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Refine by Region Refine by Art Form Refine by School Level Cluas le hÉisteacht About the project Cluas le hÉisteacht was a year long process-led engagement and partnership between the second year students of Pobalscoil Chorca Dhuibhne, Dingle, their art teacher Brenda Ní Fhrighill and artist Maree Hensey. The project communicated visually a process led approach, collaboration and the language of drawing. Brenda and Maree provided an environment that was safe and supportive for creative expression. Participants were given the opportunity to make their own individual response to the materials presented and given the confidence to continue that individual creative journey. The students were introduced to ways of mark making using a range of exploratory techniques and materials working both large and small scale. Over the duration of the project they gained a confidence in experimental expressive mark making and working collaboratively. Arriving at the concept: Artist Maree Hensey Brenda and I have been working together since 2008. We know each other very well and understand the way we work. When we are planning a project and an approach this depth of understanding and trust allows us to take on projects that are challenging and have an element of risk. So why sound? How did we arrive at the concept? It took several phone calls and a few sessions over dinner to arrive at a concept that rang true to both Brenda and I. Looking at the profile of the participants they are constantly plugged in. Our impetus was to facilitate an alternative creative experience. Concept: Listening. Through out the process students learned to: - tune into active rather than passive listening. - remove all stimulus and immerse the students in the sounds of their surrounding landscape. - isolate sounds, to make recordings, to listen again to the tone, the rhythm and quality of the sounds. - be individual in their responses and selection of sounds. - be comfortable in silence. We began the journey by making sound recordings in the landscape e.g. lapping water, people walking, tractor engine, boat in the distance, dog barking, conversation. We listened to the layers of sound that are part of their local environment. Back in the art room we listened intently to a chosen sound and made drawing marks that expressed the rhythm, tone and quality of the sound. The work made was sensitive, thought provoking and individual. Self-evaluation by students of their work was an integral part of the process. After each session students chose a word that best described their individual experience. These words became an integral part of the outcome where students made a collaborative experimental sound scape playfully sounding their chosen word. Art teacher at Pobalscoil Chorca Dhuibhne Brenda Ní Fhrighill The project has been a really important part of the whole academic and educational process. As a teacher I really appreciate the value of using Video Conferencing Technology and see the benefits that it has brought to my students. The possibility of collaboration with professional artists is no longer limited or defined by our location. The process led work has helped students to creatively develop their own unique voice and visual language. The students learned important skills in self-evaluation, communication, technique and confidence that will be useful across all other subjects in the curriculum. About the process and how it evolved Maree worked with the students over 2-3 days in the school. Brenda rearranged her schedule and the students so that they were available to work for 4-5 hours per day. Following the experience of working in the school, Maree continued the contact and exploration over several weeks using video conferencing technology for sessions of 40 – 80 minutes. Maree is based in Dublin and the journey to Dingle was not realistic on a weekly basis. Planning and