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Weaving the Walk Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin? Artist Annabel Konig When discussing the possible project with the teacher of the classes I was going to work with, we discovered that nature, observation, fabrics and the environment, were the main topics that were going to make up the project idea. Based on those, ‘weaving the walk’, was born. The idea was that each child would go for a walk with an adult and look at their surroundings differently, looking at textures, picking up weavable materials, make drawings and if they could, write words, in a notebook which would be their form of reference for the weaving we were going to make. The frames for the weavings were made from branches that I brought in. Each child had to learn how to tie knots, measure string and create the framework. There was co-operation between the classes as some children were quite young. Teacher Brenda Binions I had previously taught the children some simple weaving techniques and am passionate about our local environment, so I was excited to collaborate with Annabel on this topic. We decided on this project very quickly during our first collaboration meeting. Prior to our first workshop, I spoke to the children about the project and they were very enthusiastic. I also sent a note home to the parents, outlining our ideas and asking for their help in taking the children for a walk and gathering suitable materials for our weaving. Unfortunately the weather hadn’t been very nice, so not all children had been for a walk so we took an observational walk around the school grounds and looked at the colours and textures we could see around us. During the first workshop, Annabel discussed the project with the children. Some of the children had brought in materials for the weaving and we looked at these and discussed their suitability, or otherwise, with the children. When we started putting the frames together, it quickly became obvious that tying strings was too difficult for the younger children so we enlisted the help of the older classes to assist them. This lead to the project becoming a collaboration for the whole school, as, over the course of the project, all 48 children in the school had the opportunity to engage hands on in the project. How were the ideas developed and how did the young people, artist and teacher work together? Artist Annabel Konig The second workshop centered on the brought in materials and drawings that the students had made. The drawings were the layout plan. Each child then made a general weaving plan, based on their own frame – some being horizontal, one vertical some large, etc. Both the school and myself had brought in additional soft, weavable materials, which were interpreted by the students as flowers, sheep, trees, grass and sky. The textures of the materials made the pupils consider what a bush might look like or a stream, a flower, etc. At the end of the project, each child had a finished, or near to finished piece and could tell the story to someone else of how their walk was converted into a weaving. Teacher Brenda Binions Annabel asked the children to draw the story of their walk and then select suitable materials to represent the story. She asked them what they knew about weaving and explained the techniques that would be needed in this project. She explained the importance of tying the woven strands to support the structure of the weaving and discussed which materials might represent the different aspects of their walk. Again, the actual weaving was a challenge for some of the junior children. So we got some of the children in the senior room to help. We also had the assistance of our SNA in the room, which helped greatly. Some of the children found it difficult to get started on selecting materials and others grasped the concept straight away and showed great imagination in representing their walk in the weaving. After each workshop, I asked the children to reflect on what they had been