https___artsineducation.ie_ga_project_teacher-artist-partnership-scoil-naisiunta-muire-gan-smal__1.xml
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Refine by Region Refine by Art Form Refine by School Level Teacher-Artist Partnership (TAP) Project – Scoil Náisiúnta Muire gan Smál Teacher-Artist Partnership (TAP) is a unique Department of Education and Skills initiative for supporting and enhancing arts in education in primary schools. The CPD Summer Course and residency programme is now mainstreamed and consists of free DES approved (EPV days) Summer Courses operating in each of the 21 full-time Education Centres in Ireland. The initiative includes funded Artist in Residency opportunities in which participating teachers and artists work together in collaboration in the School during the following academic year. For more information click here. Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin? This project was Phase 2 of the Arts in Education Initiative – Exploring Teacher/Artist Partnership as a Model of CPD for Supporting & Enhancing Arts Education. The initiative comprises three phases and is being conducted using Action-Research methodology and principles. - Phase 1- Summer Course: 18-22 August 2014 (Training of Lead Teachers and Lead Artists) - Phase 2- Lead Teachers works in own school/classroom with Lead Artist- 20 hour Project - Phase 3- Summer Course 2015: Lead teacher & Lead Artist deliver summers courses regionally It is a Department of Education and Skills initiative developed in response to the objectives outlined in the Charter. Vera McGrath (lead teacher) was nominated by Monaghan Education Centre and Claire Halpin (lead artist – visual artist) was nominated by the Irish Museum of Modern Art (IMMA). How were the ideas developed and how did the young people, artist and teacher work together? From the outset we wanted the project to be very open and to really explore the partnership of the artist and teacher in the classroom and allow the class group to inform the direction the project would take. We slowed down our working processes and took time to discuss our creative work as the project developed. Our opening theme was the idea of place – Where is your place? What does your place mean to you? We began working in drawing – mapping our journeys to school and home, blind drawings and detailed maps, gathering textures from our surroundings our physical space, talking about natural and manmade spaces and surrounding sounds. We visited Parallel Visions: Sculpture and Installation from the IMMA Collection at the High Lanes Gallery, Drogheda. Vera led the tour using an enquiry based approach with the group – What do you see? What do you see that makes you say that? It allowed the group to really explore the work and discuss its physical qualities, how it was made as well as the themes and ideas in the artworks. Following on from this in the classroom, we explored paper as a construction material. We punctured, twisted, rolled, pleated, bent, folded, shaped, cut, adhered, fringed, knotted, crushed, scrunched, pinned, threaded, stapled, stuck, tore, layered, decorated and plaited different papers to test out how strong durable, sturdy, weight bearing and appropriate different weights, graded and textures of paper were for the creations that the participants undertook. Over the next few weeks the group developed on these techniques and planned artworks that would reflect the idea of place – where is your special place? As the plans developed we evaluated the ideas and themes in group critique sessions. We talked about where these art works would be placed in the real world – context and scale. We looked at other artist work discussing scale and space. All the time developing the groups language skills in discussing art and critical thinking and critical reflection. In keeping the emphasis on the openness of the project we allowed the group to select whatever materials they would like to work with and