evaluation was given a generous amount of time. We were in contact by phone at least twice a week. The project started with field trips and mapping sounds. The recorded sounds were edited and processed. Sounds were selected and the process of visually expressing the sounds and the sentiment of the sound began through explorative mark making. The enormous challenge was working in the abstract. The student’s experience of art was in the figurative as per the curriculum. In order for the participants to understand the process and the project each week, we compiled a list of words that described their interpretation of the process. The recording accompanying the video is a selection of these words. The project ended beautifully where the students eliminated all sound and listened to their own internal rhythm. The images of the students with the earplugs connected to the box was their experience of listening to nothing but their own thoughts and nothingness. The culmination was an installation in Gallararus Oratory, video projection and an external exhibit of large-scale drawings in the Gallarus visitors centre on the Dingle Peninsula. The oratory, situated in an area of natural beauty was an appropriate location in which to place work that was influenced by listening, silence and the surrounding environment. The exhibition gave a physical record and testimony to the creative processes. Student Outcomes: - Learned a variety of skills and techniques required in exploratory mark-making – an essential skill required within the art curriculum - Exposure to contemporary artists that use experimental mark making - Increased capacity to listen to external sounds and an appreciation of inner stillness that can arise with silence - Increased concentration Learned skills in using sound equipment - Exposure to and utilisation of IT and multimedia as an efficient and contemporary mode of communication. - An appreciation of the value of a process led experience without the emphasis of a fixed or determined outcome. - Gained practical experience and appreciation and understanding of installation work - Greater capacity to work as part of a team - Gained group ownership of the process and resulting exhibition. - Increased confidence in presenting their work in public. - Gained exposure to the work of a professional artist and an appreciation of the arts as a valid career option. - Strong links with literacy Spotlight Artist(s): Maree Hensey is a visual artist. Her practice encompasses drawing, sculpture and participatory art. At the heart of her work is the engagement and participation of community. As a primary source of information and guidance, she relies on evolving relationships over time, developing subtle collaborations to arrive at work that not only tells a story but also characterizes the community that recounts that story. She has successfully completed a number of Public Art Commissions, Site Specific Installations and Private Commissions. Her artworks are represented in public and private collections in Ireland, Britain, Canada Australia, France, Denmark and the USA. Teacher(s): Our motto is ‘Ar scáth a chéile a mhaireann na daoine' The school provides a Post Primary education through the medium of Irish in the Corca Dhuibhne area. We are sincerely grateful to the staff, students, parents and everybody in the School Community for helping build a positive school ethos since our foundation in September 2007. We work together to ensure that young people entrusted in our care will grow and achieve their full potential in a respectful and caring environment. Every effort is made to meet the spiritual and educational needs of the pupils in the School Community where the pastoral care of the students is of great importance. See more at: http://pcd07.ie/ Other: (Curator, agency, etc): The Creative Engagement programme is co-funded by the Department of Arts Heritage and the Gaeltacht and the Department