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Refine by Region Refine by Art Form Refine by School Level Cubes and Compromise Cubes & Compromise – Visual artist Helen Barry engaged in a 12-week collaborative residency with 1st class children in the Muslim National School, Clonskeagh. Together they explored components of Islamic art and design using a cross-curricular approach. The project was child-led; the children had much broader ambitions of what could be explored through art and creativity. One of the objectives for Helen was to clarify her methodology and approach to collaborative practice within the context of Aistear: the Early Childhood Curriculum Framework. The residency was supported by The Arts Council’s bursary awarded to Helen in 2013/14. Tell us the story of your project – What was it about? Who was involved? How did you begin? Helen Barry, Artist My decision to approach the Muslim National School was instigated by key themes of my own studio work. I use many of the principals of geometry and symmetry found in Islamic art and architecture in the design and creation of my own work. A strong aspect of my work examines the architectural spaces of sacred buildings and the communities that use these spaces. I had also just completed another residency with senior infants in Rathfarnham Educate Together National School and I wanted to base myself in a school that had a completely different ethos. It seemed a natural choice to invite children of a similar age and a teacher from the Muslim National School to join me in a 12-week collaborative residency. I asked the children’s teacher June Kelly to feed directly into the sessions and guide me as to the relevance of what we were doing in relation to the curriculum. I am interested in learning about the pedagogical development of children and how creativity can enhance cross-curriculum learning. My work with early years children had become an integral part of my practice and I wanted to challenge my approach to and understanding of collaboration and how this impacted on my work and why I was compelled to work this way. One of the objectives was to clarify my methodology and approach to collaborative work within the context of Aistear: the Early Childhood Curriculum Framework. This residency was made possible through The Arts Council’s young peoples and children’s bursary award scheme I received in 2013/14. June Kelly, Class Teacher Helen Barry arrived to our school, The Muslim National School, last September beaming with enthusiasm to complete a 12-week collaborative residency. The children took to her immediately and she developed a very strong rapport with them. The focus of the project initially was geometry and symmetry. Both geometry and symmetry are a major focus in Islamic Art and Islamic architecture. On Helen’s first visit, when we got to see samples of her work, it was clear that there were strong parallels between her work and Islamic Art. How were the ideas developed and how did the young people, artist and teacher work together? Helen Barry, Artist Initially I had proposed to explore elements of maths, geometry and Islamic design with the children and very quickly it was clear that the children had their own ideas of how we would actually do this and lots of other things. My approach to collaborative work allows the children to lead the direction and content of the work; this in turn influences the overall process and techniques we use. As my own work primarily focuses on sculpture we started with exploring and constructing 3D spaces. We used a lot of non-traditional art techniques and materials as we moved about measuring the room together; we asked a lot of questions, chatted, laughed, shared stories, worked in pairs and we rarely seemed to sit down. I tend to work on a very large scale with children; using our entire bodies in the creative process from lying on the ground to climbing into