developed their techniques and creative processes and potential in working with these materials to create their artworks. We worked on these pieces over a number of weeks as the group explored and learned the techniques of the materials they had selected to work with and refined and developed their individual artworks. What was your personal experience of the project in terms of successes and challenges? Claire Halpin, Artist The group’s creativity, imagination and hard work was overwhelming. The individuality of their work and their articulation of their work and their individual creative processes was incredible. They were really focused and concentrated on the project, had a strong sense of ownership of the project and developed confidence in their skills and creativity. It was a new experience for them to work in this way, and they were challenged by this approach as they are more accustomed to direct instructions and making specific artworks. I feel the trust of myself and Vera in the partnership, in each other and in the group allowed for these outcomes to emerge. We worked very well together – each taking a lead where appropriate and relevant and within this learned a lot about each other’s working processes and language around discussing art and our own individual approaches and practice. The project entailed a lot of planning on a weekly basis and also each week we would spend time evaluating and working out where to go next with the group, analysing their responses to each session. The group was unique in that they were a newly-formed group for the project, comprising 13 children from learning support, encompassing a spectrum of students with different needs including the academically gifted, dyslexic/ dyspraxic students and students in the autistic spectrum. Being a small group, we were afforded the luxury of allowing the children to work in their chosen medium. This was challenging for us time-wise as we had to teach each child the practical skills and techniques of working in their chosen material. It also allowed us as teacher and artist to take chances with the project and try out this approach and to develop a trust in each other and the group. In so doing, the group could see that we did not always know the answers but would figure it out, which is inherent to creativity and being an artist. This I feel allowed the children to see themselves as artists creating individual unique artworks that were personal to them. A key part of this was the regular group discussions evaluating their own work and the creative processes of the project. I learnt a huge amount about slowing down – really taking time to allow the artworks to develop and discussing these developments throughout. The enquiry-based approach to the exhibition visit for me was a learning curve around discussing artworks and how this approach creates really strong memories of the artworks and the experience of looking at art for the participants. These aspects are something that I will bring with me from the fantastic experience of working in this partnership project. The commitment to the project and the partnership from the teacher and the class group was critical to the process and made it a really strong project, allowing for the positive creative outcomes and learning experience. Vera McGarth, Teacher I concur with all the observations made by Claire above. I was very excited and amazed by the ability of these young students to articulate their ideas and how creative they were in their approach to realising them through visual art materials. The whole experience created a wonderful bond among us all, myself Claire and the children, all of whom I now see in a different light. Thus the partnership blossomed from being a teacher-artist partnership to being a children/ artist/ teacher venture during which roles were interchanged regularly. Often Claire and I had to be so open to learning from and about the children with whom we were working. The