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Refine by Region Refine by Art Form Refine by School Level ABC of the Three Muses – Virtual Museum Watch back the discussion with Public Engagement Coordinator Adam Stoneman, The Hunt Museum’s Education Coordinator, Hannah Bloom and Artist Jo-Anne Hine as part of the 2021 Portal Regional Events. Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin? Jo-Anne Hine, Artist How do you overcome the challenges of lockdown to bring creative experiences to school children and make them feel connected to museums and galleries? In late 2020, despite the difficulties of life in lockdown, the children of three Limerick schools and their teachers critically and creatively engaged with museum collections, producing artworks for their own virtual museums. This innovative project was a new way for schools to collaborate with and access museum collections. It allowed children to engage with the three significant Limerick collections at a time when cultural heritage and arts institutions were closed and schools were limiting visits from outsiders to protect their communities. As a starting point for ABC of the Three Muses, I took the definition of ABC as ‘the basic or most important facts about a subject’. This was in early Autumn when we were still enjoying a short reprieve from the virus. Then came restrictions and lockdown. With a redefined approach and a leap of faith I created workshops for teachers to deliver in their classrooms. ABC of the Three Muses engaged children with three distinct museum collections in three different ways, providing learning experiences that were as authentic as possible in the circumstances. Led by their class teachers in their own classrooms, children responded creatively to printed reproductions of art works from the Limerick City Gallery of Art, digital 3D models of objects in The Hunt Museum, and a box of real objects on loan from Limerick Museum, which children could observe, touch and draw. In some respects, the children’s experiences were richer than they may have been under normal circumstances. The extended time frame of the project, over a term, contributed to significant investment by each class, creating a rich environment for deep learning and cognition. As a result, and despite the museum and gallery closures, the children’s sense of access and ownership of Limerick’s cultural heritage (their own cultural heritage) has increased. This was achieved through a thoughtfully structured set of workshop-style lessons inviting children and their teachers to interrogate the facts about cultural and historical objects and ownership, culminating in the creation of a museum of hybrid creatures that might exist in a future Limerick. While visual art and critical and creative thinking were foregrounded, the workshop style lessons and resources also provided rich links to other curriculum areas, such as English and History, which teachers could build on in their lessons. For instance, the box of objects on loan from Limerick Museum contained a Hurley that was used in 1973 by a famous Limerick player in the All-Ireland Hurling championship. One teacher used the Hurley to instigate class research to compare different aspects of the Limerick teams of 1973, 2018 and 2020. An unexpected but valuable legacy of the project has been the professional development of the teachers. Their active participation in leading the children through the activities increased their skills, knowledge and confidence with art materials, while also raising their awareness of alternative approaches to their current art teaching practices. The teachers were fully supported through access to resources including all art materials, lesson plans, videos showing how to use charcoal and watercolours, worksheets, and PowerPoint presentations. Iain Burns, Teacher Scoil Ide Scoil Ide visits the Hunt Museum regularly for exhibitions. My 4th class completed the Three Muses Workshop in the last academic year and this year’s class did the ABC of the Three Muses. The impetus was to engage with art and artists in our local area. It involved the class, me the teacher, the school, the museums and their Education Team. Fionnuala Bromell, Teacher Corpus Christi PS Before COVID-19 restrictions, our school was excited to visit the three museums of Limerick. We thought it would be impossible this year. However, we were delighted to be informed that the project would go ahead virtually. We are a DEIS band 1 school and visiting Museums would not be the norm for our children therefore we are grateful for our children to access the art and artefacts of their city’s Museums and hopefully stir curiosity in them to pursue and enjoy the arts. How were the ideas developed and how did the young people, artist and teacher work together? Jo-Anne Hine, Artist The preparatory phase occurred in September and October 2020 as Ireland embarked on Level 3 COVID-19 restrictions and schools were nervously recommencing after the extended closure