of Education and Skills. Each year projects are produced in schools ranging from theatre and film through to sculpture and music. A creative engagement happens when a local artist or arts group comes into the school and imparts their skills, knowledge and enthusiasm to the students. This partnership has mutual benefits to both artist and school. The Creative Engagement programme strives to encourage creativity, initiative and expression in our students and to complement curricular learning in the arts , heritage and culture. NAPD envisions an education system energised through the arts and where creativity is a core activity in the post primary curriculum. NAPD is continuing to develop a partnership with the National Heritage Council. Michael Parsons of the Arts and Culture Committee is a member of the National Heritage Council. Artist(s) Maree Hensey Teacher(s) Brenda Ní Fhrighill Artforms School Level School/ Participant Group Pobalscoil Chorca Dhuibhne Participants Region Age/Class 2nd Year Students Dates November 2014 - April 2015 Weblinks Leading Agency Creative Engagement Key themes/ lines of enquiry Drawing, Mark-making, Soundscape Installation. The students isolated and documented sounds in their environment. Their engagement with the artist included virtual connection using SKYPE technology. Curriculum Strands Literacy, English, Irish, Art, ICT The process led work has helped students to creatively develop their own unique voice and visual language. Teacher Brenda Ní Fhrighill
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Cluas le hÉisteacht Maidir leis an tionscadal Bhí próiseas rannpháirtíochta agus comhpháirtíochta bliana i gceist le Cluas le hÉisteacht idir daltaí na dara bliana i bPobalscoil Chorca Dhuibhne, An Daingean, a múinteoir ealaíne Brenda Ní Fhrighill agus an t-ealaíontóir Maree Hensey. Cuireadh cur chuige faoi stiúir próisis, comhoibriú agus teanga na líníochta in iúl sa tionscadal. Sholáthair Brenda agus Maree timpeallacht shábháilte thacúil ina mbeifí in ann an chruthaitheacht a chur in iúl. Tugadh deis do rannpháirtithe a bhfreagra aonair féin a thabhairt ar a hábhair a cuireadh i láthair agus tugadh muinín dóibh leanúint den aistear cruthaitheach aonair sin. Cuireadh modhanna maidir le marc-chruthú in aithne do na daltaí ag úsáid raon teicnící taiscéalaíochta agus ábhar ag obair ar scála mór agus beag araon. I rith an tionscadail fuair siad muinín i marc-chruthú léiritheach turgnamhach agus iad ag obair as lámha a chéile. Ag teacht ar an gcoincheap: An t-ealaíontóir Maree Hensey Táim féin agus Brenda ag obair le chéile ón mbliain 2008. Tá aithne mhaith againn ar a chéile agus tuigimid an bealach a n-oibrímid. Nuair a bhíonn muid ag beartú tabhairt faoi thionscadal agus cur chuige á phleanáil againn leis an méid tuisceana agus muiníne atá againn bíonn deis againn tabhairt faoi thionscadail a thugann dúshlán dúinn agus lena mbaineann gné den riosca. Cén fáth fuaim mar sin? Conas a thángamar ar an gcoincheap? Thóg sé cúpla glaoch teileafóin agus cúpla seisiún agus greim le hithe againn chun teacht ar choincheap a raibh luí agam féin agus ag Brenda leis. Ag féachaint dúinn ar phróifíl na rannpháirtithe feictear dúinn go bhfuil siad i gcónaí ag éisteacht le rud éigin. Chuireamar romhainn eispéireas cruthaitheach eile a éascú dóibh. Coincheap: Ag éisteacht. Ar feadh an phróisis go léir d’fhoghlaim na daltaí conas: • díriú ar éisteacht ghníomhach seachas éisteacht éighníomhach. • fáil réidh le gach spreagaitheach agus na daltaí a thumadh i bhfuaimeanna an tírdhreacha mórthimpeall orthu. • fuaimeanna a leithlisiú, taifeadtaí a dhéanamh, éisteacht arís le ton, le rithim agus le caighdeán na bhfuaimeanna. • a dtuairim phearsanta féin a thabhairt ina gcuid freagraí agus maidir leis na fuaimeanna a roghnaigh siad. • a bheith compordach ina dtost. Chuireamar tús leis an aistear trí thaifeadtaí fuaime a dhéanamh sa tírdhreach e.g. uisce ag slaparnach, daoine ag