process was wonderfully experimental, and Claire and I allowed the direction of the project to emerge rather than plan it rigidly from start to finish. We de-emphasised the finished product and kept our focus entirely on process, regularly gathering the children around to reflect on how they were progressing and what thoughts, insights and understandings were emerging. Like Claire, I found the greatest challenge for me was time management, particularly as we gave full reign to the students in the selection of materials for their final piece. I also learned to slow down- to give the process the time it needs and deserves and to recognise the value of doing this, something which often escapes teachers pressurised by meeting targets, expectations and completing curricula and governed by timetables. Personally I learned so much from Claire who brought the outside world into our classroom and taught me to think beyond and above the classroom, the school and the curriculum. The link to our website posted below is critical to get a flavour of the nature of this project. The learning outcomesof the work done by Claire and myself in partnership will now be translated into two summer courses to be run in Summer 2015for primary teachers and artists from different disciplines in two venues in the North-East and North-Dublin regions. Claire and I will lead these courses and bring the rich learning and insights we have gained to help nurture new partnerships between artists and teachers so that many more of the children in our primary schools can enjoy and benefit from the privilege of working in such a holistic, creative, intellectual, self-motivated and engaging manner. Moreover we hope that primary teachers will come to understand, as we now do the value of working in this way and that artists in our communities will see the wonderful insights, knowledge and skills they have to offer the world of education and how much they have to gain in becoming involved. Spotlight Artist(s): Claire Halpin is a visual artist, curator and facilitator based in Dublin and has exhibited extensively in solo and group exhibitions in Ireland and internationally. She was recently shortlisted for the prestigious Savills Art Prize at VUE 2018. As a facilitator, Claire works with groups in a range of contexts including arts in education, museum, health, public art projects, community based projectsand is currently working on the DCC VTS Neighbourhood Schools Project. Facilitating workshops for over20years has afforded her valuable experience which she continually uses to evaluate and contribute to the ever unfolding process of creativity and development within collaborative and participatory projects and within her own artistic practice. Teacher(s): Vera McGrath currently teaches half time in Scoil Náisiúnta Muire gan Smál Cartown, Termonfeckin Co Louth. She has her own art practice based mainly on drawing but is currently up-skilling in working with clay. She has been engaged in CPD for teachers in the Visual Arts since 2007 working in schools and Education Centres nationwide. She continues to give CPD courses based on Artist Teacher Partnership training. She joined the Artist Teacher Partnership initiative, the ATECI led Arts in Education programme in 2014, as one of the 6 original partner pairs piloting the research phase of the initiative. Her artist partner is Visual Artist Claire Halpin. She holds a B. Ed from NUI and a MAVA from NCAD. Artist(s) Claire Halpin Teacher(s) Vera McGrath Artforms School Level School/ Participant Group Scoil Náisiúnta Muire gan Smál, Cartown, Co. Louth Participants Region Age/Class 3rd - 5th Class Dates September - November 2014 Weblinks Leading Agency Department of Education and Skills (DES) Other Partners and/or Funders Monaghan Education Centre, Irish Museum of Modern Art (IMMA) Research or relevant publications Arts in Education Artist/Teacher Partnership - artsineducation.ie/wp-content/uploads/Research-Report.pdf Thus the partnership blossomed from being a teacher-artist partnership to being a children/ artist/ teacher venture during which roles were interchanged regularly. Vera McGrath, Teacher, Scoil Náisiúnta Muire gan Smál Similar Projects Teacher-Artist Partnership (TAP) Project – Donal of Dunamase and the mighty boar of Ballyfriar Portal Documentation Award recipients, Drama facilitator Joanna Parkes & teacher Jennifer Buggie share with us their work with the pupils of Sacred Heart School, Portlaoise as part of TAP.