over spring and summer. With the safety of school communities a priority, workshops in the schools were unable to proceed and art galleries and museums were closed. The project developed from an artist run workshop into a series of teacher led workshops. To facilitate this, I researched and wrote a unique unit of work with a cohesive series of 6 lesson plans that guided the class teachers, and their pupils, to explore the museum collections through critical and creative thinking strategies with a range of art making outcomes. I made digital resources to support the teaching and learning experiences which teachers accessed via Google drive. Art materials were delivered to each school. Through this reinvention of the project, the classroom teachers took ownership of it and were enabled by it. They were encouraged to adapt, adjust or refine the suggested activities to best meet the needs of their pupils, their own interests and time frames. In response to a need for consideration of the emotional wellbeing of pupils in such uncertain times, the lessons included opportunities for pupils to express their emotions, especially through a charcoal drawing exercise in response to a student choice of art work from Limerick City Gallery of Art. I interacted with the teachers via their preferred method of communication, including, phone, zoom, email and text message. This worked for the teachers at a time when they were extremely busy and stressed because of COVID-19 compliance and uncertainty. For some teachers this experience created an opportunity for professional development in approaches to teaching visual art. Iain Burns, Teacher Scoil Ide The ideas were developed through conversations with the Education team at the museum regarding what schools need and how it can be delivered in the current climate. The museum then wrote up a series of lessons and the class engaged with them with the guidance of the class teacher and support of the Education team at the museum. Lessons were emailed to me and support materials and resources were delivered to the school. The children’s work was collected when the lessons were completed and a reflection sheet was sent from the children to the Museum’s Education Team. The Education Team was always available to me for guidance. Fionnuala Bromell, Teacher Corpus Christi PS There was a series of communications with Adam at the Hunt Museum and then the artist Jo-Anne explaining the process. I was the coordinator for my school so I spoke with Jo-Anne on many occasions on the phone, discussing the project and the resources. Jo-Anne dropped incredible resources to our school for every child. Detailed lesson plans were sent to us to allow us to match the classes to resources and prepare the children. All the classes had an online link to Google Drive where the children could see Jo-Anne and follow her instructions and hear her ideas. What was your personal experience of the project in terms of successes and challenges? Jo-Anne Hine, Artist Initially I was disappointed that the physical workshops with the classes could not go ahead as anticipated. Because I couldn’t physically meet with the teachers and pupils to gauge and discuss their needs and abilities, I felt like I was flying blind. Once I began researching the collections and developing lesson plans and resources, I became really excited about the potential of the project. It was difficult for me to suggest only one or two activities per lesson because of the richness of the collections and possible links to curriculum and interests. In the end this turned out to be a positive that allowed for the teachers and students to pick and choose their approaches to the inquiry question or theme of each lesson. Each lesson included extension activities to cater for a broad range of interests and abilities. I was mindful that this could also cause the teachers to be overwhelmed by the suggested content, so in my weekly communication with them I reiterated the flexibility of approach that was embedded in the lesson plans. Iain Burns, Teacher Scoil Ide I found it an excellent initiative. The lessons were of a high standard with clear learning intentions, extensive resources and supports. They were curriculum relevant and appropriately pitched, with room for differentiation. It’s always good to collaborate with external agencies that have a clear vision and understanding of children’s education. This can give richness to the delivery of the curriculum that a teacher may not be able to achieve on their own as the breadth of the curriculum is vast. COVID-19 provided challenges. It would be great if the artists could visit the classroom and deliver a lesson in the series. That was not possible with COVID-19 restrictions. Kate (4th Class) says, “the best part of the project was hearing the stories about the old things that we held.” Fionnuala Bromell, Teacher Corpus Christi PS The programme was a great experience for our children and for our teachers. The variety of media, styles and