spaces, exploring under the tables to building installations. This also demands the practical involvement of the teacher, which was given enthusiastically and consistently by teachers, staff and, at times, assistance from older children. Even though I was keen to use maths and geometry as strong central themes we veered off through many different areas of the curriculum that demonstrated the richness of the children’s skills and interests. The children’s oral skills were particularly strong. They had a wonderful ability to present images of family life and how important it was to share. Their imaginations had few boundaries and the groups’ playful dynamic supported me to be more open to their ideas and to test out new media. As the weeks progressed I realized that it is not only the children and teachers who must be open to the process of experimenting but the artist too as things do not always go according to plan. We used shadow puppetry to explore their strong sense of storytelling, filming their characters coming to life using the sunlight streaming into the classroom. English was not a first language for many of the children yet they created a varied narrative for their plays overcoming many language difficulties. June Kelly, Class Teacher On Helen’s first visit she showed samples of her work from her website. The children were completely in awe. Over the twelve weeks the children made shadow puppets and created their own shadow puppet performances and they also helped created the spectacular stained glass effect silhouette cubes. It felt like Helen was merely guiding the children and they came up with most the ideas and did a lot of the work. Mrs Altawash, Ms. Davin-Park and I also helped guide the whole process along. What aspects of the project made you smile? What aspects of the project made you feel challenged? Helen Barry, Artist There were many elements that made me smile throughout the residency from the children’s enthusiasm and their delight in trying to teach me Arabic, Sarah’s Story telling of her Uncle’s bee hives on the roof of a building in North Africia and producing enough honey for his family, Ms Asiyo Altawash’s practical solutions to my overly complex ones and much more. Throughout all my residencies I need to ensure that what we are doing is relevant to my own work. We followed a number of different lines of enquiry and I often found it challenging to correlate one strand with another and where it related to my own work. The children were curious, playful and very giving and I wanted to capture this essence in what we would create. I struggled with how this would come together with what we were exploring and where it sat with my own work. As we created our final pieces two women who walked through the space we were working in each week observed that our cubes were reflective of ‘The Kabba’ in Mecca and the images reminded them of the energy of children. I could not have had more positive feedback. June Kelly, Class Teacher I thoroughly enjoyed the children’s puppet shows, using shadow puppets. It was great to see them so motivated and engaged during their performances. I also enjoyed watching the children when they used the quills for writing. Their curiosity and enthusiasm was infectious. I found the spontaneity of process quite challenging, in that I am so used to planning my lessons with an end vision or product in mind. I had to take a step back as the children played a huge role in deciding what direction this project would go in. It was a huge and effective learning curve for me. What insights from the project are worth sharing? (These may seem small, but are significant to you) Helen Barry, Artist The children were at different levels, for some languages proved to be an initial obstacle but there were children in the class who had special needs and I found that when using a creative approach, it was not apparent as to who these children