siúl, inneall tarracóra, bád i bhfad ó bhaile, madra ag tafann, comhrá. D’éisteamar leis na sraitheanna fuaime atá mar chuid dá dtimpeallacht áitiúil. Nuair a d’fhilleamar ar an seomra ranga d’éisteamar go géar le fuaim roghnaithe agus rinneamar marcanna líníochta a léirigh rithim, ton agus caighdeán na fuaime. Bhí an saothar a rinneadh leochaileach, spreag sé smaointeoireacht agus ba shaothar aonair ar leith a bhí ann. Ba chuid lárnach den phróiseas an féinmheasúnú a rinne daltaí ar a gcuid oibre. Tar éis gach seisiúin roghnaigh na daltaí an focal is mó a rinne cur síos ar a dtaithí aonair féin. Bhí na focail sin mar chuid lárnach den toradh áit a ndearna na daltaí fuaimdhreach turgnamhach comhoibríoch agus bhí spraoi acu ag fuaimniú an fhocail a roghnaigh siad. Múinteoir ealaíne ag Pobalscoil Chorca Dhuibhne Brenda Ní Fhrighill Ba chuid thábhachtach den phróiseas iomlán acadúil agus oideachasúil an tionscadal. Mar mhúinteoir tuigim an luach a bhaineann le Teicneolaíocht Físchomhdhála a úsáid agus feicim an leas a bhaineann mo chuid daltaí as. Níl aon bhac níos mó ar chomhoibriú a dhéanamh le healaíontóirí gairmiúla agus níl beann ag ár n-áit chónaithe air sin. Chuidigh an obair faoi stiúir próisis le daltaí a nguth agus a dteanga amhairc shainiúil féin a fhorbairt go cruthaitheach. D’fhoghlaim na daltaí scileanna tábhachtacha i bhféinmheasúnú, cumarsáid, teicníc agus muinín a bheidh áisiúil dóibh thar gach ábhar eile sa churaclam. Maidir leis an bpróiseas agus mar a d’fhorbair sé D’oibrigh Maree leis na daltaí ar feadh 2-3 lá sa scoil. Shocraigh Brenda a sceideal agus sceideal na ndaltaí ionas go mbeidís ar fáil chun oibre ar feadh 4-5 uair an chloig sa lá. Tar éis di taithí a fháil ar a bheith ag obair sa scoil, lean Maree den teagmháil agus den taiscéalaíocht ar feadh cúpla seachtain ag úsáid teicneolaíocht físchomhdhála le haghaidh na seisiún a mhair idir 40 – 80 nóiméad. Tá Maree lonnaithe i mBaile Átha Cliath agus ní raibh aon chiall di a bheith ag taisteal go dtí an Daingean gach seachtain. Rinneadh neart pleanála agus measúnaithe i dtaca leis sin. Labhraíomar le chéile ar an bhfón faoi dhó sa tseachtain ar a laghad. Cuireadh an tionscadal ar bun le turais allamuigh agus ag mapáil fuaimeanna. Cuireadh na fuaimeanna taifeadta in eagar agus próiseáladh iad. Roghnaíodh fuaimeanna agus cuireadh tús leis an bpróiseas trína léireofaí na fuaimeanna agus seintimint na fuaime ón tsúil agus rinneadh é sin trí mharc-chruthú taiscéalaíoch. Bhí dúshlán ollmhór ag baint le bheith ag obair le hábhar ginearálta. Ba thaithí fhíorach a bhí ag an dalta ar ealaín de réir mar atá leagtha síos sa churaclam. Ionas go dtuigfeadh na rannpháirtithe an próiseas agus an tionscadal gach seachtain, chuireamar liosta focal le chéile a rinne cur síos ar cad a chiallaigh an próiseas dóibhsean. Is rogha de na focail sin atá sa taifeadadh atá ag gabháil leis an bhfíseán. Cuireadh bailchríoch álainn ar an tionscadal áit a bhfuair na daltaí réidh leis an bhfuaim go léir agus inar éist siad lena rithim inmheánach féin. Ba iad na híomhánna de na daltaí leis na dalláin chluaise ceangailte leis an mbosca a dtaithí féin ar gan a bheith ag éisteacht le dada ach a gcuid smaointe féin agus an neamhnitheacht. Mar chuid den saothar deiridh bhí suiteáil i Séipéilín Ghallarais, teilgean físe agus taispeántas seachtracha de líníochtaí móra in ionad cuairteoirí Ghallarais i gCorca Dhuibhne. D’oir an séipéilín, atá suite i gceantar ina bhfuil áilleacht nádúrtha, go breá mar áit chun an saothar a chur – saothar a rinneadh trí bheith ag éisteacht, faoi thionchar ciúnais agus na timpeallachta máguaird. Ba thaifead fisiceach agus cruthúnas den phróiseas cruthaitheach a bhí sa taispeántas. Torthaí Daltaí - D’fhoghlaim siad scileanna agus teicnící éagsúla a theastaíonn i marc-chruthú taiscéalaíoch – scil riachtanach a bhíonn ag teastáil sa churaclam ealaíne • Chuir siad eolas ar ealaíontóirí comhaimseartha a bhaineann leas as marc-chruthú