skills were excellent. As teachers it showed us how to develop art classes and not skip straight to the product. We will definitely spend more time on the process going forward. The only challenge was time. The children could have spent more time on each class. We will continue with that now. The feedback from children in this group was positive. They wanted more time and to extend the project by making the creature in clay. Charlie (5th Class) wrote “I personally think the best part of the project was the hybrid animals but everything was lovely. Oh, and I love the bit on the last day seeing legend Joe McKena’s Hurley, especially after the final win.” What was significant for you about the project that is worth sharing? Jo-Anne Hine, Artist This project provides a different way of approaching visual art in the primary classroom. The unit of work is significant because it is a cohesive series of lessons that provide a context for art making and responding, with the museum collections as the stimulus. Each lesson plan has suggested activities that connect to a range of different subject/knowledge areas and is therefore an example of how art can be a vehicle for learning in English, History, Maths, Geography, Science and Languages. Thus, creating an overlap for rich and meaningful cross curricular learning. The means of displaying the work as a virtual museum using Mozilla Hubs was a very effective, innovative and engaging outcome where whole school communities could interact with and navigate through the virtual spaces to see the pupil’s works. Adam Stoneman from The Hunt Museum built the virtual museum spaces for us. Iain Burns, Teacher Scoil Ide It was engaging, varied, designed to a high standard and was curriculum relevant. All primary schools would benefit from engaging with the programme. Fionnuala Bromell, Teacher Corpus Christi PS Taking the mystery out of art and visiting Museums is very important for our children. Museums would not be a part of these children’s normal experiences so showing them how accessible it can be and how these Museums are at their finger-tips is excellent. Has anything changed in your work as a result of the project? Jo-Anne Hine, Artist Working remotely provided opportunities to engage with technology. As I was not in the classroom to discuss ideas and demonstrate techniques, I learned to use screen-casting to engage students and teachers with the project. I can see a place for retaining and developing these skills in future projects even after restrictions are ceased. Iain Burns, Teacher Scoil Ide It provided a different perspective of the art curriculum in particular. I would now be more confident in using various resources and would have no hesitancy in engaging with the museum as a collaborator. Fionnuala Bromell, Teacher Corpus Christi PS Yes. We will look differently at how we present art classes and avoid mass produced pieces and encourage individuality. We will also spend more time developing visual art classes and sourcing resources to support them. Full list of Schools & Teachers Involved: - Scoil Ide, Corbally Road, Limerick – Iain Burns - Corpus Christi Primary School Moyross Limerick – Fionnuala Bromell, Diarmuid Hickey, Dympna Gannon, Orfhlaith Prendergast. - St Anne’s Primary School, Rathkeale – Kenneth Brown Spotlight Artist(s): Jo-Anne Hine, Artist I am a Visual Artist and educator and have recently moved to Ireland to live. I firmly believe that knowledge doesn’t belong in siloes and that all curriculum areas can be taught through the Arts, especially in primary school. An example of my collaborative practice while working at Cannon Hill Anglican College, is the development and implementation of a STEAM subject for Year 9 students, in which I collaborated with a science teacher colleague. I have a Masters of Visual Art and am a certified Lead Teacher. I’ve worked with Primary students, Secondary students and adults. I’ve recently worked with the Queensland Curriculum and Assessment Authority as the Principal Education Officer for Visual Art in a role that involved training Visual Art teachers in a new syllabus for Senior Secondary students. I have co-authored a Visual Art text book for senior students. I was recently the President of the Queensland Art Teachers Association and have created learning resources for The Museum of Brisbane, The State Library of Queensland and the Queensland Art Gallery. Teacher(s): Full list of Schools & Teachers Involved: - Scoil Ide, Corbally Road, Limerick - Iain Burns - Corpus Christi Primary School Moyross Limerick - Fionnuala Bromell, Diarmuid Hickey, Dympna Gannon, Orfhlaith Prendergast. - St Anne’s Primary School, Rathkeale - Kenneth Brown Iain Burns, Teacher Scoil Ide I have been teaching for nearly 20 years. I have taught in Europe, Asia and Ireland. I was seconded to the NCCA in Ireland to work on the redevelopment of the primary school curriculum and the new maths curriculum. I have extensive experience in engaging in collaborative practice, particularly