were. I always ask the children what do they know about ‘artists’. The children in the Muslim National School were the first to say artists were men and women, in all other schools the children say artist are men. June Kelly, Class Teacher Sometimes as teachers we may over-plan activities and lessons and in doing so we are perhaps guilty of curtailing the children’s creativity. Has anything changed as a result of the project? Helen Barry, Artist I have become more confident in allowing the process to go in directions that are new both in terms of the mediums we use and more importantly the content of what we are exploring. I am more open to allowing the children have stronger role in where we are going to go. I have returned to the Muslim National School to do a second residency, this time with younger children in Junior Infants and this is running concurrently with a second residency with the Dominican National School in Dun Laoghaire. This residency is being supported by The Arts Council YPCE Bursary award 2015. June Kelly, Class Teacher For me personally, I think something has changed. I am hopeful that I will be more confident in allowing the children have much more input into my art lessons. It’s okay to deviate from the plan and never to underestimate their ideas and input. I also hope in future in my art lesson to completely restrict my use of templates in order to further the children’s opportunity to be more creative. Spotlight Artist(s): Helen Barry - I am a visual artist who engages in a collaborative practice with early years children. They inspire and challenge how I approach my work and have become a driving force in curating the content of and editing my work. My residences with early years children have provided me with a testing ground to thoroughly explore my ideas and inspire new works. I believe that creativity is crucial to the holistic wellbeing and development of the child. Creativity across all disciplines supports cognitive, emotional, pedagogical and social development. My collaborative practice being supported by the Arts Council and I have been awarded a second Young People & Children Bursary Award. My other early years arts initiatives include ‘I See You, I Hear You’ seminar and documentary 2013 https://vimeo.com/67000747; ‘Matisse: Drawing With Scissors’ dlr lexicon 2015; ‘Artist At Work’ residency with DLRCC arts office, dlr lexicon; ‘You Can Play Too!’ interactive arts programme for parents/children and book of the same name I wrote and illustrated 1998; ‘Learning about Learning’ DLR creative practitioners https://dlrprimaryarts.wordpress.com residency profiled on ‘Arts In Education’ Department Of Education online portal; Curator/artist ‘Seilmide’ arts initiative co- created with and for early years children https://towersanddomes.wordpress.com/; My Current early years residencies include junior infants Muslim N. S. and senior infants Dominican N. S. Teacher(s): June Kelly - I have been teaching in the Muslim National school for over ten years now. I have taught a variety of classes throughout my time in the school. Art as always been a subject that I enjoy teaching so I was very keen when the opportunity was presented to me to get to work with a ‘real’ artist for 12 weeks. I had never taken in part in a project like this and I really enjoyed being part of the whole process. I also found it to be a great learning experience for me professionally and personally. Artist(s) Helen Barry Teacher(s) June Kelly Sinead Davin Park (Learning Support Teacher) Asiyo Altawash (Special Needs Assistant) Artforms School Level School/ Participant Group Muslim National School Participants Region Age/Class 1st Class / 6-7 year olds Dates Sept-Dec 2014 / Aug 2015 Weblinks Key themes/ lines of enquiry Creative approaches to cross curriculum learning Aistear: the Early Childhood Curriculum Framework Curriculum Strands English Strand : Oral language English