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Refine by Region Refine by Art Form Refine by School Level Teacher-Artist Partnership (TAP) Project – Donal of Dunamase and the mighty boar of Ballyfriar 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? There were three central elements in our partnership; a teacher who is also an archaeologist, a drama facilitator who loves to weave a dramatic tale and a class of lively, enthusiastic 3rd class pupils. Joanna is a vastly experienced drama facilitator who has been working in the field of Educational Drama for many years and Jenny is a dynamic teacher with a previous career in archaeology and a history of engagement in theatre and youth drama. Joanna Parkes, Drama Practitioner When I’m planning my drama sessions I focus on creating a story that evolves over a number of weeks through a drama process. Developing a narrative arch in this way means you can respond to the elements of the story that are of particular interest to the children involved and can reflect the unique contributions of all those involved so this project was an ideal opportunity to merge Jenny’s and my skills and experiences in a collaborative venture. Jennifer Buggie, Teacher I have a deep love of history, archaeology and the arts, therefore we decided to locate the story for the drama at the local Dunamase monument. This commanding ruin provided an ideal vehicle to weave a magical story and to entwine my professional experience with a place of local interest and beauty. The result was 8 weeks of adventure, dramatic recounting and thoughtful reflection through the story which we called Donal of Dunamase and the mighty boar of Ballyfriar. How were the ideas developed and how did the young people, artist and teacher work together? Joanna Parkes, Drama Practitioner This particular dramatic narrative developed over 8 weeks when I visited the school and working with Jenny and her 3rd class for 90 minutes every week. The story began in the present when the class went into the role as archaeologists on a dig at the historic site of Dunamase. Working with care and attention on this imaginary dig the girls discovered ancient artefacts dating from the 800’s. Over the next two weeks in girls made the objects they had imagined finding on the dig, these objects were then incorporated into the drama narrative. Jennifer Buggie, Teacher My class went on an incredible journey back in time to 814CE and the fort at Dún Masc through the medium of drama. Over 8 weeks we worked together as children, artist and teacher to imagine this community of people, their everyday lives and preoccupations. The children were divided into six different family groupings: the Potters, Weavers, Druids, Metal Workers, Farmers and the Clan Leader’s Family. In history the girls developed their background knowledge of each families’ skill-set in the daily life of the dún so that in drama, using small group and whole class improvisation, in role negotiation, discussion, teacher in role and mime the children could explore and develop their roles, giving depth to the drama personae. Joanna Parkes, Drama Practitioner Through immersion in the rich narrative the children came to know the characters in detail. They were introduced to their Clan Leader, Donal, his unconventional and inspirational daughter Alfric, and her cousins Tadhg and Tuan. They developed an understanding of these key characters and the significant events in their lives. Jenny used her dramatic skills to great advantage when in role as the Seanachaí, captivating her class with a dynamic and hair-raising account of the great battle between the Clan Leader and the wild boar. Jennifer Buggie, Teacher I was delighted with how the class became absorbed in the story through the characters Joanna created and they developed. The class entered entirely into role as members of the Clan, resolving dilemmas, engaging in debate and finding resolution along the way. I noted that they particularly enjoyed playing Alfric, the feisty daughter. When we reflected on the process afterwards, the girls noted that she became a positive role model for them as they enjoyed her energy and physicality. They noted how much more they enjoyed learning about history through immersion in a story by becoming people in the past and finding out what everyday life was like. They got a true insight into what has changed, but also how people and their preoccupations remain similar in 2014 in 814. When I gathered the children together again in 2018, as they prepared to graduate primary school, the girls remarked on how their drama had helped them to build self-confidence, develop their understanding of each other and work as part of a group. Their memory of this work was bright, nuanced and life enriching. What was your personal experience of the project in terms of successes and challenges? Successes Joanna Parkes, Drama Practitioner The reason I believe this partnership was so successful was that it was a shared, collaborative experience. Every element of the process, from the initial imagining of the story to the weekly planning and delivery was developed in partnership so we had a unified vision and understanding. Since we were equally involved and connected, when the children were particularly engaged with the reality of their drama or when unexpected “moments of magic” occurred, there was someone to observe, share and reflect with. Jennifer Buggie, Teacher I loved having a partner in the room. Joanna’s deep well of drama knowledge, creativity and skill encouraged me to develop and share my own creative skills through my work with children. This project was a professional turning point in my career approach as it encouraged me to look outward from the classroom. My partnership and friendship with Joanna was crucial to this change of perspective. I actively enjoy and seek engagement with professionals outside of teaching to help enrich the educational experience of my pupils and my own professional skills. Challenges The most significant challenge in this project lay in documenting learning, as process drama focuses on engagement. Creativity is experienced, felt and communicated in the dramatic moment. The work of artist and teacher focuses on creating the opportunity for dynamic “moments of magic” for the children. There is then a separate and challenging task of evidencing this ephemeral form of learning. Joanna Parkes, Drama Practitioner Throughout my work I have found process drama presents unique challenges in terms of documentation. Learning is focused on the emotion and engagement of the moment rather than in presentation, performance and product. Photography and recording rarely capture or communicate powerful moments of drama, story and learning that emerge, such as Donal’s funeral or the election of Alfric. Jennifer