, as they explore how his artistic choices reflect his personal and cultural experiences, as well as the broader social and political context in which his work is created.

Overall, this activity is designed to help students become more familiar with the latest trends and techniques in contemporary art, and to develop their critical thinking and analytical skills through the study of important contemporary artists like Sean Scully. Through this process, they will gain a deeper appreciation for the diverse range of styles and approaches that exist in the art world today, and will be better equipped to engage with contemporary art in a meaningful and informed way

Rockbrook Park School
Dublin 16 

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Rockbrook  is a secondary school for boys, aged 12-18 years, located on the foothills of the Dublin mountains on scenic campus grounds.  Rockbrook is a school that will challenge its students to think independently, to push themselves academically, and become men of character.

5th Year - Screenprinting

Theme - The Power of Words

Through cross-curricular engagement (English), pupils will research the poetry of Seamus Heaney and visually respond through the medium of screen print incorporating imagery and text, culminating in the creation a bound artist's notebook.

Learning Intentions

  1. To engage in cross-curricular learning by combining English and art to explore the poetry of Seamus Heaney.

  2. To conduct research on Seamus Heaney's poetry to gain a deeper understanding of his work.

  3. To create a visual response to Seamus Heaney's poetry through the medium of screen print, incorporating both imagery and text.

  4. To develop skills in screen printing techniques and understand the process of creating a print.

  5. To create a bound artist's notebook as a culmination of the project, showcasing the prints and written responses to Seamus Heaney's poetry.

Reflection

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As a teacher, I am excited about the opportunity to engage my students in cross-curricular learning through the exploration of Seamus Heaney's poetry and the creation of a bound artist's notebook. By combining English and art, students will be able to deepen their understanding of Heaney's work and express their responses in a unique and creative way.

Throughout the project, I will encourage my students to conduct research on Heaney's poetry and to consider the themes, language, and imagery present in his work. By doing so, they will be able to develop a deeper appreciation for the power of language and the importance of conveying meaning through both words and images.

As we move into the screen printing process, I will guide my students through the technical aspects of creating a print, including the use of stencils, ink, and the printing press. Through trial and error, they will develop their skills in this medium and learn to make intentional choices regarding composition and color.

Finally, the creation of the bound artist's notebook will provide a platform for my students to showcase their prints and written responses to Heaney's poetry. By reflecting on their work and considering how their understanding of Heaney's work has grown throughout the project, students will be able to take ownership of their learning and consider how they might apply these skills to future creative projects.

Overall, I believe that this project will help my students to develop a deeper appreciation for the intersection of art and language, while also encouraging them to think critically and creatively about their own creative expression.

5th and 6th Year - Digital Media Photobooks

Theme - Belonging

The Aim of this Unit of Learning students will explore how an artist’s identity and belonging can influence the artwork they make. Students will apply their learning by creating art that communicates different aspects of their personal belonging. Students will include contextual information and subject matter in their work of art. They will go on journeys researching their sense of belonging through primary sources drawings using different mixed media methods, respond using photography and create a thematic photobook relating to their sense of belonging.

Learning Intentions

  1. To explore the relationship between an artist's identity and their artwork.

  2. To understand how an artist's sense of belonging can influence their artistic expression.

  3. To create artwork that communicates different aspects of personal belonging, incorporating contextual information and subject matter.

  4. To develop skills in different mixed media methods to create drawings and respond through photography.

  5. To go on a journey of self-exploration to research and understand personal sense of belonging through primary sources.

  6. To create a thematic photobook that captures the different aspects of personal belonging discovered throughout the unit.

  7. To develop critical thinking skills by analyzing and evaluating their own and others' artwork and how it reflects their sense of belonging

Reflection

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Belonging. To develop communication skills by sharing their own artwork and discussing the creative process with others in the class. To develop research skills by conducting primary source research and incorporating it into their artwork. To develop visual literacy skills by analyzing and interpreting the artwork of others in the context of the unit's themes. To reflect on their own learning and growth throughout the unit, and consider how their understanding of identity and belonging has evolved.

5th Year - Visual Studies

Theme - Bronze Age

Know what the Bronze Age is and how it was made. Be able to draw and describe a Sun Disc, a Lunula, a torc, a Fibula and a Lock Ring. Know the progression of the design and technique from early Bronze Age to the late Bronze Age.

  1. Develop an understanding of what the Bronze Age was, and its significance in human history.

  2. Develop knowledge of the materials and techniques used in Bronze Age metalwork, including casting, hammering, and engraving.

  3. Develop observation and drawing skills by creating accurate drawings of Bronze Age artifacts, such as Sun Discs, Lunulas, Torcs, Fibulas, and Lock Rings.

  4. Develop critical thinking and analysis skills by examining the design and construction of Bronze Age artifacts, and considering how these changed over time from the early Bronze Age to the late Bronze Age.

  5. Develop research skills by investigating the historical and cultural context of Bronze Age metalwork, including its social and religious significance.

  6. Reflect on the process and outcomes of their work, and consider how their understanding of Bronze Age metalwork and design might inform their own creative practice.

Learning Intentions

Reflection

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As a teacher, I recently had the opportunity to teach my students about the Bronze Age and its significance in human history. Through this process, I saw my students develop their knowledge of materials and techniques used in Bronze Age metalwork, as well as their observation and drawing skills.

One of the key learning intentions of this project was for students to develop an understanding of what the Bronze Age was and its significance in human history. This involved investigating the social and religious significance of Bronze Age metalwork and exploring the historical and cultural context in which it was produced. By delving deeper into the context in which these artifacts were produced, my students were able to gain a deeper appreciation for their importance and significance.

Another important learning intention was for my students to develop their knowledge of the materials and techniques used in Bronze Age metalwork, including casting, hammering, and engraving. Through hands-on activities and observation, my students were able to gain a deeper understanding of the intricacies involved in creating these complex and intricate artifacts.

As part of this project, my students also developed their observation and drawing skills by creating accurate drawings of Bronze Age artifacts such as Sun Discs, Lunulas, Torcs, Fibulas, and Lock Rings. Through this process, my students were able to develop a deeper appreciation for the intricacy and complexity of Bronze Age metalwork.

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