Strand Units: Emotional and imaginative life through oral language, Developing competence and confidence in using language, and Developing cognitive abilities through language Maths; Shape and Space. History; Story. Drama: To explore feelings, knowledge and ideas leading to understanding. Art: Drawing, Print, Construction, Fabric and Fibre. For me personally, I think something has changed. I am hopeful that I will be more confident in allowing the children have much more input into my art lessons. It’s okay to deviate from the plan and never to underestimate their ideas and input. Class teacher, June Kelly Similar Projects Learning About Learning Artist Helen Barry works with Teacher Joanna McCallig and Junior Infant children from Dominican National School, Dun Laoghaire.
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Cubes and Compromise An t-amharcealaíontóir Helen Barry i mbun cónaitheachta comhoibríoch 12 sheachtain le leanaí rang 1 i Scoil Náisiúnta na Moslamach, Cluain Sceach. Rinne siad iniúchadh le chéile ar chomhpháirteanna d’ealaín agus dearadh Ioslámach ag úsáid cur chuige traschuraclaim. Faoi stiúir an linbh, bhí uaillmhianta i bhfad níos leithne ag na leanaí faoi cad a d’fhéadfaí a iniúchadh trí ealaín agus tríd an gcruthaitheacht. Ar cheann de na cuspóirí a bhí ag Helen bhí sí ag iarraidh a modheolaíocht agus a cur chuige maidir le cleachtas comhoibríoch laistigh de chomhthéacs Aistear: Creatchuraclam na Luath-Óige a shoiléiriú. Fuair an chónaitheacht tacaíocht ó sparánacht na Comhairle Ealaíon a bronnadh ar Helen in 2013/14. Inis scéal do thionscadail dúinn – céard faoi a bhí sé? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? Helen Barry, Ealaíontóir Shocraigh mé dul chuig Scoil Náisiúnta na Moslamach mar gheall ar phríomhthéamaí atá i mo shaothar stiúideo féin. Úsáidim go leor de phrionsabail na geoiméadrachta agus na siméadrachta a fhaightear in ealaín agus in ailtireacht Ioslámach nuair a bhíonn mo shaothar féin á dhearadh agus á chruthú agam. Déantar imscrúdú i ngné láidir de mo shaothar ar spásanna ailtireachta i bhfoirgnimh naofa agus ar na pobail a úsáideann na spásanna sin. Táim díreach tar éis cónaitheacht eile a chur i gcrích freisin le naíonáin shinsearacha i Scoil Náisiúnta Ag Foghlaim le Chéile i Ráth Fearnáin agus bhí fonn orm oibriú i scoil ina raibh éiteas a bhí go hiomlán difriúil. Ba rogha nádúrtha a bhí ann cuireadh a thabhairt do leanaí ar chomhaois agus ar mhúinteoir ó Scoil Náisiúnta na Moslamach a bheith in éineacht liom i gcónaitheacht chomhoibríoch 12 sheachtain. D’iarr mé ar mhúinteoir na leanaí June Kelly ionchur díreach a thabhairt sna seisiúin agus mé a threorú maidir le chomh hábhartha is a bhí an méid a bhí ar siúl againn ó thaobh an churaclaim de. Tá spéis agam foghlaim faoi fhorbairt oideolaíoch leanaí agus conas is féidir leis an gcruthaitheacht foghlaim thraschuraclaim a fheabhsú. Tá an obair a dhéanaim le leanaí na luathbhlianta ina cuid lárnach de mo chleachtas anois agus theastaigh uaim dúshlán a thabhairt don chur chuige a bhí agam féin maidir le comhoibriú agus mo thuiscint air sin agus an tionchar a bhí aige sin ar mo shaothar agus an chúis go raibh fonn orm oibriú ar an mbealach sin. Ar cheann de na cuspóirí a bhí agam bhí mé ag iarraidh mo mhodheolaíocht agus mo chur chuige maidir le cleachtas comhoibríoch laistigh de chomhthéacs Aistear: Creatchuraclam na Luath-Óige a shoiléiriú. Bhíothas in ann an chónaitheacht seo a chur ar bun trí scéim dámhachtana sparánachta na Comhairle Ealaíon do dhaoine óga agus leanaí in 2013/14. June Kelly, Múinteoir Ranga Tháinig Helen Barry isteach anseo againn, ag Scoil Náisiúnta na Moslamach i mí Mheán Fómhair seo caite agus í ar bís chun cónaitheacht chomhoibríoch 12 sheachtain a chur i gcrích. Rinne na leanaí teanntás uirthi go tapa agus bhí sí an-mhór leo. Díríodh an tionscadal ar dtús báire ar gheoiméadracht agus siméadracht. Dírítear go láidir ar gheoiméadracht agus ar shiméadracht in Ealaín Ioslámach agus in ailtireacht Ioslámach. Ón gcéad chuairt sin a thug Helen, tráth a bhfaca muid samplaí dá cuid saothair, ba léir go raibh cosúlachtaí móra idir a saothar agus Ealaín Ioslámach. Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? Helen Barry, Ealaíontóir Bhí sé i gceist agam ar dtús báire gnéithe de dhearadh na matamaitice, na geoiméadrachta agus an dearadh Ioslámach a scrúdú in éineacht leis na leanaí agus go tapa ba léir go raibh smaointe dá gcuid féin ag na leanaí faoi conas a bheimis á dhéanamh sin agus faoi go leor rudaí eile. Mar gheall ar an gcur chuige a ghlacaim i dtaca le hobair chomhoibríoch bíonn deis ag na leanaí a bheith i mbun threo agus ábhar na hoibre iad féin; bíonn tionchar aige sin ansin ar an bpróiseas foriomlán agus ar na teicnící a úsáidimid. Toisc go ndíríonn mo shaothar féin go príomha ar dhealbhóireacht thosaíomar amach ag iniúchadh agus ag tógáil spásanna 3D. Bhaineamar leas as go leor teicnící agus ábhar ealaíne neamh-thraidisiúnta de réir mar a bhogamar thart ag tomhais an tseomra le chéile; d’iarramar go leor ceisteanna, bhíomar ag caint is ag comhrá, ag gáire, ag insint scéalta dá chéile, ag obair i mbeirteanna agus is annamh a shuigh aon duine síos. Is gnách liomsa oibriú ar scála an-mhór le leanaí; muid ag cur ár gcolainne go léir ag obair sa phróiseas cruthaitheach idir a bheith inár luí ar an talamh agus ag léim isteach i spásanna, ag scrúdú faoi na boird agus ag tógáil suiteálacha. Ar ndóigh caithfidh an múinteoir a bheith rannpháirteach go praiticiúil freisin, rud a rinne múinteoirí le fonn agus go spleodrach i gcónaí, agus go deimhin bhí an fhoireann rannpháirteach freisin agus, uaireanta, fuaireamar cúnamh freisin ó na leanaí níos sine. Cé go raibh fonn orm matamaitic agus geoiméadracht a úsáid mar lárthéamaí láidre d’imíomar uathu trí réimsí an-difriúla den churaclam, rud a léirigh saibhreas scileanna agus spéiseanna na leanaí. Bhí na scileanna cumarsáide ó bhéal a bhí ag na leanaí an-láidir go háirithe. Bhí cumas breá acu íomhánna de shaol an teaghlaigh a chur i láthair agus chomh tábhachtach is a bhí sé iad a roinnt. Is beag rud nach raibh siad in ann a shamhlú agus de bharr chomh spraíúil is a bhí na grúpaí bhí níos mó fonn ormsa éisteacht lena gcuid smaointe agus modhanna nua a thriail. De réir mar a chuaigh na seachtainí ar aghaidh thuig mé nach iad na leanaí agus na múinteoirí amháin a chaithfidh a bheith sásta rudaí nua a thriail ach an t-ealaíontóir freisin toisc nach dtéann rudaí i gcónaí de réir mar a bhíonn siad beartaithe. D’úsáideamar scáth-phuipéadóireacht chun an cumas láidir scéalaíochta a bhí acu a iniúchadh, agus rinneamar scannán agus iad ina gcarachtair agus muid ag úsáid solas na gréine ag scaladh isteach sa seomra ranga. Níorbh é an Béarla céad teanga cuid mhaith de na leanaí ach fós féin chruthaigh siad scéilíní éagsúla dá gcuid drámaí agus iad ag fáil an cheann is fearr ar go leor deacrachtaí teanga. June Kelly, Múinteoir Ranga Ar an gcéad chuairt a thug sí thaispeáin sí samplaí dá saothar óna suíomh Idirlín. Bhí na leanaí faoi gheasa aici. Thar an dá seachtaine déag rinne na leanaí scáth-phuipéid agus chum siad a léiriúcháin scáth-phuipéid féin agus chuidigh siad freisin chun ciúbanna scáthchrutha iontacha le cuma gloine dhaite orthu a chruthú. Shílfeá nach raibh Helen ach díreach ag treorú na leanaí agus is iad féin a chuimhnigh ar formhór na smaointe agus a rinne formhór na hoibre. Chuidigh an tUasal Altawash, an tUasal Davin-Park agus mé féin freisin leis an bpróiseas ar fad. Cé na gnéithe den tionscadal seo a chuir meangadh gáire ort? Cé na gnéithe den tionscadal seo a thug do dhúshlán? Helen Barry, Ealaíontóir Is iomaí rud a chuir meangadh gáire orm ar feadh na cónaitheachta idir dhíograis na leanaí agus an ríméad a bhí orthu agus iad ag iarraidh Araibis a mhúineadh dom, go dtí na scéilíní a d’inis Sarah faoi choirceoga a cuid uncailí ar dhíon