with Mary Immaculate College where I worked with a lecturer and published work regarding a continued module on Geoliteracy. Fionnuala Bromell, Teacher Corpus Christi PS I am a post holder for Creative Arts in Corpus Christi P.S. We are part of Creative schools sponsored by Arts Ireland. Last year we were one of the schools involved with Better Words Art programme for E.V.A. Our children worked with artists in residence in the school and visited IMMA and the project culminated in a publication where children were presented with their own books. I am heavily involved in the expressive arts in Corpus Christi, producing large musicals every second year that are staged in L.I. We are Borg Gáis Energy award winners in drama. We also write and produce original films and we are three times Fresh Film award winners. Other: (Curator, agency, etc): The Three Muses programme is a joint education initiative between The Hunt Museum, Limerick City Gallery of Art and Limerick Museum, launched in November 2019. It works to increase access, ownership and enjoyment of three Limerick museum collections with a focus on modern and contemporary visual art. The programme includes workshops, events and digital resources. It is funded by Limerick City and County Council and The Hunt Museum. Artist(s) Jo-Anne Hine Teacher(s) Fionnuala Bromell Iain Burns Diarmuid Hickey Orfhlaith Prendergast Dympna Gannon Artforms School Level School/ Participant Group Corpus Christi Primary School, Moyross, Limerick, Scoil Ide, Corbally Road, Limerick, St Anne’s Primary School, Rathkeale, Limerick Participants Region Age/Class 8 - 11 Years Dates The resources were in the schools ready to begin in the first week in November, 2020. Virtual exhibition launched mid-December 2020. Weblinks Link to the Main Gallery, which introduces the project: hubs.mozilla.com/ExYxDtG/abc-of-the-three-muses-virtual-exhibition/ Link to The Hunt Museum Blog outline of the project huntmuseum.com/2020/12/15/childrens-imaginations-still-soar-despite-restrictions/ Leading Agency The Hunt Museum Other Partners and/or Funders Limerick City Gallery of Art, Limerick Museum Key themes/ lines of enquiry Exploring museum collections as a stimulus for art making, including creating a hybrid creature to feature in a class museum; investigating the connection between objects and their museum labels through critical and creative thinking; close observation resulting in drawings and writing of and about collection objects; exploring collections using digital access and physical engagement with real objects. Curriculum Strands Art, History, Languages, Geography, Mathematics, English, oral and written languages. Research or relevant publications Brown, A, Hine, J, Peachey, A, Seidel, J, Shead, L, Towers, D 2019, Creative Inquiry, Cambridge University Press, Melbourne. Limerick City Gallery of Art 1999, Kingdom of Heaven, Gandon Editions, Cork. The Hunt Museum 2002, The Hunt Museum: Essential Guide, Scala Publishers, London. Uribe, K 2018, ABC the Alphabet of Bilbao Museum exhibition catalogue, Bilboko Arte Ederren Museoa, Bilbao. An unexpected but valuable legacy of the project has been the professional development of the teachers. Their active participation in leading the children through the activities increased their skills, knowledge and confidence with art materials, while also raising their awareness of alternative approaches to their current art teaching practices. Jo-Anne Hine
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile ABC of the Three Muses – Músaem Fíorúil Féach siar ar an bplé le Comhordaitheoir Rannpháirtíochta Pobail Adam Stoneman, le Comhordaitheoir Oideachais Mhúsaem Hunt, Hannah Bloom agus le hEalaíontóir Jo-Anne Hine mar chuid d’Imeachtaí Réigiúnacha Thairseach 2021. Inis scéal do thionscadail dúinn – Céard a spreag é? Cad faoi é? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? Jo-Anne Hine, Ealaíontóir Conas a sháraíonn tú dúshláin na dianghlasála chun eispéiris chruthaitheacha a thabhairt chuig páistí scoile agus a chur ar a gcumas ceangal a bhrath le músaeim agus le gailearaithe? Ag deireadh na bliana 2020, d’ainneoin deacrachtaí an tsaoil le linn dianghlasála, chuaigh páistí ó thrí scoil i Luimneach agus a gcuid múinteoirí i ngleic go cruthaitheach le bailiúcháin músaem, agus chruthaíodar saothair ealaíne dá músaeim fhíorúla féin. Slí ab ea an tionscadal nuálach seo ina bhféadfadh scoileanna comhoibriú le bailiúcháin músaem agus rochtain a bheith acu orthu. Thug sé deis do pháistí dul i ngleic leis na trí bhailiúchán suntasacha i Luimneach ag am a raibh institiúidí oidhreacht chultúrtha agus ealaíon dúnta agus a raibh teorainn á chur ag scoileanna le líon na gcuairteanna ón taobh amuigh ar mhaithe lena bpobail a chosaint. Mar thúsphointe le haghaidh ABC of The Three Muses, ghlac mé le sainmhíniú ABC mar ‘na fíricí is bunúsaí nó is tábhachtaí a bhain le hábhar ar leith’. Ba tosach an Earraigh a bhí anseo nuair a bhí taitneamh á bhaint againn as sos gairid ón víreas. Tháinig