trialach - Tá siad níos ábalta éisteacht le fuaimeanna seachtracha agus tá tuiscint acu ar an tsocracht intinne a thagann le ciúnas - Tá siad in ann díriú níos fearr ar rud - D’fhoghlaim siad scileanna maidir le trealamh fuaime a úsáid - Fuair siad taithí ar Theicneolaíocht na Faisnéise agus ar ilmheáin agus conas iad a úsáid mar mhodh cumarsáide éifeachtúil comhaimseartha. - Tuigeann siad an luach atá le heispéireas faoi stiúir próisis gan an bhéim ar thoradh socraithe nó cinnte. - Fuair siad taithí phraiticiúil agus léirthuiscint agus tuiscint ar obair shuiteála - Tá siad níos ábalta oibriú mar chuid d’fhoireann - Bhraith siad muintearas mar ghrúpa leis an bpróiseas agus leis an taispeántas a bhí mar thoradh air. - Tá muinín níos mó acu a gcuid oibre a chur ar taispeáint go poiblí. - Tá cur amach acu ar shaothar ealaíontóra gairmiúil agus tuigeann siad gur féidir slí bheatha a bhaint as na healaíona. - Chruthaigh siad naisc láidre le cúrsaí litearthachta Spotsolas Ealaíontóir(í): Maree Hensey is a visual artist. Her practice encompasses drawing, sculpture and participatory art. At the heart of her work is the engagement and participation of community. As a primary source of information and guidance, she relies on evolving relationships over time, developing subtle collaborations to arrive at work that not only tells a story but also characterizes the community that recounts that story. She has successfully completed a number of Public Art Commissions, Site Specific Installations and Private Commissions. Her artworks are represented in public and private collections in Ireland, Britain, Canada Australia, France, Denmark and the USA. Múinteoir(í): Fáilte agus fiche romhat go dtí Pobalscoil Chorca Dhuibhne. Is é ár mana ná ‘Ar scáth a chéile a mhaireann na daoine’ Tá an scoil ag cur iarbhunoideachas lán-Ghaeilge ar fáil do phobal Chorca Dhuibhne. Tá freastal á dhéanamh ar réimse leathan cumais ag tacú le hoideachas don dalta ina iomláine i dtimpeallacht atá aireach agus ómósach. Táimid thar a bheith buíoch don fhoireann, do na scoláirí, dá dtuismitheoirí agus do gach éinne i bpobal na scoile a chuidigh le héatós scoile deimhneach a chothú ó osclaíodh na doirse i mí Mheán Fómhair, 2007. See more at: http://pcd07.ie/ Eile: (Coimeádaí, gníomhaireacht): The Creative Engagement programme is co-funded by the Department of Arts Heritage and the Gaeltacht and the Department of Education and Skills. Each year projects are produced in schools ranging from theatre and film through to sculpture and music. A creative engagement happens when a local artist or arts group comes into the school and imparts their skills, knowledge and enthusiasm to the students. This partnership has mutual benefits to both artist and school. The Creative Engagement programme strives to encourage creativity, initiative and expression in our students and to complement curricular learning in the arts , heritage and culture. NAPD envisions an education system energised through the arts and where creativity is a core activity in the post primary curriculum. NAPD is continuing to develop a partnership with the National Heritage Council. Michael Parsons of the Arts and Culture Committee is a member of the National Heritage Council. Ealaíontóir(í) Maree Hensey Múinteoir(í) Brenda Ní Fhrighill Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Pobalscoil Chorca Dhuibhne Rannpháirtithe Réigiún Aois/Rang 2nd Year Students Dátaí November 2014 - April 2015 Naisc Ceannaireacht Ghníomhaireacht Creative Engagement Príomhthéamaí / línte fiosrúcháin Drawing, Mark-making, Soundscape Installation. The students isolated and documented sounds in their environment. Their engagement with the artist included virtual connection using SKYPE technology. Snáitheanna Curaclaim Literacy, English, Irish, Art, ICT The process led work has helped students to creatively develop their own unique voice and visual language.Teacher Brenda Ní Fhrighill