doing. We discussed it first and then they wrote about it. I put some of these responses in a scrapbook, along with photographs of the various stages, to keep as a record. When they had finished their pieces of weaving, we took them to the other class to show them how they had turned out and each child told the “story” of their walk, as represented in their weaving. What was your personal experience of the project in terms of successes and challenges? Artist Annabel Konig I always learn from children, the way they interpret ideas, the way they manage to work in materials – often different than I would so I re-discover the possibilities of working. Many of the students discovered that the even though their walks were similar, how they picked the fabrics to represent elements in the landscape, altered how others understood their work. The challenges some of the students found was that in their initial excitement after the project had been explained to them, is that they may have bitten off more than they could chew in the size of their frames. Big is not always better. Successes were many for each individual child, being able to stand up at the end of the process to explain their work, finding that they were good at something event though school work generally is hard for them and, as one little boy said to me ‘I know how to tie my shoelaces now’, shows that, through an art process one can obtain life skills. Teacher Brenda Binions I really enjoyed this project and I know the children did too. There were challenges for sure, not least where to store the weaving frames between workshops! We were very lucky in that we had a wide selection of weavable materials, some of which I had in the school but much of it was provided by Annabel . We had initially asked the children to bring in found materials which they could incorporate in their weaving, but much of this was unworkable and in the end, we mostly used fabric strips , wool and twine to represent the landscape. The children focused on colour and texture to represent their walk. We could not have done this project without adult assistance and the assistance of the children in the 3rd, 4th, 5th and 6th classes. However, the children gained great skills in selecting materials, weaving, cutting, tying and describing their work. What was significant for you about the project that is worth sharing? Artist Annabel Konig Process, process, process. You can learn skills that cross over into other elements of life and school subjects. Learning through creativity can often not feel like homework or hard learning, it can be done through fun and ‘outside the box’ approaches. Teacher Brenda Binions I always value the chance to collaborate with an artist. In this case, the project stretched the children’s creativity and expanded their skills, not just in art but in awareness of their environment, developing their confidence and collaboration with others. They each had a great sense of achievement and were delighted to show and bring home their finished piece. Has anything changed in your work as a result of the project? Artist Annabel Konig Any workshop I do with children always encourages me to do more and to up the anti. Young people are so much more able than we think, once you give them the skills to succeed. Teacher Brenda Binions I think that as a teacher, I am inclined to keep projects small and within the confines of the classroom. This project had inspired me to look beyond the classroom and think outside the box. It has inspired me to ask more of the children and, with help from other adults and older children, encourage the children to expand their creativity. Music Generation Job Opportunity: Administrator, Waterford & Wexford Waterford and Wexford Education and Training Board Deadline: 5.00pm, Tuesday 1 May 2018 Waterford and Wexford Education and Training Board (WWETB) invites applications from suitably qualified persons for the positions of Administrator, Music Generation Waterford (1 post) and Administrator, Music Generation Wexford (1 post). Both posts are full-time, 37 hours per week, and the successful candidates will be employed on fixed-term contracts for a period of three years. Post details and applicant requirements are available to download from www.wwetb.ie/vacancies The closing date for receipt of applications: 5.00pm, Tuesday 1 May 2018 WWETB is an Equal Opportunities Employer Music Generation Waterford is part of Music Generation, Ireland’s national music education programme initiated by Music Network, co-funded by U2, The Ireland Funds, the Department of Education and Skills, and managed locally by Waterford Music Education Partnership, led by WWETB in partnership with Waterford City and County Council. Documentation Award Update – Artist Clare Breen & Breadfellows’ Chats The Arts in Education Portal editorial team have begun visiting sites of the recipients of our Documentation Award. Earlier this month, we visited St Ibar’s National School, in Castlebridge, Wexford where artist Clare Breen has been working since October 2017 with 3rd and 5th classes. Each Wednesday she has worked in 2 sessions, responding to the work of 10 different international artists, including her own. The project is titled Breadfellows’ Chats with the Living Arts Project. The Living Arts Project was established in 2013 as a long-term visual arts education scheme, supporting the existing partnership between Wexford Arts Centre and the Arts Department of Wexford County Council. The question “what does an artist do?” is at the center of this project. Breen selected 10 artists whose work is very diverse, and she has introduced the children to as wide a spectrum as possible of contemporary material processes. They have worked with painting, collage, sculpture, performance and the body, textiles, writing, film, photography, ceramics and sound. It was also important to Breen that the activities would cover the 3rd and 5th class art curriculum during the weekly sessions. In week one the children made tunics to wear each week to protect their clothes. The tunics are painted with images responding to the question If you were not a human, what would you like to be? This could be an animal or an object, an alien or a monster, anything you can think of, but it should reflect some of your best qualities. (If this question is very difficult you can ask your friends for some help!) This question was formulated as an alternative introduction that is not based on nationality, age, gender etc. to leave space for improvisation, allowing all to introduce themselves on their own terms. Working collaboratively, the children drew around one another while lying on the ground to find their shape; the traced figure became the outline for a tunic. Each child then painted on the tunic’s ‘tummy’ the animal/ object/ monster/ alien they had selected to wear over their uniform for the coming weeks. The accompanying photos show the children in their tunics working on a painting project responding to the work of artist Sarah de Wilde. Job Opportunity: Music Generation Development Officer, Wexford (re-advertisement) Music Generation Closing date: Monday 15 January, 2018 Waterford & Wexford Education and Training Board (WWETB) is now inviting applications for the position of Music Generation Development Officer (Wexford). Appointed by WWETB, the Music Generation Development Officer will be responsible for managing an extensive performance music education programme on behalf of Wexford Music Education Partnership. County Wexford has recently been selected for participation in Music Generation – Ireland’s National Music Education Programme, which is co-funded by U2, The Ireland Funds, the Department of Education and Skills and Local Music Education Partnerships. Three-year fixed-term contract. Application form, job description and person specification available online at: waterfordwexford.etb.ie/vacancies/ Closing date for receipt of completed application forms: Mondy, 15 January 2018 Late applications will not be accepted. Based on the volume of applications received short-listing may apply. Short-listing will take place on the basis of the information provided in the application form. Depending on the qualifications and experience of applicants, short-listing thresholds may be significantly higher than the minimum standards set out. Waterford & Wexford ETB is an equal opportunities employer.