foirgnimh i dTuaisceart na hAfraice agus iad ag táirgeadh dóthain meala dá theaghlach, go dtí na réitigh phraiticiúla go léir a bhí ag Asiyo Altawash agus na réitigh róchasta a bhí agamsa ar rudaí agus go leor leor rudaí eile. Ní mór dom a chinntiú le linn mo chuid cónaitheachtaí go léir go bhfuil an méid a bhíonn ar siúl againn ábhartha do mo chuid oibre féin. D’fhiosraíomar roinnt roghanna agus ba dheacair liom uaireanta snáithe amháin a cheangal le ceann eile agus cén bhaint a bhí aige le mo chuid oibre féin. Bhí na leanaí fiosrach, spraíúil agus an-ghnaíúil agus bhí mé ag iarraidh na tréithe sin a bheith le feiceáil sa mhéid a bheadh cruthaithe againn. Bhí mé ag streachailt le conas a thiocfadh sé seo ar fad le chéile leis an méid a bhí á iniúchadh againn agus cé chomh hoiriúnach is a bhí sé do mo chuid oibre féin. De réir mar a chruthaíomar ár bpíosaí deiridh thug beirt bhan a bhí ag dul thart san áit a rabhamar ag obair gach seachtain faoi deara go raibh ár gciúbanna cosúil leis an ‘Kabba’ i Meice agus gur chuir na híomhánna fuinneamh leanaí i gcuimhne dóibh. Ní fhéadfainn aiseolas níos dearfaí ná sin a fháil. June Kelly, Múinteoir Ranga Thaitin Seónna Puipéid na leanaí go mór liom, agus scáth-phuipéid in úsáid acu. Ba iontach an rud iad a fheiceáil ar bís agus iad chomh tógtha lena gcuid léirithe. Ba bhreá an rud é freisin a bheith ag féachaint ar na leanaí nuair a d’úsáid siad na cleití i gcomhair scríbhneoireachta, ní fhéadfá gan a bheith fiosrach agus ar bís in éineacht leo. Ní raibh an aisteoireacht ar ala na huaire éasca i gcónaí, sa mhéid is go bhfuil cleachtadh agam féin ar mo cheachtanna a phleanáil agus bíonn fís nó táirge deiridh i m’intinn agam i gcónaí. B’éigean dom seasamh siar toisc go raibh ról mór millteach ag na leanaí ag socrú cén treo a rachadh an tionscadal. Is iomaí rud nua a d’fhoghlaim mé féin. Cé na léargais ón tionscadail ar fiú a roinnt? (B’fhéidir go ndéarfá gur cinn bheaga iad seo, ach go bhfuil siad tábhachtach duitse) Helen Barry, Ealaíontóir Bhí leibhéil éagsúla cumais ag na leanaí, chuir an teanga bac ar dtús báire ar roinnt acu ach bhí leanaí sa rang a raibh riachtanais speisialta acu agus fuair mé amach nuair a d’úsáid mé cur chuige cruthaitheach, nach raibh sé chomh feiceálach cérbh iad na leanaí sin in aon chor. Fiafraím i gcónaí de na leanaí cad atá ar eolas acu faoi ‘ealaíontóirí’, ba iad na leanaí i Scoil Náisiúnta na Moslamach na chéad leanaí a dúirt gur fir agus mná iad na healaíontóirí, sna scoileanna eile go léir is fir iad na healaíontóirí, dar leo. June Kelly, Múinteoir Ranga Uaireanta tarlaíonn sé go ndéanaimid mar mhúinteoirí an iomarca pleananna i gcomhair gníomhaíochtaí agus ceachtanna mar sin b’fhéidir uaireanta go gcuirimid srian ar chruthaitheacht na leanaí i ngan fhios dúinn féin fiú. Ar athraigh aon rud mar gheall ar an tionscadal? Helen Barry, Ealaíontóir Nílim chomh drogallach anois ligean don phróiseas dul i dtreonna nua i dtéarmaí na modhanna a úsáidimid agus níos tábhachtaí ná sin ó thaobh an ábhair ar a bhfuilimid ag déanamh iniúchadh. Táim sásta ról níos láidre a thabhairt do na leanaí anois faoin treo ina bhfuilimid ag dul. Táim tar éis filleadh ar Scoil Náisiúnta na Moslamach chun an dara cónaitheacht a dhéanamh inti, an uair seo le leanaí níos óige sna Naíonáin Shóisearacha agus tá sé ag tarlú ag an am céanna le cónaitheacht eile le Scoil Náisiúnta na nDoiminiceach i nDún Laoghaire. Tá tacaíocht ag an gcónaitheacht seo ó dhámhachtain Sparánachta na Comhairle Ealaíon do Dhaoine Óga agus Leanaí 2015. June Kelly, Múinteoir Ranga Airím féin go pearsanta go bhfuil athrú éigin tarlaithe. Táim dóchasach go mbeidh fonn orm as seo amach ionchur níos mó a thabhairt do na leanaí i mo chuid ceachtanna Ealaíne. Tá sé ceart go leor imeacht ón bplean agus níor cheart beag is fiú a dhéanamh riamh dá gcuid smaointe agus dá n-ionchur. Tá súil agam freisin amach anseo i mo cheacht Ealaíne deireadh iomlán a chur leis