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Tionscadal na Comhpháirtíochta idir Múinteoirí-Ealaíontóirí (TAP) - Scoil Náisiúnta Muire gan Smál Tionscnamh ar leith de chuid na Roinne Oideachas agus Scileanna is ea An Chomhpháirtíocht idir Múinteoirí-Ealaíontóirí chun tacú leis na healaíona san oideachas i mbunscoileanna agus iad a fheabhsú. Tá Cúrsa Samhraidh Forbartha Gairmiúla Leanúnaí agus clár cónaitheachta ina gcuid de phríomhshruth obair na Roinne Oideachais agus Scileanna anois agus tá Cúrsaí Samhraidh (laethanta Saoire Pearsanta Breise) saor in aisce, atá ceadaithe ag an Roinn, ina gcuid de agus ag feidhmiú i ngach ceann den 21 Ionad Oideachais lánaimseartha in Éirinn. Áirítear deiseanna maoinithe le haghaidh Ealaíontóirí Cónaithe leis an tionscnamh ina n-oibreoidh múinteoirí agus ealaíontóirí rannpháirteacha le chéile i mbun comhshaothair sa Scoil i rith na bliana acadúla a leanas. Tá tuilleadh eolais ar fáil anseo. Inis scéal do thionscadail dúinn – Céard a spreag é? Cad faoi é? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? Ba é an tionscadal seo Céim 2 de Thionscnamh na nEalaíon san Oideachas – Ag Féachaint ar Chomhpháirtíocht idir Múinteoirí/Ealaíontóirí mar Mhúnla Forbartha Gairmiúla Leanúnaí chun Tacú le hOideachas Ealaíon agus é a Fheabhsú. Tá trí chéim i gceist leis an tionscnamh agus tá sé á reáchtáil agus modheolaíocht agus prionsabail maidir le Gníomh-Taighde á n-úsáid. - Céim 1 - Cúrsa Samhraidh: 18-22 Lúnasa 2014 (Oiliúint do Theoirmhúinteoirí agus do Threoirealaíontóirí) - Céim 2 - Oibríonn Treoirmhúinteoirí ina scoil/seomra ranga féin leis an Treoirealaíontóir - Tionscadal a mhair 20 uair an chloig - Céim 3 - Cúrsa Samhraidh 2015: Cuireann an Treoirmhúinteoir & Treoirealaíontóir cúrsaí samhraidh ar fáil ar bhonn réigiúnach Tionscnamh de chuid na Roinne Oideachais agus Scileanna is ea é a forbraíodh mar fhreagairt ar na cuspóirí a leagadh amach sa Chairt. D’ainmnigh Ionad Oideachais Mhuineacháin Vera McGrath (treoirmhúinteoir) agus d’ainmnigh Áras Nua-Ealaíne na hÉireann (IMMA) Claire Halpin (treoirealaíontóir – amharc-ealaíontóir). Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? Bhíomar ag iarraidh ón tús go mbeadh an tionscadal an-oscailte agus an chomhpháirtíocht idir an t-ealaíontóir agus an múinteoir sa seomra ranga a iniúchadh go mór agus ligean do ghrúpa an ranga an treo a ghlacfaí leis an tionscadal a threorú. Mhoillíomar luas ár bpróiseas oibre agus ghlacamar am chun ár n-obair chruthaitheach a phlé agus an tionscadal á fhorbairt. Ba é smaoineamh na háite an téama a bhí againn agus tús á chur leis – Cá háit d’áit-se? Cad a chiallaíonn d’áit-se duitse? Thosaíomar le hobair líníochta – ag mapáil ár dturas chun na scoile agus abhaile, líníochtaí dalla agus léarscáileanna mionsonraithe, ag bailiú uigeachtaí ó rudaí máguaird agus ónár spás fisiciúil, ag caint faoi spásanna nádúrtha is de dhéantús an duine agus faoi fhuaimeanna máguaird. Thug muid cuairt ar Parallel Visions: Dealbhóireacht agus Suiteán ó Bhailiúchán IMMA ag Dánlann High Lanes, Droichead Átha. Threoraigh Vera an chuairt agus í ag úsáid cur chuige leis an ngrúpa bunaithe ar fhiosrúchán – Cad a fheiceann tú? Cad a fheiceann tú a thugann ort sin a rá? D’fhág sé go raibh an grúpa in ann an saothar a iniúchadh go mór agus a thréithe fisiciúla a phlé, conas a rinneadh é chomh maith leis na téamaí agus smaointe sna saothair ealaíne. Ag leanúint ar aghaidh leis sin sa seomra ranga, d’iniúchamar páipéar mar