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Cnoc Mhuire, Granard 

5th Year Cardboard Painting- A moment in Time​

  • I displayed my cardboard paintings to the class at the front table, the students got to see my skills and then they had an idea of what they will be producing throughout the next 10 weeks

  • Journaling using thumbnail drawings was a great way of getting the students to think of the theme ‘A moment in time’.

  • Showing the students the tate website of all the artists who have worked with the theme ‘A moment in time’, was a great way of the students getting ideas for the project, the theme is quite broad so it was beneficial for them to know exactly how they could approach the subject

  • Showing the students a visual aid of what my brainstorms was an exciting way for the students to figure out how they were going to start 

  • I was able to tell the students to not be too overly focused on the brainstorm for this class and move onto the development of ideas, I told the students not to be spending too much time on detailed drawings and make this more of an exploration page.

  • I showed the students how I use watercolours giving them examples of my work. I spent time giving them a demonstration of how I mix watercolours and how I don't like going over parts that I have painted until its dry so that the page doesn't rip.

  • The face proportions is what I focused on for some of the students who were drawing faces and I did a little demo for each of the students who were struggling.

  • I went around to each student, looked at their style of art, their way of working and showed them artists that remind me of their style. I felt that this gave the students confidence and encouraged the students to research the artist taking inspiration

  • I went through some of the main AEDP such as Tone, colour, texture and gave the students examples of how I would annotate that I have used the following, this gave the students an idea of how they would write it down

  • The students got to reconsider what they want to do composition wise and realise what they want to put into their cardboard painting

  • I went through the different ways of adding in composition, looking into the rule of thirds, showing the students how to use the tool on their phone

  • I explained to the students what should lead the eye, what could possibly grab the viewer's attention

  • I was able to use the jar of yellow ochre acrylic wash that I made during my demo on all of the students' cardboard, therefore the students didn’t have to go trying to make it themselves and they got to see me making the wash.

  • I showed the students how I soak up the wash on the cardboard with blue roll so that it is not dripping all over the ground.

  • When the class was nearly finished I asked the students what they think of the wash technique and if they would use it in the future, most of the students said that they would as they would find it less daunting to paint onto.

  • The artist I chose to show the students was great (Steve Eichenberger) as they got to see his work involved cardboard paintings as well as portraiture so it gave them the best of both worlds in this lesson.

  • The students engaged well at the discussion we had around the recycling of cardboard and landfill sites. It made the students aware of where the rubbish ends up and how to be more conscious when it comes to disposing of packaging that they receive from online shopping and how it goes to waste.

  • Teaching the students about the alternatives to cardboard made the students much more aware of the packaging of the food that they are consuming, the students could discuss the packing they are familiar with 

  • I made a lot of students surprised when they found out that cardboard can be made from waste (Grass, compost). We also had a discussion when it comes to buying products/food, beware of the packaging to see if it’s sustainable

  • I gave the students the opportunity to mark their own work, the students could figure from the rubrics I created for this assessment, what stage they feel they are at.

  • I left space in the rubrics for me to grade them, this gave the students a comparison of marks between the teachers and their own. 

  • I got the students to go through all of their work, sketches, notebook work so that they could mark themselves based on all the work that they have done to date.

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1st Year-Stop Motion Animation​

  • The students were super excited for the project when I showed them my visual aids of my set. This got them thinking about what they can possibly create

  • Putting the class into 3 groups was a good idea as some of the students are shy and some are outspoken so it meant that they could work together well to come up with ideas 

  • Showing the students how I would plan the layout of my set worked well as the students got dug into their planning. I also taught the students how they could use chalk pastels correctly. I wanted the students to get into their research for the planning before they started painting the base of their boxes. 

  • Since the students are in first year I thought it was important to teach them the fundamentals of paint, the students thought it was interesting how you can make colours from mixing.

  • I was happy I broke the class up into 2 parts, first 40 mins- finish painting the boxes. Last 40 minutes- making the character profiles. This gave structure to the class and gave students a clear guide on what they need to complete.

  • I got the class excited when they found out that they can use their phones to find their snapchat avatars to draw from. This encouraged the class to get drawing as soon as they could using their own digital self from their snapchat. 

  • The Demo worked out great as the students all had their ball of clay and we started to pass the ball of clay back and forth like a handball to get the students to burst the trapped air bubbles. I was able to tell them why we do this- the students were asking plenty of questions like why is there hairs inside the clay. I could inform them that clay comes from the ground.