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Siúlóid Fíodóireachta Inis scéal do thionscadail dúinn – Céard a spreag é? Cad faoi é? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? An tEalaíontóir Annabel Konig Nuair a bhí an tionscadal féideartha á phlé le múinteoir na ranganna lena mbeidh mé ag obair, fuaireamar amach gurb iad nádúr, breathnóireacht, fabraicí agus an timpeallacht na príomhábhair a dhéanfaidh suas an smaoineamh tionscadail. Bunaithe orthu siúd, d’eascair ‘Siúlóid Fíodóireachta’. Ba é an smaoineamh ná go rachadh gach leanbh ag siúl le duine fásta agus go bhféachfadh siad ar a dtimpeallacht ar bhealach difriúil, ag féachaint ar uigeachtaí, ag piocadh suas ábhair infhite, ag déanamh líníochtaí agus dá bhféadfaidís, focail a scríobh, i leabhar nótaí a bheadh mar thagairt don fhíodóireacht a bhí le déanamh againn. Rinneadh na frámaí do na fíodóireachtaí ó chraobhacha a thug mé isteach. Bhí ar gach leanbh foghlaim conas snaidhmeanna a cheangal, sreangán a thomhas agus an fráma a chruthú. Bhí comhoibriú idir na ranganna mar go raibh roinnt leanaí óg go leor. An Múinteoir Brenda Binions Mhúin mé roinnt teicnící fíodóireachta simplí do na leanaí roimhe seo agus táim paiseanta faoinár dtimpeallacht áitiúil, mar sin bhí mé ar bís comhoibriú le Annabel ar an ábhar seo. Shocraíomar ar an tionscadal seo go han-tapa le linn ár gcéad chruinnithe comhoibrithe. Roimh ár gcéad cheardlann, labhair mé leis na leanaí faoin tionscadal agus bhí siad an-díograiseach. Chuir mé nóta abhaile chuig na tuismitheoirí freisin, ag cur síos ar ár gcuid smaointe agus ag iarraidh a gcuid cabhrach chun na leanaí a thógáil le haghaidh siúlóide agus ábhair oiriúnacha a bhailiú dár bhfíodóireacht. Ar an drochuair, ní raibh an aimsir an-deas, mar sin ní dheachaigh gach leanbh amach ag siúl agus mar sin thugamar siúlóid bhreathnóireachta timpeall thailte na scoile agus d’fhéachamar ar na dathanna agus na huigeachtaí a d’fhéadfaimis a fheiceáil timpeall orainn. Le linn na chéad cheardlainne, phléigh Annabel an tionscadal leis na leanaí. Thug cuid de na leanaí ábhair isteach don fhíodóireacht agus d’fhéachamar orthu seo agus phléigh muid oiriúnacht na n-ábhar leis na leanaí. Nuair a thosaigh muid ag cur na bhfrámaí le chéile, ba léir go tapa go raibh sé ró-dheacair do na leanaí níos óige sreangáin a cheangal agus mar sin d’iarramar cabhair ó na ranganna níos sine chun cabhrú leo. Mar thoradh air seo, bhí an tionscadal ina chomhoibriú don scoil ar fad. Le linn an tionscadail, bhí an deis ag gach duine den 48 leanbh sa scoil páirt a ghlacadh sa tionscadal. Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? An tEalaíontóir Annabel Konig Bhí an dara ceardlann dírithe ar na hábhair a thug na scoláirí isteach agus na líníochtaí a bhí déanta ag na scoláirí. Ba iad na líníochtaí an plean leagan amach. Ansin rinne gach leanbh plean fíodóireachta ginearálta, bunaithe ar a bhfráma féin – cuid acu cothrománach, ceann ingearach roinnt mór, etc. Thug an scoil agus mé féin ábhair bhreise bhoga, fhíodóireachta isteach, a léirmhínigh na scoláirí mar bhláthanna, caoirigh, crainn, féar agus spéir. Mar gheall ar uigeachtaí na n-ábhar, déanann na daltaí machnamh ar an gcuma a d’fhéadfadh a bheith ar thor nó ar shruth, bláth, etc. Ag deireadh an tionscadail, bhí píosa críochnaithe, nó píosa beagnach críochnaithe ag gach leanbh agus d’fhéadfadh sé an scéal a insint do dhuine eile faoin gcaoi ar athraíodh a siúlóid ina fíodóireacht. An Múinteoir Brenda Binions D’iarr Annabel ar na leanaí scéal a siúlóide a tharraingt agus ansin ábhair oiriúnacha a roghnú chun an scéal a léiriú. D’fhiafraigh sí díobh cad a bhí ar eolas acu faoin bhfíodóireacht agus mhínigh sí na teicnící a