I did 3 years of school placement during my 4 years of NCAD. I've taught art to junior and senior cycle students, Transition year and Leaving cert applied students.

Cnoc Mhuire, Granard

A voluntary, co-educational secondary school in Granard, Co. Longford. Our vision is to create an excellent learning environment where children can achieve full potential in their academic, creative, personal, physical, moral and spiritual development.

Unit of Learning 1

5th Year Cardboard Painting

Aim of Unit of Learning

To create a cardboard painting based on the theme 'a moment in time' through colour, tone and texture, focusing on Sustainability using acrylic paints.

Learning outcomes for unit of learning
1.2 collate information from a variety of sources and media
1.3 experiment with ideas, media and techniques
1.4 engage with a recognised artist or work of art
1.5 draft a selection of drawings and studies that support their ideas and work
2.2 critique the work of others and their own
2.3 create a selection of drawings, studies and realised work
3.4 Discuss the development of ideas and work from conception to realisation

Learning Intentions

Discuss how we document life at the past and the present time
Create different tints and tones using the one colour to create tone in their paintings when mixing colours for emphasising tone
Outline the importance of recycling and reusing cardboard
Apply the blocking in technique to their painting
Outline what sustainability is
Draw a series of sketches based on their ideas relating to the theme ‘A Moment in time’.

Cardboard Painting UOL

Reflection

Students are able to explain what Sustainability is
Analysed the painting A bigger splash by David Hockney using AEDP
Discussed the development of ideas with their peers
Reflect on Photographer Stephen Shore, relating their photography to his
Know what Primary, Secondary and Tertiary colours are
Students gave each other feedback on their current final design
Discussed the everyday and how they document their life
Evaluated their own work a rubrics

Rubrics

Unit of Learning 2

2nd Year-Calligraphy-Menu Design

Aim of Unit of Learning

To create a dinner menu using Calligraphy and watercolours under the theme “An ideal feast” under both design (menu) and craft (calligraphy), focusing on tone, colour and layout.

Learning outcomes for unit of learning

1.5 interpret the world and communicate ideas through visual means
1.14 use media to create their own artwork
2.3 reflect on their own, or another’s, craftwork through the use of critical and visual language
2.7 identify the historical or contemporary skills and materials used in craft works from a number of different crafts
3.15 justify design concepts and the use of media in their own or others’ work
3.2 use critical and visual language to explain their own designs and those of others

Learning Intentions

Students have chosen a feast from a country that they are going to explore
Described and illustrated meals from their chosen feasts in their sketchbooks
Prepare the layout of their menu using coloured and blank paper using a craft knife and ruler
Select a format for their menu design
Illustrate the culture of the country based on the chosen feast on the first page of their menu
Explore the culture and traditions relating to their chosen country
Apply Calligraphy (foundational hand/Gothic) to their menu
Identify the development of writing tools
Discuss where the purpose and power of writing

Reflection

Students self-evaluated their work assessing the following in their calligraphy
Discussed what feasting is
Described and illustrated meals from their chosen feasts in their sketchbooks
Analysed the colour and tone the artists work based feasts
Explored their chosen country's traditions and cultures
Discussed the symbolism of food with their peers
Painted their food based on their country using watercolours
Defined what a Quran and a folio is
Understood what is meant by colour illumination
Explored the inside of the Chester Beatty museum using the virtual tour

Calligraphy UOL

Unit of Learning 3

Stopmotion Animation-1st Year

Aim of Unit of Learning
To create a collaborative stop motion animation using clay based figures on the theme ‘The place to be’

Learning outcomes for unit of learning

1.4 demonstrate how they use drawing to observe, record and analyse the human figure and the world around them
1.12 apply their understanding of the art elements and design principles to make an artwork
2.5 develop their ideas for craftwork through drawing
2.12 justify the choice of art elements and design principles in their own or others’ craftwork
3.14 utilise media in their own design work based on a design brief
3.5 experiment with design ideas through research and analytical drawing
3.9 justify the design concepts made by historical and contemporary designers

Learning Intentions

Identify and describe what stop motion animation and claymation is
Experiment using an A2 page what possible outcomes they come up with loose drawings
Explore the theme “The place to be” and annotate what ideas come to mind and illustrate their ideas in their notebooks.
Know what their set is going to be
Identify what their characters are going to look like based on their avatars from snapchat ect., personality and the figure
Apply portraiture to the face, personality and the figure
Film a stop motion animation based on their theme ‘the place to be’.

Reflection

Good knowledge of stop motion animation and claymation
Approached into drawing in their notebooks based on the theme “The place to be”
Decorated their boxes with materials
Students have sketched out their characters in their notebooks and have annotated their personalities and interests.
Filmed a stop motion animation based on their theme ‘the place to be’.

Stop Motion UOL

Kylemore College, Ballyfermot

a vibrant and modern post-primary school in the heart of Ballyfermot, Dublin, providing quality education to the community since 1965 and we are proud of our rich history and strong tradition of academic excellence.