srianta agus dianghlasáil ina dhiaidh sin. Ba le cur chuige nua, agus mé faoi choimirce na cinniúna, a chruthaigh mé ceardlanna a bhféadfadh múinteoirí a sheachadadh ina seomraí ranga. Chuir ABC of the Three Muses páistí i ngleic le trí bhailiúchán músaeim ar leith i dtrí slí éagsúil, a chuir eispéiris foghlama ar fáil a bhí chomh fíréanta agus a bhféadfaidís a bheith agus na coinníollacha mar a bhí. Thug na páistí freagairt chruthaitheach ar mhacasamhail phriontáilte de shaothair ealaíne ó Ghailearaí Ealaíne Chathair Luimnigh, ar mhacasamhail dhigiteacha 3T de dhéantáin ó Mhúsaem Hunt, agus bosca fíordhéantán ar iasacht a bhí ar iasacht ó Mhúsaem Luimnigh, a bhféadfadh na páistí breathnú orthu, baint leo agus líníochtaí a dhéanamh dóibh. I slite áirithe, bhí eispéireas níos saibhre ag na páistí ná mar a bheadh faoi ghnáthchoinníollacha. Chuir tréimhse ama sínte an tionscadail, thar chaitheamh téarma iomlán, le hinfheistíocht shuntasach gach rang, rud a chruthaigh timpeallacht shaibhir ina bhféadfaí foghlaim agus cognaíocht mhion a dhéanamh. Mar thoradh air seo, d’ainneoin dúnadh na músaeim agus na ngailearaithe, mhéadaigh braistint rochtana agus úinéireachta na bpáistí ar oidhreacht chultúrtha Luimnigh (a n-oidhreacht chultúrtha féin). Baineadh an méid seo amach trí sheit ceachtanna i stíl cheardlainne, ar déanadh machnamh ar an struchtúr a bhí orthu, a thug cuireadh do pháistí agus dá múinteoirí na fíricí a bhain le déantáin cultúrtha agus stairiúla agus le húinéireacht a chíoradh, a mbeadh cruthú músaem créatúir hibrideacha a d’fhéadfadh maireachtáil i Luimneach sa todhchaí mar cheann scríbe leis Bíodh agus go raibh amharc-ealaíon agus smaointeoireacht chriticiúil agus chruthaitheach chun cinn, chuir na ceachtanna i stíl ceardlainne agus na hacmhainní naisc shaibhre le réimsí curaclaim eile, ar nós Béarla agus Stair, ar fáil a bhféadfadh múinteoirí tógáil orthu ina gceachtanna. Mar shampla, i measc na rudaí a bhí sa bhosca déantán a bhí ar iasacht ó Mhúsaem Luimnigh bhí camán a d’úsáid imreoir cáiliúil ó Luimneach i gCraobhchomórtas Iomána na hÉireann 1973. D’úsáid múinteoir amháin an camán chun tús a chur le taighde ranga a chur gnéithe difriúla nigh ó 1973, 2018 agus 2020 i gcomparáid lena chéile. Rian luachmhar, nach raibh súil agam leis a d’fhág an tionscnamh seo ná forbairt ghairmiúil na múinteoirí. Chuir a gcuid rannpháirtíochta gníomhaí, agus na páistí á threorú acu trí na gníomhaíochtaí, lena scileanna, lena n-eolas agus lena muinín i dtaobh ábhar ealaíne, fad is a bhí a gcuid feasachta i dtaobh cuir chuige teagaisc atá éagsúil óna gcleachtais féin á mhéadú. Tacaíodh go hiomlán le múinteoirí trí rochtain a thabhairt dóibh ar acmhainní lena áiríodh ábhair ealaíne, pleananna ceachta, físeáin a léirigh conas gualach agus uiscedhathanna a úsáid, bileoga oibre, agus cuir i láthair PowerPoint. Iain Burns, Múinteoir, Scoil Íde Tugann Scoil Íde cuairt ar Mhúsaem Hunt go rialta chun breathnú ar thaispeántais. Rinne daltaí Rang 4 a bhí agam an bhliain acadúil seo caite Ceardlann Na Three Muses agus rinne rang na bliana seo an ABC of the Three Muses. An spreagadh a bhí leis ná dul i ngleic le healaín agus le healaíontóirí sa cheantar máguaird. Bhí an rang, mise mar mhúinteoir, an scoil, na músaeim agus a bhFoireann Oideachais bainteach leis. Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi Roimh shrianta COVID-19, bhí ár scoilse ar bís cuairt a thabhairt ar thrí mhúsaeim Luimnigh. Shíleamar go mbeadh sé dodhéanta i mbliana. Bíodh sin amhlaidh, bhí áthas an domhain orainn a chloisteáil go rachadh an tionscadal ar aghaidh go fíorúil. Is scoil i Deis banda 1 sinn agus ní gnáthrud a bheadh ann dár ndaltaí cuairt a thabhairt ar mhúsaeim, mar sin táimid fíorbhuíoch as rochtain a bheith ag ár bpáistí ar ealaín agus ar dhéantáin mhúsaeim na cathrach agus le cúnamh Dé músclófar iad tabhairt faoi na healaíona agus taitneamh a bhaint astu. Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? Jo-Anne Hine, Ealaíontóir Tharla an chéim ullmhaithe i Meán Fómhair agus Deireadh Fómhair 2020 agus Éire ag tabhairt faoi shrianta COVID-19 Leibhéal 3 agus scoileanna ag filleadh go neirbhíseach i ndiaidh tréimhse dúnta ar cuireadh síneadh leis san earrach agus sa samhradh. Agus sábháilteacht na bpobal scoile mar thosaíocht againn, ní rabhthas inniúil dul ar aghaidh le ceardlanna sna scoileanna agus bhí dánlanna agus músaeim dúnta. Tháinig forbairt ar an tionscadal agus athraíodh é ó cheardlann a bheadh á stiúradh ag ealaíontóir go sraith ceardlann faoi threoir an mhúinteora. Chun éascú a dhéanamh air seo, rinne mé taighde agus scríobh mé aonad oibre uathúil a raibh sraith 6 phlean cheachta mar chuid de, a threoraigh an múinteoir ranga agus a dhaltaí chun go bhfiosróidís na bailiúcháin mhúsaeim agus úsáid á bhaint acu as straitéisí smaointeoireacht chriticiúil agus chruthaitheach a mbeadh réimse deiseanna déanta ealaíne mar thoradh air. Chruthaigh mé acmhainní digiteacha chun tacú le heispéiris teagaisc agus foghlama a raibh teacht ag múinteoirí orthu trí