bheadh ag teastáil sa tionscadal seo. Mhínigh sí an tábhacht a bhaineann leis na snáitheanna fite a cheangal chun tacú le struchtúr na fíodóireachta agus phléigh sí na hábhair a d’fhéadfadh a bheith ina ngnéithe éagsúla dá siúlóid. Arís, ba dhúshlán í an fhíodóireacht do chuid de na leanaí sóisearacha. Mar sin, fuair muid cuid de na leanaí sa seomra sinsearach chun cabhrú leo. Bhí cúnamh againn freisin ónár gCúntóir Riachtanas Speisialta sa seomra, rud a chabhraigh go mór. Bhí sé deacair ar chuid de na leanaí tús a chur le hábhair a roghnú agus thuig daoine eile an coincheap láithreach bonn agus léirigh siad samhlaíocht iontach chun a gcuid siúlóide a léiriú san fhíodóireacht. Tar éis gach ceardlainne, d’iarr mé ar na leanaí machnamh a dhéanamh ar a raibh ar siúl acu. Phléigh muid é ar dtús agus ansin scríobh siad faoi. Chuir mé cuid de na freagraí seo i leabhar gearrthóg, chomh maith le grianghraif de na céimeanna éagsúla, a choinneáil mar thaifead. Nuair a bhí a gcuid píosaí fíodóireachta críochnaithe acu, thugamar chuig an rang eile iad chun a thaispeáint dóibh conas a d’éirigh leo agus d’inis gach páiste “scéal” a siúlóide, mar a léirítear ina bhfíodóireacht. Cén taithí phearsanta a bhí agat ar an tionscadal i dtéarmaí ratha agus dúshlán? An tEalaíontóir Annabel Konig Foghlaimím i gcónaí ó leanaí, an bealach a léirmhíníonn siad smaointe, an bealach a n-éiríonn leo oibriú in ábhair - go minic difriúil ná mar a dhéanfainn mar sin faighim amach arís na féidearthachtaí a bhaineann le bheith ag obair. Cé go raibh a gcuid siúlóidí cosúil lena chéile, fuair go leor de na scoláirí amach, gur athraigh siad conas a thuig daoine eile a gcuid oibre, le conas a phioc siad na fabraicí chun gnéithe sa tírdhreach a léiriú. Ba iad na dúshláin a fuair cuid de na scoláirí ná go mb’fhéidir go raibh siad tar éis an iomarca a tharraingt orthu féin i méid a gcuid frámaí, ina sceitimíní tosaigh tar éis an tionscadal a mhíniú dóibh. Ní hionann i gcónaí an ceann is mó agus an ceann is fearr. Bhí rath go leor do gach leanbh aonair, a bheith in ann seasamh suas ag deireadh an phróisis chun a gcuid oibre a mhíniú, ag fáil amach go raibh siad go maith ag imeacht éigin cé go bhfuil obair scoile deacair dóibh i gcoitinne agus, mar a dúirt buachaill beag amháin liom ‘Tá a fhios agam conas mo chuid bróg a cheangal anois’, léiríonn sé sin, trí phróiseas ealaíne is féidir le duine scileanna saoil a fháil. An Múinteoir Brenda Binions Bhain mé an-taitneamh as an tionscadal seo agus tá a fhios agam gur bhain na leanaí taitneamh as freisin. Bhí dúshláin ann cinnte, go háirithe ag lorg áite chun na frámaí fíodóireachta a stóráil idir ceardlanna! Bhí an t-ádh linn sa mhéid is go raibh rogha leathan ábhar fíodóireachta againn, cuid acu a bhí agam sa scoil ach chuir Annabel cuid mhaith de ar fáil. D’iarramar ar dtús ar na leanaí ábhair aimsithe a thabhairt isteach a d’fhéadfaidís a ionchorprú ina bhfíodóireacht, ach bhí cuid mhaith de seo inoibrithe agus sa deireadh, d’úsáideamar stiallacha fabraice, olann agus sreangán den chuid is mó chun an tírdhreach a léiriú. Dhírigh na leanaí ar dhath agus ar uigeacht chun a siúlóid a léiriú. Níorbh fhéidir linn an tionscadal seo a dhéanamh gan cúnamh ó dhaoine fásta agus cúnamh ó na leanaí sna ranganna 3, 4, 5 agus 6. Mar sin féin, fuair na leanaí scileanna iontacha maidir le hábhair a roghnú, fíodóireacht, gearradh, ceangal agus cur síos a dhéanamh ar a gcuid oibre. Cén tábhacht a bhain leis an tionscadal duit ar fiú a roinnt? An tEalaíontóir Annabel Konig Próiseáil, próiseáil, próiseáil Is féidir leat scileanna a fhoghlaim a thrasnaíonn isteach i ngnéithe eile den saol agus d’ábhair scoile. Is minic nach mbraitheann foghlaim trí chruthaitheacht mar obair bhaile nó foghlaim dheacair, is féidir é a dhéanamh trí spraoi agus cur chuige ‘lasmuigh den bhosca’. An Múinteoir Brenda Binions Is mór agam i gcónaí an deis comhoibriú le healaíontóir. Sa chás seo, shín an tionscadal cruthaitheacht na leanaí agus leathnaigh sé a gcuid scileanna, ní hamháin san ealaín ach i bhfeasacht ar a