ábhar tógála. Rinneamar go leor rudaí éagsúla le páipéir dhifriúla, iad a pholladh, a rolladh, a phléatáil, a lúbadh, a fhilleadh, a mhúnlú, a ghearradh, a ghreamú, a fhrainseáil, a shnaidhmeadh, a bhrúscadh, a leacú, a ghreamú le bioráin, a chur ar shnáithe, a stápláil, a stróiceadh, a chur i sraitheanna, a mhaisiú agus a chur i dtrilseáin chun tástáil cé chomh láidir, marthanach, daingean agus a bhí na páipéir. D’fhéachamar freisin ar an meáchan ab fhéidir leis na páipéir a iompar chomh maith leis na meáchain, gráid agus uigeachtaí difriúla páipéir a bhí oiriúnach do na rudaí ar thug na rannpháirtithe faoi a chruthú. I gcaitheamh na seachtainí ina dhiaidh sin, d’fhorbair an grúpa na teicnící seo agus na saothair ealaíne pleanáilte lena léireofaí an smaoineamh faoi áit – cá háit a bhfuil an áit speisialta agat-sa? De réir mar a forbraíodh na pleananna, rinneamar na smaointe agus téamaí a mheas i ngrúpsheisiúin léirmheastóireachta. Labhraíomar faoin áit a gcuirfí na saothair ealaíne seo sa domhan i ndáiríre – comhthéacs agus scála. Bhreathnaíomar ar shaothar ealaíontóirí eile agus muid ag plé scála agus spáis. Bhí an grúpa i gcónaí ag forbairt a scileanna teanga chun ealaín agus smaointeoireacht chriticiúil agus machnamh criticiúil a phlé. Agus an bhéim á coinneáil ar oscailteacht an tionscadail, thugamar cead don ghrúpa cibé ábhair lenar theastaigh uathu oibriú a roghnú agus d’fhorbraíomar a gcuid teicnící agus próiseas agus acmhainn chruthaitheach agus iad ag oibriú leis na hábhair seo chun a gcuid saothar ealaíne a chruthú. D’oibríomar ar na píosaí seo i gcaitheamh roinnt seachtainí agus an grúpa ag iniúchadh agus ag foghlaim theicnící na n-ábhar a roghnaigh siad chun oibriú leo agus a gcuid saothar ealaíne aonair á dtabhairt chun feabhais agus á bhforbairt acu. Cén taithí phearsanta a bhí agat ar an tionscadal i dtéarmaí ratha agus dúshlán? Claire Halpin, Ealaíontóir Bhí cruthaitheacht, samhlaíocht agus obair chrua an ghrúpa dochreidte maith. Bhí saintréithe ar leith a gcuid saothair iontach, mar a bhí na slite inar chuir siad a gcuid oibre in iúl chomh maith lena gcuid próiseas cruthaitheach aonair. Ba ghrinn géar an fócas a choinnigh siad ar an tionscadail, agus ba mhór braistint na húinéireachta a bhí acu faoin tionscadal agus d’fhorbair siad a gcuid féinmhuiníne as a gcuid scileanna agus cruthaitheachta. Taithí nua ab ea é dóibh oibriú sa tslí seo, agus thug an cur chuige sin a ndúshlán toisc gur mhó an cleachtadh a bhí acu ar threoracha díreacha agus saothair ealaíne shonracha a chruthú. Mothaím gur fhág an iontaoibh asam féin agus Vera sa chomhpháirtíocht, chomh maith leis an iontaoibh as a chéile agus as an ngrúpa gurbh fhéidir leis na torthaí seo teacht chun cinn. D’oibríomar go han-mhaith le chéile – gach duine ag stiúradh sa chás gur chuí agus gurbh ábhartha sin agus laistigh de sin, d’fhoghlaimíomar go leor faoi phróisis oibre agus faoi theanga a chéile maidir le bheith ag plé ealaíne agus ár gcuid cur chuige agus cleachtas aonair. Bhí go leor pleanála i gceist leis an tionscadal seo ar bhonn seachtainiúil agus chaithimis am gach seachtain freisin ag meas agus ag oibriú amach cá háit a rachaimis amach as sin leis an ngrúpa, ag déanamh anailíse ar a bhfreagairtí ar gach seisiún. Grúpa ar leith a bhí ann sa mhéid gur grúpa iad a cruthaíodh as an nua don tionscadal, agus é comhdhéanta de 13 leanbh ón ngrúpa tacaíochta foghlama, lenar cuimsíodh speictream daltaí le riachtanais difriúla lena n-áirítear iad siúd a raibh buanna acadúla acu, daltaí disléicseacha/diospraicseacha agus daltaí ar speictream an uathachais. Toisc gur ghrúpa beag a bhí ann, bhí sé d’ádh orainn go rabhamar in ann ligean do na leanaí oibriú sa mheán a roghnaigh siad. Bhí sin dúshlánach ó thaobh ama dúinne toisc go raibh orainn na scileanna agus teicnící praiticiúla maidir le bheith ag obair leis an ábhar a roghnaigh siad a mhúineadh do gach leanbh. D’fhág sé freisin go rabhamar féin mar mhúinteoir agus ealaíontóir in ann dul sa seans leis