Buggie, Teacher Within the project we were deeply conscious of the “invisibility” of our creativity and learning to all except those directly involved. This generated unique pressure to create tangible, concrete evidence of our work. I consciously planned lessons that developed and produced pieces of writing, construction, photography and visual art we not only extended, but evidenced our learning. The pressure to record tended to pull the artist and teacher out of the dramatic moment and into the role of an outsider recorder. What was significant for you about the project that is worth sharing? Jennifer Buggie, Teacher Working through Joanna’s narrative, I developed a programme of broad and deep curricular integration for the class. This approach, which encompassed English literacy and writing, history, storytelling, visual arts, illustration and music, was significant in enabling the children to engage knowledgably and immersively in learning. As they spent time outside drama thinking about the story (making their artefacts in Art, writing the story in English, completing their Drama Journals) they became active agents in the story. This resonated more deeply with them than other classes who limit drama reflection to the confines of a weekly drama lesson. Joanna Parkes, Drama Practitioner As a free-lance artists I can often feel isolated in my work, so I really appreciated the opportunity to plan and deliver the drama workshops with someone else who was equally committed to the process. Also, compared to other drama projects, it was very striking to witness how much more embedded and committed the children were to the drama process because of the cross curricular nature of the project and how it resonated throughout the school week. Due to the extra time and energy Jenny dedicated to this process, outside our drama sessions, the pupils had the opportunity to genuinely connect to the fictional community we created and to actively engaged with the characters, with their dilemmas and life-choices. Has anything changed in your work as a result of the project? Jennifer Buggie, Teacher Since the 2014 initiative, Joanna and I have engaged in subsequent projects with children and developed a workshop for educators on 1916. I employ the skills I developed in partnership with Joanna throughout my professional work, with both colleagues and children. This project has made me more cognisant of the arts and creativity in our schools. I believe passionately that all children deserve life enriching arts experiences. Through looking outward, reflecting inward, communicating and connecting, our primary schools can be centres of whole-child and teacher learning where physical, emotional and spiritual needs are expressed, acknowledged and fulfilled. Joanna Parkes, Drama Practitioner Working with Jenny during this partnership gave me an ideal opportunity to appreciate the full potential of working in partnership with a committed and enthusiastic teacher. Working in this way does take time and extra resources but as a result of this partnership, I realised more than ever that it is worth cultivating a strong collaborative relationship with the teachers in such projects. It is very evident that when this committed collaboration happens, the engagement and connection is deeper and more meaningful for the pupils. Spotlight Artist(s): Joanna Parkes is an experienced Educational Drama practitioner who has worked in a wide range of formal and informal educational contexts for many years, including the Primary School Sector, Special Educational provision, 3rdLevel Universities including Trinity College and Marino Institute of Education and the Outreach Education Department of the Abbey Theatre. Joanna was nominated by the Abbey Theatre to be one of six lead Artists in the pilot, Exploring Teacher/ Artist Partnership. She collaborated with Sarah FitzGibbon to produce two resource books for teachers which outline engaging and dynamic Drama Schemes, Step By Step Together – Drama and Development Education in the Primary Classroom, and Step By Step Educational Drama- A cross curricular use of Drama in the Primary classroom (both published by NAYD, in 2010 and 2006). She was commissioned by the Ark (Cultural Centre for Children) to develop a series of playful interactive experiences for 2 to 4-year olds using drama, story and theatrewhich went on to tour to other venues around the country. This year (2018) she is collaborating with Joanna Williams (Little Bigtop) on an interactive and experiential performance for young audiences called Whatever the Weather which is going on a national tour to nine regional Arts Centres. She has just completed a Masters in Early Childhood Education at Marino Institute of Education, researching the rich potential of drama and story when working with young children. Teacher(s): Jenny Buggie is a primary school teacher in Holy Family Junior School (Previously Sacred Heart) Portlaoise and workshop facilitator with Laois Education Centre and the National Induction Programme for Teachers. Jenny was nominated by Laois Education Centre to be one of six lead teachers in the pilot, Exploring Teacher/ Artist Partnership. She has a Diploma in Educational Leadership, focusing on drama in the primary school and a Master of Education, which explored identity in teaching. She is passionate about her work in education and loves to find new ways to engage and challenge the children that she teaches. Jenny is currently working with the children and staff of Holy Family Junior School through the Arts Council’s Creative Schools initiative. Artist(s) Joanna Parkes Teacher(s) Jennifer Buggie Artforms School/ Participant Group Sacred Heart Primary School, Portlaoise, Co. Laois Participants Region Age/Class 3rd Class Dates September – December 2014 Leading Agency Teacher-Artist Partnership (TAP) CPD Other Partners and/or Funders Department of Education and Skills (DES), Department of Arts, Heritage and the Gaeltacht (DAHG), Encountering The Arts Ireland Key themes/ lines of enquiry Enquiry based learning, history, archaeology, story, place, gender and identity Curriculum Strands - Drama to explore feelings, knowledge and ideas, leading to understanding - Reflecting on drama - Co-operating and communicating in making drama - Skills: Working as a historian - Local history - Story - Early people and ancient societies Research or relevant publications Arts in Education Artist/Teacher Partnership Through looking outward, reflecting inward, communicating and connecting, our primary schools can be centres of whole-child and teacher learning where physical, emotional and spiritual needs are expressed, acknowledged and fulfilled. Jennifer Buggie, Teacher
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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.