Unit of Learning 1

Puppetry-5th Years

Aim of unit of Learning
Using a mixture of clay construction and sewing techniques, with a focus on shape, texture and pattern, students will make a rod puppet based on a character using the the theme “Irish Myths and Legends” .

Learning outcomes for the unit of learning
1.5 draft a selection of drawings and studies that support their ideas and work
2.4 curate and present their work in a considered way
3.5 interpret sources of information
2.3 explain the rationale for their choices
1.3 use problem-solving skills to develop ideas

Learning Intentions
Students should understand why we use a kiln, why we need to take a knead the clay very well before we use it.
Students should understand why we have to slice the head in half and scoop a ball of clay out in preparation for the kiln
Students should be able to finish their clay heads, successfully scooped out a ball of clay from the head and patch it back together using the scoring method
Will be able to use their knowledge on colour theory to paint their clay heads thinking about the kind of character their puppet is.
Students should be able to cut up their fabric according to size and sew using a running stitch attaching the costume together, then put it inside out so that you can no longer see the stitching.
Students should understand why we have to stitch carefully around the edges/corners of the fabric so that it doesn't thread or loosen and always put the costume inside out so that you will no longer see the thread/stitching.
Students should know how to use a sewing machine
Students should be able to connect the head with the rest of the body and stuff it all together thinking of proportion

What went well and why……

For this project, the 5th years got to cover so many departments such as Clay, painting, dressmaking….
This was my first time ever making puppets, I was starstruck by the talent in the class and how I managed to get the students through the stages. I was really happy with how my visual aid turned out, this meant that I could set the bar for the class and give them what should look like success.
There were times where hands/feet went missing, but we always found a solution to our problems. I like to call these things perfectly imperfect! I like to improvise.
Explaining why we knead the clay before starting to make the clay heads, was a good way of making the students aware of the fact that they will be put into a kiln.
Recapping on the use of slip and scoring was good to get the students to realise that they cannot skip that step or their clay will detach
Learning how to use a sewing machine and being able to sew by hand is a great skill to have for life.
Recapping on colour theory was really important as some of the students had forgotten what they are.
The puppets turned out really well towards the end, they all really reflect their character and personalities really well

Reflection
All students have started their clay head
Know a brief history about puppetry
Understood why we knead clay before the kiln, what it is about
Students successfully scooped a hole out of their clay heads
Applied a neck and shoulders to the head
Students have started painting their clay heads
All students have attached their 2 pieces of fabric together
Some students used a sewing machine
Some students hand stitched
The costumes should already be put inside out so that you cannot see the stitches after sewing
The puppet is all put together, head, body, arms etc is all connected.
Being able to guess the puppets personality when discussing each other's puppets
The students understand the AEDP in each other's work and explain how they can see it

Puppetry Uol

Even better if…….

I didn’t have much time left for the students to finish their puppets, so I had to tell them all to bring home their puppet if they have not finished it. Six classes are visual studies and the other six classes are practical (puppetry), this meant I had little time to focus on puppetry and we had to rush through it. If I was doing it again I would have to do it with a class that I could spend all their class time working on. Six classes just wasn’t enough for this unit of learning.
Had to improvise as the rod wouldn’t go through the hole (through the neck) as after the kiln the hole shrunk so we had to make the puppets into marionettes instead with invisible string and blocks

Unit of Learning 2

1st Year Lino Print

Aim of Unit of Learning
Create a lino print based on thumbnails using a viewfinder of a still life drawing of their childhood toys expressing line, pattern, colour and texture.
Learning outcomes for the unit of learning
1.6 use drawings to communicate their personal outlook or understanding
2.10 describe art elements and design principles as they are used across a number of different crafts
2.15 justify the choice of media in their own or others’ craftwork
3.8 discuss historical and contemporary design practices
3.2 use critical and visual language to explain their own designs and those of others
Learning Intentions
Students should know what a still life is, how a composition is done
Students should be able to do contour, blind and continuous line drawings of their still life towards the end of the class within each time frame
Students should know what a viewfinder is, how to make and use one
Students should understand what thumbnail drawings are used for and why we are using them during this class
Students should know what thumbnail out of the 8 they want to choose to use as their lino composition
Students should understand why we use a different coloured pen to go over what we drew on the flipped side of the pager when over the block and why the image is in reverse on the lino block but when we print it, it will go back to the original image
Students should understand what positive and negative space is when cutting lino
Students should know what a relief print is, lino is a relief print
Students will know what a reduction linocut print is
Students will know from looking at their first print (Colour) what should stay the original colour and what should be cut out revealing the second colour..
Students will be able to make a print using two colours by cutting and printing for the second time, thinking carefully about the colour they choose for the second print to bring out their original colour.
Students should be able to finish making their border for their print and then fill in my evaluation worksheets so that I know how much they understand