dtimpeallacht, ag forbairt a muiníne agus a gcomhoibrithe le daoine eile. Mhothaigh gach leanbh go raibh rud éigin curtha i gcrích acu agus bhí an-áthas orthu a bpíosaí críochnaithe a thaispeáint agus a thabhairt abhaile. Ar athraigh aon rud i do chuid oibre mar gheall ar an tionscadal? An tEalaíontóir Annabel Konig Spreagann aon cheardlann a dhéanaim le leanaí mé i gcónaí chun níos mó a dhéanamh agus chun dlús a chur leis. Tá daoine óga i bhfad níos cumasaí ná mar a cheapaimid, nuair a thugann tú na scileanna dóibh chun go n-éireoidh leo. An Múinteoir Brenda Binions Sílim go bhfuil claonadh agam, mar mhúinteoir, tionscadail a choinneáil beag agus laistigh de theorainneacha an tseomra ranga. Spreag an tionscadal seo mé chun breathnú níos faide ná an seomra ranga agus smaoineamh taobh amuigh den bhosca. Spreag sé mé chun níos mó a lorg ó na leanaí agus, le cúnamh ó dhaoine fásta eile agus ó leanaí níos sine, na leanaí a spreagadh chun a gcruthaitheacht a leathnú. Spotsolas Ealaíontóir(í): An tEalaíontóir Annabel Konig Idirdhisciplíneach, úsáideann mo chleachtas réimse leathan meán. Níl mé ceangailte le haon disciplín amháin. Go deimhin, éilíonn mo chleachtas orm modhanna nua agus comhcheangailte a iniúchadh, agus ar an gcaoi sin conclúidí a bhaineann leis an obair is mian liom a iniúchadh a fháil amach. I mo chuid oibre, is minic a chomhoibrím le healaíontóirí eile agus leis an bpobal i gcoitinne. Lorgaím cúnamh teicniúil nuair a theastaíonn sé uaim mar is féidir le mo chuid smaointe a bheith casta uaireanta agus teastaíonn saineolas uaim nach bhfuil agam. Ach go minic, in obair eile, mar shampla an seó líníochta “Déanaim miongháire ar an Saol” D’oibrigh mé liom féin, agus aghaidh á tabhairt ar mo chuid fadhbanna. Tá mé ag obair le leanaí óga agus le daoine fásta óga le 20 bliain anuas. Cuirim gach tionscadal in oiriúint de réir na ndaltaí a mbeidh mé ag obair leo, aidhmeanna agus uaillmhianta an mhúinteora agus an timpeallacht agus na cumais ina bhfaigheann gach grúpa iad féin. Is inspioráid domsa, arís agus arís eile é a bheith ag obair le daoine óga. www.annabelkonigvisualartist.com Múinteoir(í): An Múinteoir Brenda Binions Is múinteoir bunscoile mé a bhfuil taithí 35 bliain agam sa seomra ranga. Bhí suim agam i gcónaí sna healaíona agus, thar na blianta, chuir mé go leor deiseanna éagsúla ar fáil do mo dhaltaí chun deis a thabhairt dóibh dul i ngleic leis na healaíona. Chomhoibrigh mé le go leor ealaíontóirí éagsúla thar na blianta, agus fuair mé amach i gcónaí gur eispéireas dearfach é. Bhí áthas orm nuair a tháinig an deis chun iarratas a dhéanamh do CraftEd i mbliana. Tá baint ag ár scoil le tionscadal na scoileanna Ildánacha le dhá bhliain anuas. Bhí baint agam le Ceardaíocht sa Seomra Ranga agus bhí mé mar chuid de CraftEd roimhe seo, thart ar dheich mbliana ó shin. Tá mo rang reatha idir 5 agus 9 mbliana d’aois. Naíonáin shóisearacha go dtí Rang a Dó. Fuair mé amach gur eispéireas cruthaitheach an-dearfach é seo. Ealaíontóir(í) Annabel Konig Múinteoir(í) Brenda Binions Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Patrick’s NS, Co. Carlow Rannpháirtithe Réigiún Aois/Rang idir 5 - 8 mbliana d’aois Dátaí Feabhra go Márta 2020 Ceannaireacht Ghníomhaireacht CRAFTed Comhpháirtithe eile Wexford Education Centre Príomhthéamaí / línte fiosrúcháin Nádúr a chur in iúl trí fhíodóireacht, rudaí agus ábhair aimsithe a ionchorprú. Líníocht cad a fheiceann tú agus foghlaim conas é a aistriú isteach in ábhar difriúil. Scileanna simplí a fhoghlaim ar nós snaidhm a cheangal. A bheith in ann an taithí atá faighte agat a chur in iúl do ghrúpa de do chomhghleacaithe. Snáitheanna Curaclaim Teicstílí agus fabraicí – ealaín, scríbhneoireacht – Béarla, líníocht – ealaín, tomhas – matamaitic, eolas imshaoil, féinmhuinín – folláine. Foghlaimím i gcónaí ó leanaí, an bealach a léirmhíníonn siad smaointe, an bealach a n-éiríonn leo oibriú in ábhair - go minic difriúil ná mar a dhéanfainn mar sin faighim amach arís na féidearthachtaí a bhaineann le bheith ag obair.An tEalaíontóir Annabel Konig