Google Drive. Seachadadh ábhair ealaíne chuig gach scoil acu. Trí athchruthú an tionscadail, ghlac na múinteoirí ranga úinéireacht air agus cumasaíodh iad tabhairt faoi. Spreagadh iad na gníomhaíochtaí molta a fhorbairt, a choigeartú nó a athrú sa tslí agus go gcomhlíonfaidís riachtanais a gcuid daltaí, a suimeanna féin agus a n-amscálaí féin dá mhéid agus go bhféadfaidís. Mar fhreagairt ar ghá le folláine mothúchánach na ndaltaí le linn dtréimhse chomh neamhchinnte seo a chur san áireamh, bhí deiseanna do dhaltaí a gcuid mothúcháin a léiriú sna ceachtanna, go háirithe trí cheacht líníochta gualaigh mar fhreagra ar rogha saothar ealaíne an dalta ó Ghailearaí Ealaíne Chathair Luimnigh. Dhein mé cumarsáid le múinteoirí ag baint úsáide as a rogha modh cumarsáide, glaoch gutháin, Zoom, ríomhphost agus téacsteachtaireachtaí ina measc. D’oir sé seo do mhúinteoirí i dtréimhse a rabhadar fíorghnóthach agus iad faoi strus de bharr iad a bheith ag comhlíonadh a gcuid dualgais i dtaobh COVID-19 agus iad ag déileáil le neamhchinnteacht an tsaoil. I gcás roinnt mhúinteoirí chruthaigh an taithí seo deis forbairt ghairimiúil a dhéanamh i dtaobh a gcuid cuir chuige i dtaca le amharc-ealaín a mhúineadh. Iain Burns, Múinteoir, Scoil Íde Forbraíodh na smaointe trí chomhráite leis an bhFoireann Oideachais ag an músaem maidir leis na rudaí a bhí ag teastáil ó scoileanna agus conas a bhféadfaí é a sheachadadh agus cúrsaí mar a bhí. Scríobh an músaem sraith cheachtanna agus chuaigh an rang i ngleic leo le treoir an mhúinteora ranga agus le tacaíocht Fhoireann Oideachais an mhúsaeim. Seoladh ceachtanna chugam trí ríomhphost agus seachadadh ábhair tacaíochta agus acmhainní chuig an scoil. Bailíodh saothar na bpáistí nuair a bhí deireadh leis na ceachtanna agus seoladh bileog mhachnaimh ó na páistí chuig Foireann Oideachais an Mhúsaeim. Bhí fáil agam ar an bhFoireann Oideachais le haghaidh treorach i gcónaí. Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi Bhí sraith cumarsáide le Adam ag Músaem Hunt agus ansin leis an ealaíontóir Jo-Anne agus an próiseas á mhíniú. Ba mise an comhordaitheoir le haghaidh mo scoile, mar sin labhair mé le Jo-Anne ar an nguthán go leor babhtaí, agus an tionscadal agus na hacmhainní á phlé againn. Thug Jo-Anne acmhainní iontacha le haghaidh gach páiste chuig an scoil. Seoladh pleananna ceachta sonracha amach chugainn chun a chur ar ár gcumas na ranganna a mheaitseáil leis na hacmhainní agus na páistí a ullmhú. Bhí nasc chuig Google Drive ag na ranganna ar fad ina bhféadfadh na páistí Jo-Anne a fheiceáil, a treoracha a leanúint agus a smaointe a chloisteáil. Cén taithí phearsanta a bhí agat ar an tionscadal i dtéarmaí ratha agus dúshlán? Jo-Anne Hine, Ealaíontóir Ar dtús bhí díomá orm nach rachadh na ceardlanna agus na ranganna ar an láthair ar aghaidh mar a beartaíodh. De bharr nach bhféadfainn buaileadh leis na múinteoirí agus leis na páistí go fisiciúil agus a gcuid riachtanais agus a gcuid cumais a mheas agus a phlé, bhraith mé go raibh mé dall ar ghnéithe áirithe agus mé ag tabhairt faoin tionscadal. Nuair a thonaigh mé ag déanamh taighde ar na bailiúcháin agus ag forbairt pleananna ceachta agus acmhainní, tháinig sceitimíní orm de bharr na bhféidearthachtaí a bhain leis an tionscadal. Ba dheacair dom gan ach gníomhaíocht nó dhó a mholadh le haghaidh gach ceacht de bharr saibhreas na mbailiúchán agus na naisc a bhféadfadh a bheith ann leis an gcuraclam agus le réimsí suime. I ndeireadh thiar thall ba rud dearfach é seo a thug cead saor do na múinteoirí agus na daltaí a gcuir chuige maidir leis an gceist fiosraithe nó téama gach ceacht a roghnú. Bhí gníomhaíochtaí fairsingithe san áireamh i ngach ceacht chun freastal ar réimse leathan suimeanna agus cumas. Thuig mé go bhféadfadh sé seo cur as do mhúinteoirí de bharr mhéid an ábhair mholta, mar sin chuir mé in iúl dóibh i mo chuid teagmhálacha seachtainiúla go raibh solúbthacht ann maidir leis an gcur chuige, a bhí fite fuaite sna pleananna ceachta. Iain Burns, Múinteoir, Scoil Íde Shíl mé gur beart iontach ab ea é. Bhí na ceachtanna ar ardchaighdeán agus bhí intinní foghlama soiléire, acmhainní fairsinge agus tacaíochtaí ag baint leo. Bhíodar ábhartha don churaclam, iad dírithe go hoiriúnach agus deis idirdhealaithe iontu. Is maith an rud é i gcónaí comhoibriú le gníomhaireachtaí seachtracha a bhfuil fís shoiléir agus tuiscint ar oideachas páistí acu. Féadfaidh sé seo saibhreas a thabhairt chuig seachadadh an churaclaim nach mbeadh ar chumas roinnt múinteoirí a bhaint amach astu féin de bharr fhairsinge an churaclaim. Chruthaigh COVID-19 dúshláin. Bheadh sé go hiontach dá bhféadfadh ealaíontóirí cuairt a thabhairt ar sheomraí ranga agus ceacht ón tsraith a theagasc. Ní fhéadfaí é seo a dhéanamh agus srianta COVID-19 i bhfeidhm. Deir Kate (Rang 4) gurb é an chuid ab fhearr den tionscadal ná na scéalta faoi na seanrudaí á bhí á choimeád (“the best part of the project was hearing the stories about the old things that we held.”) Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi Ba thaithí iontach é an tionscadal le haghaidh na bpáistí agus le haghaidh na múinteoirí. Bhí an rogha meán, stíleanna agus scileanna thar barr. Léirigh sé dúinne, mar mhúinteoirí, conas ranganna ealaíne a fhorbairt agus gan léim ar aghaidh chuig an táirge deiridh. Is cinnte go gcaithfimid níos mó ama ar an bpróiseas sa todhchaí. Ba é an t-am an t-aon dúshlán. D’fhéadfadh na daltaí níos mó ama a chaitheamh ar gach ceacht. Leanfaimid leis sin anois. Bhí an t-aiseolas ón ngrúpa paistí seo dearfach. Bhí uathu níos mó ama a bheith acu agus an tionscadal a shíneadh tríd an gcréatúr a dhéanamh as cré. Scríobh Charlie (Rang 5) gur shíl sé féin go pearsanta gurb é an chuid ab fhearr den tionscadal ná na hainmhithe hibrideacha, ach go raibh gach rud go hálainn agus gur thaitin an chuid ar an lá deireanach go mór leis nuair a chonaiceadar camán an laoich Joe McKena, go háirithe toisc an bhua deireanach a bhí acu. (I personally think the best part of the project was the hybrid animals but everything was lovely. Oh, and I love the bit on the last day seeing legend Joe McKena’s Hurley, especially after the final win”). Cén tábhacht a bhain leis an tionscadal duit ar fiú a roinnt? Jo-Anne Hine, Ealaíontóir Cuireann an tionscadal seo slí dhifriúil ar fáil tabhairt faoi amharc-ealaín sa seomra ranga bunscoile. Is aonad foghlama suntasach é seo toisc gur sraith chomhghreamaitheach ceachtanna é a chuireann comhthéacs ar fáil le haghaidh déanamh ealaíne agus freagairt agus bailiúcháin músaeim mar spreagadh. Tá gníomhaíochtaí molta le gach ceacht a cheanglaíonn le réimsí ábhair/eolais difriúla agus mar sin is sampla é den slí inar féidir le healaín a bheith ina meán don fhoghlaim sa Bhéarla, sa Stair, sa Mhatamaitic, sa Tíreolaíocht, san Eolaíocht agus sna Teangacha. Mar sin, cruthaítear trasnú ábhar inar féidir foghlaim traschuraclaim shaibhir bhríoch a dhéanamh. Bhí an tslí inar cuireadh an saothar ar taispeáint mar mhúsaem fíorúil, ag baint úsáid as Mozilla Hubs, ina thoradh an-éifeachtach, nuálach agus mealltach trína bhféadfadh pobail uile scoile idirghníomhú le agus nascleanúint trí spásanna fíorúla chun saothair na ndaltaí a fheiceáil. Thóg Adam Stoneman ó Mhúsaem Hunt na spásanna músaeim fhíorúla dúinn. Iain Burns, Múinteoir, Scoil Íde Bhí sé tarraingteach agus ilghnéitheach, dearadh é le hardchaighdeán agus bhí sé ábhartha don churaclam. Bhainfeadh gach bunscoil tairbhe as dul i ngleic leis an gclár. Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi Tá sé tábhacht dár bpáistí an mhistéir a bhaint ón ealaín agus cuairt a thabhairt ar mhúsaeim. Ní bheadh músaeim mar chuid de ghnáth-thaithí na bpáistí seo, mar sin is iontach an teacht atá acu orthu agus an slí a bhfuil na músaeim seo ar bharr na méar acu a thaispeáint dóibh. Ar athraigh aon rud i do chuid oibre mar gheall ar an tionscadal? Jo-Anne Hine, Ealaíontóir Thug an chianobair deis dul i ngleic leis an teicneolaíocht. De bharr nach raibh mé sa seomra ranga chun smaointe a phlé agus teicnící a thaispeáint, d’fhoghlaim mé físghabháil scáileáin a úsáid chun daltaí agus múinteoirí a chur i ngleic leis an tionscadal.. Feicim cúis na scileanna seo a choimeád agus a fhorbairt i dtionscadail amach anseo, fiú nuair a bhíonn deireadh le srianta. Iain Burns, Múinteoir, Scoil Íde Chuir sé léargas difriúil ar fáil ar churaclam na healaíne go háirithe. Bheadh muinín níos mó agam as acmhainní éagsúla a úsáid anois agus ní bheadh aon drogall orm dul i ngleic leis an músaem mar chomhoibrí. Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi D’athraigh. Bheadh dearcadh difriúil againn ar an slí ina gcuirimid ranganna ealaíne i láthair, sheachnóimis na saghsanna píosaí céanna a bheith á chruthú ag gach dalta agus spreagfaimis féiniúlacht. Caithfimid níos mó ama ag forbairt ranganna amharc-ealaíne agus ag teacht ar acmhainní chun tacú leo chomh maith. Liosta Iomlán na Scoileanna & na Múinteoirí atá Rannpháirteach: Scoil Ide, Bóthar an Chorrbhaile, Luimneach – Iain Burns Bunscoil Corpus Christi Maigh Rois Luimneach – Fionnuala Bromell, Diarmuid Hickey, Dympna Gannon, Orfhlaith Prendergast. Bunscoil Naomh Anna, Ráth Caola – Kenneth Brown Spotsolas Ealaíontóir(í): Jo-Anne Hine, Ealaíontóir Is amharc-ealaíontóir agus oideachasóir mé agus bhog mé go hÉirinn le déanaí chun cónaí inti. Creidim go láidir nár cheart eolas a bheith in aonaid stórais aonaracha agus gur féidir na réimsí curaclaim uile a theagasc trí na healaíona, go háirithe sa bhunscoil. Sampla de mo chuid comhoibrithe agus mé i mbun oibre in Cannon Hill Anglican College ná forbairt agus cur i bhfeidhm ábhar ETIME (Eolaíocht Teicneolaíocht Innealtóireacht Maitimitic agus Ealaíona) i gcomhair scoláirí Bhliain a 9, inar oibrigh mé i bpáirt le comhghleacaí a bhí ina múinteoir eolaíochta. Tá céim mháistreachta san Amharc-ealaín agam agus is Príomh-mhúinteoir teistithe mé. D’oibrigh mé le scoláirí bunscoile, scoláirí meánscoile agus le daoine fásta. D’oibrigh mé le hÚdarás Curaclaim agus Measúnachta Queensland le déanaí mar Phríomhoifigeach Oideachais le haghaidh