an tionscadal agus an cur chuige seo a thriail agus iontaoibh as a chéile agus as an ngrúpa a fhorbairt. Agus sin á dhéanamh againn, bhí an grúpa in ann a fheiceáil nach raibh na freagairtí againne i gcónaí ach go n-oibreoimis amach é, rud atá de dhlúth agus d’inneach na cruthaitheachta agus phróiseas an ealaíontóra. D’fhág sin, dar liomsa, go raibh na leanaí in ann breathnú orthu féin mar ealaíontóirí a bhí ag cruthú saothar ealaíne uathúil aonair a raibh ciall phearsanta acu dóibh féin. Rud buntábhachtach a bhain leis seo ab ea na comhráití rialta mar ghrúpa chun a gcuid oibre féin a mheas chomh maith le próisis chruthaitheacha an tionscadail. D’fhoghlaim mé an t-uafás faoi bheith ag moilliú an luais – ag tógáil ama i ndáiríre agus ligean do na saothair ealaíne teacht chun cinn agus na forbairtí sin a phlé i rith an ama. Cuar foghlama dom féin ab ea an cur chuige bunaithe ar fhiosrúchán maidir leis an gcuairt ar an taispeántas, a bhain le bheith ag plé saothar ealaíne agus conas a chruthaíonn an cur chuige seo cuimhní fíorláidre do na rannpháirtithe ar na saothair ealaíne agus ar an taithí ar bheith ag breathnú ar ealaín. Rud is ea na gnéithe seo a thabharfaidh mé liom féin ón taithí iontach a bhain le bheith ag obair sa tionscadal comhpháirtíochta seo. Bhí díograis an mhúinteora agus ghrúpa an ranga i leith an tionscadail agus na comhpháirtíochta criticiúil don phróiseas agus d’fhág gur tionscadal fíorláidir a bhí ann, lenar cumasaíodh na torthaí agus taithí foghlama dearfacha cruthaitheacha a tháinig as. Vera McGarth, Múinteoir Tagaim leis na tuairimí ar fad a chuir Claire in iúl thuas. Chuir cumas na ndaltaí óga seo lena gcuid smaointe a chur in iúl sceitimíní agus fíoriontas orm, chomh maith lena chruthaithí is a bhí siad ina gcur chuige i leith na smaointe sin a fhíorú le hábhair amharc-ealaíne. Chruthaigh an taithí ar fad nasc iontach eadrainn ar fad, mé féin, Claire agus na leanaí, agus breathnaím orthu go léir ar bhealach difriúil anois. Mar sin tháinig an chomhpháirtíocht faoi bhláth agus claochlú air ó chomhpháirtíocht idir múinteoir agus ealaíontóir go fiontar idir leanaí/ealaíontóir/múinteoir inar malartaíodh róil go rialta. Is minic go raibh ar Claire agus orm féin a bheith fíoroscailte do bheith ag foghlaim ó na leanaí agus faoi na leanaí lena rabhamar ag obair. Bhaineamar triall as go leor rudaí éagsúla, agus d’fhág Claire agus mé féin treo an tionscadail go dtiocfadh sé chun cinn go nádúrtha, seachas gach cuid de a phleanáil go docht daingean ó thús deireadh. D’fhágamar an bhéim ar an táirge críochnaithe i leataobh agus choinníomar ár bhfócas go hiomlán ar an bpróiseas, ag cruinniú na leanaí timpeall go rialta chun machnamh a dhéanamh ar mar a bhí siad ag dul chun cinn agus ar na smaointe, léargais agus tuiscintí a bhí ag teacht chun cinn. Cosúil le Claire, ba í an bhainistíocht ama an dúshlán ba mhó domsa, go háirithe toisc gur thugamar lánsaoirse do na daltaí maidir le hábhair a roghnú dá bpíosa deiridh. D’fhoghlaim mé faoi bheith ag moilliú an luais freisin – an t-am atá ag teastáil don phróiseas, agus atá tuillte aige, a thabhairt dó agus an luach a bhaineann leis seo a aithint, rud nach n-éiríonn le múinteoirí a dhéanamh go minic toisc go mbíonn siad faoi bhrú maidir le spriocanna is ionchais a chomhlíonadh agus maidir le curaclaim a chríochnú is iad faoi smacht na gclár ama. Go pearsanta, d’fhoghlaim mé an t-uafás ó Claire, a thug an domhan amuigh isteach inár seomra ranga agus a mhúin dom dul níos faide agus amach as agus os cionn an tseomra ranga, na scoile agus an churaclaim le mo chuid smaointeoireachta. Tá an nasc lenár suíomh gréasáin, atá le feiceáil thíos, criticiúil chun blas a fháil ar thréithe an tionscadail seo. Déanfar dhá chúrsa samhraidh anois de na haschuir foghlama a bhain leis an obair a rinne Claire agus mé féin i gcomhpháirtíocht, agus rithfear na cúrsaí sin i samhradh 2015 do mhúinteoirí bunscoile agus ealaíontóirí ó dhisciplíní difriúla in dhá ionad i réigiún an Oirthuaiscirt