an úsáid a bhainim as teimpléid d’fhonn deis bhreise a thabhairt do na leanaí a bheith níos cruthaithí. Spotsolas Ealaíontóir(í): Helen Barry Is amharcealaíontóir mé a bhíonn ag gabháil do chleachtas comhoibríoch le leanaí na luathbhlianta. Tugann siad inspioráid agus dúshlán dom maidir leis an gcaoi a dhéanaim mo chuid oibre agus tá siad ina gceannródaithe agam anois i mbun coimeádaíochta ar ábhar mo shaothair agus i mbun eagarthóireachta air. Tugann na cónaitheachtaí a bhíonn agam le leanaí luathbhlianta láthair thástála dom chun mo smaointe a chíoradh go mion agus chun inspioráid a fháil le haghaidh saothar nua. Creidim go bhfuil an chruthaitheacht ríthábhachtach le haghaidh leas agus forbairt iomlánaíoch an linbh. Tacaíonn an chruthaitheacht thar gach disciplín le forbairt chognaíoch, mhothúchánach, oideolaíoch agus shóisialta. Faigheann mo chleachtas comhoibríoch tacaíocht ón gComhairle Ealaíon agus tá an dara Dámhachtain Sparánachta le haghaidh Daoine Óga & Leanaí bronnta orm. I measc na dtionscnamh ealaíon eile a bhí agam le leanaí luathbhlianta bhí an seimineár agus an clár faisnéise ‘I See You, I Hear You’ in 2013https://vimeo.com/67000747; ‘Matisse: Drawing With Scissors’ dlr lexicon 2015; an chónaitheacht ‘Artist At Work’ le hoifig ealaíon DLRCC, dlr lexicon; ‘You Can Play Too!’ clár idirghníomhach ealaíon le haghaidh tuismitheoirí/leanaí agus leabhar leis an ainm céanna a scríobh agus a mhaisigh mé in 1998; ‘Learning about Learning’ Cleachtóirí cruthaitheacha DLR https://dlrprimaryarts.wordpress.com bhí an chónaitheacht i gceist ar thairseach ar líne na Roinne Oideachais ‘Arts In Education’ ; Tionscnamh ealaíon le haghaidh coimeádaithe/ealaíontóirí ‘Seilmide’ á chomhchruthú le leanaí luathbhlianta agus do na leanaí sin https://towersanddomes.wordpress.com/; Áirítear le mo chónaitheachtaí luathbhlianta reatha na naíonáin shóisearacha i S.N na Moslamach agus na naíonáin shinsearacha i S.N. na nDoiminiceach. Múinteoir(í): June Kelly. Táim ag múineadh i Scoil Náisiúnta na Moslamach le breis is deich mbliana anois. Tá ranganna éagsúla múinte agam ó thosaigh mé ag múineadh anseo. Bhain mé sásamh riamh as ealaín a mhúineadh mar sin bhí an-fhonn go deo orm dul ag obair le healaíontóir ‘gairmiúil’ ar feadh 12 sheachtain. Ní raibh mé páirteach i dtionscadal mar seo riamh cheana agus bhain mé an-sult as a bheith páirteach sa phróiseas ar fad. Mheas mé freisin go bhfuair mé taithí bhreá foghlama as ar bhonn gairmiúil agus pearsanta. Ealaíontóir(í) Helen Barry Múinteoir(í) June Kelly Sinead Davin Park (Learning Support Teacher) Asiyo Altawash (Special Needs Assistant) Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Muslim National School Rannpháirtithe 28 leanbh Réigiún Aois/Rang Rang 1, leanaí idir 6-7 mbliana d’aois Dátaí Meán Fómhair-Nollaig 2014 Píosa comhoibritheach a suiteáladh i Lúnasa 2015 Naisc Príomhthéamaí / línte fiosrúcháin Thacaigh dámhachtain Sparánachta na Comhairle Ealaíon do Dhaoine Óga agus Leanaí leis an gcónaitheacht seo. Cineálacha cur chuige cruthaitheacha maidir le foghlaim thraschuraclaim Aistear: Creatchuraclam na Luath-Óige Snáitheanna Curaclaim Snáithe an Bhéarla: Teanga bhéil Snáithaonaid Béarla: Saol lán le mothúchán agus samhlaíocht a fhorbairt trí theanga bhéil, Inniúlacht agus muinín a fhorbairt in úsáid teanga, agus cumais chognaíocha a fhorbairt trí theanga Matamaitic; Cruth agus Spás. Stair; Scéalaíocht. Drámaíocht: Chun mothúcháin, eolas agus idéanna a iniúchadh d'fhonn tuiscint a chothú. Ealaín: Líníocht, Prionta, Tógáil, Fabraic agus Snáithín. Airím féin go pearsanta go bhfuil athrú éigin tarlaithe. Táim dóchasach go mbeidh fonn orm as seo amach ionchur níos mó a thabhairt do na leanaí i mo chuid ceachtanna Ealaíne.June Kelly, Múinteoir Ranga Similar Projects Learning About Learning D’oibrigh an t-ealaíontóir, Helen Barry, le Naíonáin ag an mBunscoil Dhoiminiceach i nDún Laoghaire mar chuid de chónaitheacht Artist At Work.