  • Giving the students new vocab such as slip and score and being able to demonstrate what it is as well as telling them the definition was very beneficial as I hope they will remember what it is in its practical sense.

  • Teaching the students the basics of colour (Primary and Secondary colours). Asking the students what they know first before I explain to them how to make each secondary colour. When mixing colours to make the secondary colours, I called out 3 students from the group to mix the colours for me as my demonstration to make the demo student led.

  • I was able to squeeze in the script writing/plot sketch for the students to do after they had finished painting their models, I didn't think I would have had the time to do it but I managed to get the students to start this exercise.

  • Teaching the students the basics of colour (Primary and Secondary colours). Asking the students what they know first before I explain to them how to make each secondary colour. When mixing colours to make the secondary colours, I called out 3 students from the group to mix the colours for me as my demonstration to make the demo student led.

  • I was able to squeeze in the script writing/plot sketch for the students to do after they had finished painting their models, I didn't think I would have had the time to do it but I managed to get the students to start this exercise.

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2nd Year-Calligraphy-Menu Design ​

  • The powerpoint on Feasting gave the students a good indication on what it is that I’m looking for. I made the students take out a page from their sketchbooks to take down the definition of what a feast is and types of traditions, celebrations, cultures etc.

  •  Putting the students into groups of 4 was a great way of getting the students to discuss with the rest of the group what feast they plan on, this ensured that not all students will be doing the same typical christmas Turkey dinner. I was happy with how everyone from each of their group had different ideas.

  • The research pages worked out really well as all the students were focused on making sure that they had some kind of plan for the following class as I told them that they had to have a plan complete before class ended.

  • I got all the students to gather around my desk to demonstrate and show the students my visual aid of the menu that I based around Germany to give the students an idea of what they need to do. I did a demo on a blank booklet that I made using my craft knife, scissors and pencil to give the students an idea of what they needed to do, how to slot the 3 sheets of paper into the booklet.

  • I made all of the booklets for the students giving them a student led activity of getting the students to slot their pages into it giving them clear instructions.

  • I told the students who were on the last day what they needed to do and then I got the students who didn’t get to make their menu booklet to sit together so that we could make them together, I got the students to look at my example for guidance.

  • I got the students to start using watercolours on the front page today. I wanted the students to have the first page filled in. I asked the students to have on the 1st page what represents the country they have chosen so that you can easily guess what the students are making their menu on.

  • The discussion around what brings people together worked well as I got to know their lifestyle outside of school

  • Discussing the symbolism of food worked well as the students began to realise in different cultures different foods mean something symbolic

  • The students started to use fineliners to create tone and some decided to use oil pastels to highlight certain areas in their work. I taught the students the different techniques to create tone on top of their watercolour paintings, this was visible in their work.

  • Giving the students the knowledge of how writing began came across very interesting for them, they had an idea from what they learned through primary school and the ‘Roman Times’ chapter in school from their 1st Year history. Therefore, the students could discuss a lot before I presented.

  • Demonstrating how to do calligraphy again worked out well as the students haven’t touched on it in so long, this gave the students an opportunity to excel in it and aim high

  • I introduced the students to the origins of the Alphabet, I got the students to pick out the difference between the letters of today and from the past, are there any similarities? Some of the students thought that the letters looked similar to the zodiac signs which brought up the conversation around what zodiac signs are (Birthdays).

  • I gave a good clear demo on the use of fineliners and how to create tone using them, I went through the different kinds of tone, this gave the students time to recap on tone before they start to add it onto their watercolour studies.

  • The what, where, why, how worked out really well when we were discussing the Book of Kells, giving the students a chance to answer Higher order questions

  • Some of the students in the class went to see the book of kells, so it gave the students a chance to share their experience with the rest of the class.

  • I showed some of the students' work (higher achievers) as an example to the rest of the class, to give some of the class who are struggling a chance to see what they should be aiming for.

  • Bringing in objects that are part of Islamic art worked out great as the students could see the work clearly and pick out the calligraphy.

  • Showing students the different calligraphies all over the world meant that their isn’t just the Gothic font and the foundational hand, the students are now aware that there is a huge variety out there.

  • I was happy with the menus overall, the layout and presentation looked really well, the space they gave between the image of the food and the  calligraphy.

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