na hAmharc-ealaíne, ról é seo a raibh oiliúint múinteoirí Amharc-ealaíne maidir le siollabais nua le haghaidh scoláirí na Sraithe Sinsearaí mar chuid de. Chomhscríobh mé téacsleabhar Amharc-ealaíne le haghaidh scoláirí sinsearacha. Bhí mé i m’Uachtarán ar Chumann Múinteoirí Ealaíne Queensland le déanaí agus chruthaigh mé acmhainní i gcomhair Mhúsaem Brisbane, Leabharlann Stáit Queensland agus Dánlann Queensland. Múinteoir(í): Liosta Iomlán na Scoileanna & na Múinteoirí atá Rannpháirteach: - Scoil Ide, Bóthar an Chorrbhaile, Luimneach - Iain Burns - Bunscoil Corpus Christi Maigh Rois Luimneach - Fionnuala Bromell, Diarmuid Hickey, Dympna Gannon, Orfhlaith Prendergast. - Bunscoil Naomh Anna, Ráth Caola - Kenneth Brown Iain Burns, Múinteoir, Scoil Íde Tá mé ag múineadh le beagnach 20 bliain. Mhúin mé san Eoraip, San Áis agus in Éirinn. Bhí mé ar iasacht leis an CNCM in Éirinn chun oibriú ar athfhorbairt Churaclaim na Bunscoile agus Churaclam nua na Matamaitice. Tá taithí fhairsing agam ar dul i ngleic le cleachtas comhoibríoch, i Choláiste Mhuire gan Smál ach go háirithe, áit ar oibrigh mé le léachtóir agus ar fhoilsigh mé saothar maidir le modúl leantach ar Fheasacht Tíreolaíochta. Fionnuala Bromell, Múinteoir, Bunscoil Corpus Christi Is sealbhóir poist mé i gcomhair na n-Ealaíon Cruthaitheach i mBunscoil Corpus Christi. Táimid mar chuid de chlár na Scoileanna Ildánacha arna maoiniú ag an gComhairle Ealaíon. An bhliain seo caite bhíomar i measc na scoileanna a bhí bainteach leis an gclár ealaíne Better Words le haghaidh E.V.A. D’oibrigh ár bpáistí i bpáirt le healaíontóirí cónaitheacha sa scoil agus thugadar cuairt ar Áras Nua-Ealaíne na hÉireann agus cuireadh deireadh leis an tionscadal le foilseachán inar bronnadh leabhair na bpáistí féin orthu. Tá baint dlúth agam leis na healaíona mothúchánacha i mBunscoil Corpus Christi, agus léirímid ceoldrámaí móra gach dara bliain a théann chun stáitse in Institiúid Teicneolaíochta Luimnigh. Is buaiteoirí gradaim Bord Gais Energy sinn sa drámaíocht. Scríobhaimid agus soláthraímid scannáin nuascríofa chomh maith agus bhuamar gradaim Fresh Film trí huaire. Eile: (Coimeádaí, gníomhaireacht): Comhthionscnamh le haghaidh na n-ealaíon san oideachais idir Músaem Hunt, Gailearaí Ealaíne Chathair Luimnigh agus Músaem Luimnigh is ea na Three Muses, a seoladh i Samhain 2019. Feidhmíonn sé ar mhaithe le rochtain ar, úinéireacht ar agus taitneamhacht na dtrí bhailiúchán i músaeim Luimnigh a mhéadú agus é dírithe ar amharc-ealaín nua-aimseartha agus chomhaimseartha. Tá ceardlanna, imeachtaí agus acmhainní digiteacha mar chuid den chlár. Maoiníonn Comhairle Cathrach agus Contae Luimnigh agus Músaem Hunt é. Ealaíontóir(í) Jo-Anne Hine Múinteoir(í) Fionnuala Bromell Iain Burns Diarmuid Hickey Orfhlaith Prendergast Dympna Gannon Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Corpus Christi Primary School, Moyross, Limerick, Scoil Ide, Corbally Road, Limerick, St Anne’s Primary School, Rathkeale, Limerick Rannpháirtithe Réigiún Aois/Rang 8 -11 bhliain Dátaí Bhí na hacmhainní sna scoileanna agus iad réidh le tosú an chéad seachtain de mhí na Samhna, 2020. Seoladh an taispeántas fíorúil i lár mhí na Nollag 2020. Naisc Link to the Main Gallery, which introduces the project: hubs.mozilla.com/ExYxDtG/abc-of-the-three-muses-virtual-exhibition/ Link to The Hunt Museum Blog outline of the project huntmuseum.com/2020/12/15/childrens-imaginations-still-soar-despite-restrictions/ Ceannaireacht Ghníomhaireacht The Hunt Museum Comhpháirtithe eile Limerick City Gallery of Art, Limerick Museum Príomhthéamaí / línte fiosrúcháin Bailiúcháin músaeim a iniúchadh mar spreagadh i gcomhair ealaín a dhéanamh, lena n-áirítear créatúr hibrideach a chruthú a bheidh le feiceáil i músaem ranga; na naisc idir rudaí agus a lipéid mhúsaeim a iniúchadh trí smaointeoireacht chriticiúil agus chruthaitheach; breathnú géar a mbeidh líníochtaí agus scríbhneoireacht maidir leis agus mar gheall ar na déantáin mar thoradh air; bailiúcháin a iniúchadh ag baint úsáide as rochtain dhigiteach agus as dul i ngleic le fíor-rudaí go fisiciúil. Snáitheanna Curaclaim Ealaín, Stair, Teangacha, Tíreolaíocht, Matamaitic, Béarla, teangacha labhartha agus scríofa. Taighde nó foilseacháin ábhartha Brown, A, Hine, J, Peachey, A, Seidel, J, Shead, L, Towers, D 2019, Creative Inquiry, Cambridge University Press, Melbourne. Limerick City Gallery of Art 1999, Kingdom of Heaven, Gandon Editions, Corcaigh. The Hunt Museum 2002, The Hunt Museum: Essential Guide, Scala Publishers, Londain. Uribe, K 2018, ABC the Alphabet of Bilbao Museum exhibition catalogue, Bilboko Arte Ederren Museoa, Bilbao. Rian luachmhar, nach raibh súil agam leis a d’fhág an tionscnamh seo ná forbairt ghairmiúil na múinteoirí. Chuir a gcuid rannpháirtíochta gníomhaí, agus na páistí á threorú acu trí na gníomhaíochtaí, lena scileanna, lena n-eolas agus lena muinín i dtaobh ábhar ealaíne, fad is a bhí a gcuid feasachta i dtaobh cuir chuige teagaisc atá éagsúil óna gcleachtais féin á mhéadú.Jo-Anne Hine