Fine Artist / Educator
Teaching Practice
Post Primary Teaching
"You can teach a student a lesson for a day, but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives"
- Clay P. Bedford
Throughout the course of my undergraduate degree, I completed two teaching
placements in post primary community schools. Below is a brief background of the school where I completed my second post primary placement, along with a description for some of the units of learning I delivered. There is also a link to each document if you wish to explore the units in more detail.
Scoil Mhuire Community School Clane
Scoil Mhuire is an Irish co-educational post-primary community school owned by the Irish government and controlled by a board of management with ten members: two parents, two teachers, and six representatives from the trustees who are Kildare KWETB and the Presentation Sisters.
​
As a centre for the formation of youth its aim is to strive for a more Christian and just society, to provide a warm and caring environment where students are taught to respect the dignity of each person and to develop their own sense of worth and self-esteem. It seeks to provide a disciplined atmosphere in which students can work and develop their talents to the best of their abilities. Scoil Mhuire works within the curriculum of the Department of Education and provides extra curricular activities aiming at the growth of the whole person. The school continually re-examines its goals and objectives and responds in a creative way to the demands of changing times.​
Unit of Learning One
First Year Colour Theory Painting:
Aim: Using collected primary sources of specific colours, students will explore the theme of 'The Magic of Monochrome' through observational drawing and painting of still life arrangements using line, shape, tone and colour.
​
Students will make viewfinders to analyse sections of these still life arrangements and use pencil to sketch a three piece series of their still life setup. Students will then learn and experience colour theory using paint to paint one of their chosen sketched sections within a 10x10 inch square tile using various tints, tones and shades of one colour which will be assigned to them at random.
​
Learning Outcomes:
​
1.2 Respond to an artwork using critical and visual language
​
1.5 Interpret the world and communicate ideas through visual means
​
1.7 Examine the method of a number of artists and the artwork they created
​
1.12 Apply their understanding of the art elements and design principles to make an artwork.
​
1.14 Use media to create their own artwork
​
​
Unit of Learning Two
Second Year Graphic Design:
Aim: Using Primary sources as a starting point, students will explore the theme of ‘Grotesque’ while following a design brief to create a series of thumbnails.
Beginning with observational drawings, students will develop their sketching skills using pencil, coloured pencil, oil pastel, etc. Students will then use these drawings as the basis to create their thumbnail designs considering line, tone, colour, shape, balance and space.
​
Learning Outcomes:
​
3.2 Use critical and visual language to explain their own designs and those of others
​
3.6 Design a final work based on their drawings
​
3.9 Justify the design concepts made by historical and contemporary designers
​
3.11 Examine their own and others’ design work through the use of art elements and design principles
​
3.14 Utilise media in their own design work based on a design brief
​
​
Unit of Learning Three
Transition Year Celtic Ceramics:
Aim: Students will explore the theme of ‘Knots and Crosses’ through learning about the period of the Iron Age, the life of the celts and through the physical act of creating a ceramic slab pot based on Celtic motifs and symbols.
Students will document the learning of this period by recording sketches and annotations within their accordion notebooks using pencil, coloured pencil and markers. Students will create 4 thumbnail sketches based on celtic symbols and motifs which will form the basis and design ideas for each slab / side of their pot. Once students have completed their thumbnail designs they will measure the size of their clay slabs using rulers and guides to ensure they are all the correct sizes. The students will wrap the slabs in clingfilm and work onto them using techniques such as coiling and incision to create the texture, shapes, patterns and lines within their thumbnails. Once the slabs are finished, students will combine each side along with the base together to create a pot form which will be then fired in the kiln.
​
Learning Outcomes:
​
Identify and use critical and visual language associated with ceramics
​
2.5 develop their ideas for craftwork through drawing
​
2.7 identify the historical or contemporary skills and materials used in craft works from a number of different crafts
​
1.11 consider the use of the art elements and design principles in their own artwork
​
2.14 use media to create craftwork
​
​
Unit of Learning Four
Fifth Year Art History - Appreciation of Art:
Aim: Students will explore the theme of ‘Art Appreciation’ through the process of learning how to look at art including Painting and Sculpture, studying Public Sculpture, discussion of a Gallery Visit (online and on site) and product and graphic design all under relevant headings to enable students to answer the Leaving Certificate Gallery question in section 3 of the exam.
​
Students will create study aids individually, based on selected examples, discussing headings such as composition, colour, shape, form, function, materials used and context in / for which they were produced.
​
Learning Outcomes:
​
1. Research:
1.1 Looking - Use critical and visual language to describe an artwork
1.2 Recording and Documenting - Record visual information through a variety of media and techniques
1.4 Contextual Enquiries - Engage with a recognised artist or work of art
2. Create:
2.2 Contextual enquiries - Critique the work of others and their own
3. Respond:
3.1 Analysis
-
Discuss examples from Visual Studies
-
Recognise the artistic thinking and elements in their own work and that of others
-
Question established and new ideas and work
3.4 Critical and personal reflection - Discuss the development of ideas from conception to realisation
3.5 Process - Interpret sources of information
​
​