agus i réigiún Thuaisceart Bhaile Átha Cliath. Treoróidh Claire agus mé féin na cúrsaí seo agus tabharfaimid linn saibhreas na foghlama agus na léargas a fuaireamar chun cabhrú le comhpháirtíochtaí nua idir ealaíontóirí agus múinteoirí a chothú sa chaoi go mbeidh i bhfad níos mó de na leanaí inár mbunscoileanna in ann taitneamh agus tairbhe a bhaint as an bpribhléid le hoibriú ar bhealach chomh iomlánaíoch, cruthaitheach, intleachtúil, féinspreagtha agus tarraingteach. Thairis sin, tá súil againn go dtiocfaidh múinteoirí bunscoile ar an tuiscint, mar atá againne anois, faoin luach a bhaineann le bheith ag obair sa tslí seo agus go bhfeicfidh ealaíontóirí inár bpobail na léargais, eolas agus scileanna iontacha atá le tairiscint acu do shaol an oideachais agus a mhéid is atá le fáil acu féin má ghlacann siad páirt ann. Spotsolas Ealaíontóir(í): Amharc-ealaíontóir, léiritheoir agus éascaitheoir is ea Claire Halpin, atá lonnaithe i mBaile Átha Cliath agus a raibh a saothair le feiceáil i dtaispeántais aonair agus i ngrúpthaispeántais i bhfad agus i ngar in Éirinn agus go hidirnáisiúnta. Cuireadh ar ghearrliosta le déanaí í le haghaidh Duais Ealaíne mór le rá Savills at VUE 2018. Mar éascaitheoir, oibríonn Claire le grúpaí i raon comhthéacsanna lena n-áirítear na healaíona san oideachas, iarsmalanna, sláinte, tionscadail ealaíne poiblí, tionscadail ar bun i bpobail agus tá sí ag obair faoi láthair ar Thionscadal Scoileanna Comharsanachta VTS de chuid Chomhairle Cathrach Bhaile Átha Cliath. Fuair sí taithí luachmhar agus í ag éascú ceardlann le breis is 20 bliain, taithí a úsáideann sí go leanúnach chun meastóireacht a dhéanamh ar an bpróiseas cruthaitheachta agus forbartha, agus cur leis, próiseas a bhíonn ag éabhlóidiú de shíor laistigh de thionscadail chomhoibritheacha agus rannpháirteacha agus laistigh dá cleachtas ealaíne féin. Múinteoir(í): Bíonn Vera McGrath ag múineadh ar bhonn leath-ama i Scoil Náisiúnta Muire gan Smál, Carastún, Tearmann Feichín, Co. Tá a cleachtas ealaíne féin aici bunaithe ar an líníocht go príomha ach tá sí ag forbairt a scileanna le hobair le cré faoi láthair. Tá sí tar éis a bheith i mbun na Forbartha Gairmiúla Leanúnaí do mhúinteoirí sna hAmharc-Ealaíona ó 2007 agus í ag obair i scoileanna agus in Ionaid Oideachais ar fud na tíre. Leanann sí ar aghaidh le bheith ag tabhairt cúrsaí Forbartha Gairmiúla Leanúnaí bunaithe ar oiliúint sa Chomhpháirtíocht idir Ealaíontóirí agus Múinteoirí. Tháinig sí isteach i dtionscnamh na Comhpháirtíochta idir Ealaíontóirí agus Múinteoirí, clár na nEalaíon san Oideachas a stiúrann ATECI in 2014, mar dhuine de na sé phéire comhpháirtithe bunaidh a rinne céim an taighde phíolótaigh den tionscnamh. Is í an tAmharc-Ealaíontóir Claire Halpin a comhpháirtí ealaíne. Tá B.Ed ó Ollscoil na hÉireann aici chomh maith le MAVA ón gColáiste Náisiúnta Ealaíne is Deartha. Ealaíontóir(í) Claire Halpin Múinteoir(í) Vera McGrath Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Scoil Náisiúnta Muire gan Smál, Cartown, Co.Louth Rannpháirtithe Réigiún Aois/Rang Rang a Trí - Rang a Cúig Dátaí Meán Fómhair - Samhain 2014 Naisc Ceannaireacht Ghníomhaireacht Department of Education and Skills (DES) Comhpháirtithe eile Monaghan Education Centre, Irish Museum of Modern Art (IMMA) Taighde nó foilseacháin ábhartha Na hEalaíona san Oideachas - Comhpháirtíocht Múinteora/Ealaíontóra - artsineducation.ie/wp-content/uploads/Research-Report.pdf Mar sin tháinig an chomhpháirtíocht faoi bhláth agus claochlú air ó chomhpháirtíocht idir múinteoir agus ealaíontóir go fiontar idir leanaí/ealaíontóir/múinteoir inar malartaíodh róil go rialta.Vera McGrath, Múinteoir, Scoil Náisiúnta Muire gan Smál Similar Projects An Chomhpháirtíocht idir Múinteoirí agus Ealaíontóirí (TAP) Tionscadal - Donal of Dunamase and the mighty boar of Ballyfriar Roinneann an t-éascaitheoir Drámaíochta, Joanna Parkes agus an múinteoir Jennifer Buggie a gcuid oibre le daltaí Scoil an Chroí Ró-Naofa, Port Laoise, mar chuid deTAP.