Reflection
Set up a still life of their objects
All students know what lino is and what the end product should look like by the end of the block
Know what a viewfinder is and how to make and use one correctly
All students have completed a series of thumbnail drawings for their possible lino composition by the end of class
Students have transferred their final design onto tracing paper using pencil
Understood why we are using the rule of thirds
Understood what positive and negative space is
Understood the importance of health and safety when using lino
Know what a relief print is
Understand how to make a clean print, using a roller, wooden spoon
Students cut away from their hands thinking about health and safety
Students wait to roll ink onto their lino block until they heared a ‘sticky’ sound
Most students have finished their second print
Students have all chose an appropriate colour for their lino print that will bring out the colours in their print
The border is neatly laid under the print

Lino UOL

Unit of Learning 3

Today's World-Visual Studies- 5th Year

Aim of Unit of Learning
Students will have an understanding of what Conceptual art is, covering film making, the job behind a curator and what to look out for when visiting a gallery, the meaning behind sculpture art and environmental art, tapping into the artistic process behind the artists of today's world.
Learning outcomes for the unit of learning
1.1 use critical and visual language to describe an artwork
1.4 identify links with artists of the past and present that have explored similar topics or themes
2.4 communicate the meaning and context of chosen work
3.1 question established and new ideas and work
3.5 respond to a selection of drawings, studies and realised work
Learning Intentions
Students should understand how conceptual artists work and their meaning behind their work
Students should be able to answer questions based on conceptual art, the video based on John Hilliards video clip analysing the method behind what he does and discuss conceptual works of artists
Students should be able to go into depth when writing about the different aspects of filmmaking thinking about all the possible questions they can answer.
Students will know the difference between a public and private gallery and the work that's involved in being a curator.
Students will be able to write a question on what a curator does, while understanding all the jobs they do in a museum
Students will be able to create a mini sculpture piece for the outside of the school based around the themes I give, each student will then explain their meaning behind their mini sculpture.
Students should know what environmental art is, its characteristics and aims
Students should be able to make their own mini installation pieces using twigs, branches etc referencing artists that we have looked at
Students should know the main purpose behind environmental art

Reflection
Students are able to discuss artists who make conceptual works of art
Students have a greater understanding of what a filmmaker does and how they work
All students know what a curator is and what the difference is between a private and a public art gallery.
An understanding into what the different kinds of sculpture are carving, modelling, casting and constructing.
Students should have a mini installation art piece complete based of the artists work that I’ve shown them today putting their own stamp into it
Students understood the aims and characteristics of environmental art

Visual Studies UOL

St David's Artane, Co. Dublin

We have a unique atmosphere here in St. David’s and have a long tradition of assisting students to reach their full potential. We strive to motivate and support every student to reach their full potential as a person. Our inspirational teachers continually strive for excellence in their teaching and learning. This in turn raises the expectations and standards of our pupils.

Unit of Learning

1st Year- Mixed Media Painting-Team Teaching

Aim of Unit of Learning

Use Mixed media and collage to explore the theme ‘Wellbeing’, focussing on the AEDP of colour, line, tone, and unity to create a mixed media painting.

Learning outcomes for unit of learning

1.1 Analyse their work, or that of another, using appropriate vocabulary and knowledge
1.6 Use drawings to communicate their personal outlook or understanding
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
Learning Intentions
Students should know…
what ‘Good health and wellbeing’ is from the sustainable development plan
Students should understand…
the meaning of good health and wellbeing
That when doing observational drawings you have to look at the object as much as possible.
know…
What value is and when we might use it
Understand…
That value is used to create depth, and can be identified on any 3D object
That all art, from historical to contemporary, can use value to create contrast.
Be able to…
Identify light and dark areas in a object
Use blending to create a tonal drawing
Students should know what a collage is.
Students should understand how to combine their drawings from the last lesson to their chosen pictures from magazines/newspapers relating to ‘Good health and wellbeing’.
Students should know what a transfer print is and what stencils are.
Students should understand what ‘negative and positive space’ is when it comes to stencil making.
Students should know how to reveal a transfer print image
Students should understand colour theory and how to avoid using black to create grey and transfer print techniques
Students will be able to understand how colours can be associated with emotions and moods (cold and warm tones).

Reflection

Demonstrate an awareness for the term ‘Good health and wellbeing’’ through verbal feedback
Students can identify areas of light, mid and dark tones on their primary objects.
Understands definition of a ‘collage’.
Understands scale, proportion and key words in relation to how big the collage can be.
Analyse and critique their own work.
Have a good knowledge of transfer printing techniques and use of new vocabulary relating to stencil making
Recognise warm and cool colours
Understand the expressive qualities of colour
Successful use of words - primary, secondary, complementary

Mixed Media Painting UOL

Emily Briody

I did 3 years of school placement during my 4 years of NCAD. I've taught art to junior and senior cycle students, Transition year and Leaving cert applied students.

Reflection

Send us a message
and we’ll get back to you shortly.

Emily Briody

I did 3 years of school placement during my 4 years of NCAD. I've taught art to junior and senior cycle students, Transition year and Leaving cert applied students.

Reflection​

Send us a message and we’ll get back to you shortly.

Reflection

Send us a message
and we’ll get back to you shortly.