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Refine by Region Refine by Art Form Refine by School Level A Sensory Experience of Place Tell us the story of your project – What was it about? Who was involved? How did you begin? Leanne Kyle, Teacher We were working with Kids’ Own Publishing Partnership on a project called Virtually There. In this project the artist doesn’t actually come into the classroom. We correspond mostly via the interactive whiteboard. I was ICT coordinator and this project really appealed to me. It was different and offered a new experience for me and the children. Initially the artist (Lisa) came to meet us at the school. It was great day because we were able to chat and have a planning session. We went on a walk around the school. We decided to use nature and the actual school environment as a beginning point. I wanted to use the school garden and create links to the eco-school ethos. We tied this all together into a project which focused on the topic of ‘senses’. This topic is very popular and suitable for P2 and 3. Later we narrowed this down further to the sense of touch with many trips outside working with the trees. It was Autumn time so we began to focus on the leaves. Lisa taught a ‘leaf dance’. From here, it just took off with a focus on nature and touch. Lisa Cahill, Artist My ‘Virtually There’ journey with Kids’ Own Publishing Partnership, Leanne Kyle and the P2 & 3 Class of Aughnacloy began in September 2016. At this time I was also Dance Artist in Residence at the Froebel Department of Primary and Early Childhood Education at Maynooth University. The Autumn of 2016 marked the final phase of the three year residency. I had received an Arts Council, Young People Children and Education (YPCE) Bursary Award. The focus of my investigations included the development of frames and activities that engaged the sensory body in the outdoor environment of a school site. Over those Autumnal and Winter months the creative journey with many partners unfolded. Developing the body’s sensory attunement through engagement with the site is an important element of my practice. I was spending a lot of time outside. I was out in the garden , fields, orchards, forested areas of the University campus. My explorations involved movement, writing, art making, gathering sounds and natural materials, reading and learning more and more about the natural environment that I was in. I wanted to bring these explorations into the Virtually There project. I really looked forward to sharing these with Leanne and the children. I wanted to notice and hear their responses through multiple and different forms of documentation. I wanted to see what emerged through our collective journey. Leanne shared my curiousity in this discovery process as we set about investigating: - Sensory bodies; - Going out and spending time outside; - Trying out different means and ways of communicating, listening and sharing as a triad of partners (teacher, artist and children). We committed to holding an intention of listening to the needs and responses of each partner. We committed to capturing each of our responses to the tasks and activities. These responses might emerge in different forms, such as verbal, written, a gesture or movement, a photograph, a word, a drawing. I felt my role was to invite and remind us to return to our body and the sensations and feelings we were experiencing right now in each moment. And so our journey unfolded. How were the ideas developed and how did the young people, artist and teacher work together? Leanne At the first online session, the children introduced themselves to Lisa. They wrote a little about themselves and they read this to Lisa through the interactive whiteboard. We began to work on the leaf dance and talked about the different seasons. We were in the season of Autumn. We went outside and discussed how the leaves were falling and blowing in the trees. Lisa shown us her leaf dance. That really got the children thinking about what they would like to do. They had a lot of input. We created some sensory warm up audio clips with Lisa. https://soundcloud.com/lisadance/virtually-there-warm-up She was great to ask the children for their ideas. The children decided that they would like to bring things in from the outside. We played with different ways of using these materials in our warm up clips. This resulted in the children bringing in leaves and things like that. This then resulted in their favourite activity; leaf tattoos. The children loved this. It was so simple, yet so effective. This all tied in well with our topics in school because we look at the different seasons. It tied in with our literacy, particularly poetry. When we arrived at the season of Spring, we wrote poems. We’d explored so much by this stage. We looked at our hands, created drawings of our hands, gone outside to find natural objects to mark make on paper. Actually, this mark making was something they really loved. The children, in small groups, began to form their own dances. They led the learning at this point. Some of them started to think and dance about trees being chopped down. This led us to a new topic, which I had never done before in school; the topic of deforestation, looking at the Amazon rainforest and the effect of deforestation. The children really led this bit. There were lots of woodcutters chopping down trees. But also planting new trees. This was really the chidren’s own ideas, which came from Lisa’s input. At a later stage in the project, the children made campaign posters to send to the Prince’s Rainforest Trust. We are a UNICEF school and it all tied into the modules of Your Rights and You Have a Right to Have an Opinion. The children had a right to voice their opinion that deforestation is wrong. They led the learning completely. I would say it was very collaborative project, a journey in working together. Lisa The intention Leanne and I brought to the development of our work together was to listen to each other and the children. In listening, we focused on attuning to the energy and responses of the children. How were they responding? At what moments did energy heighten and flow? Indeed it was often a great challenge for me to notice and ‘feel into’ the energy of the children, the temperature of the room in response to an activity. My own sensory experience of been in the class room through the interactive whiteboard at times felt frustrating and even at times lonely. Looking at the classroom through the narrow screen of my laptop made me consider other ways of discovering and identifying the information I needed to ‘feel into’ and sense in order to learn about this room full of people. I had to ask specific questions to the children and Leanne to receive their feedback. I will always remember Leanne’s description of the children’s response to the task of creating leaf tattoos. She described the children’s joy and laughter coupled with their attention in colouring and pressing leaves on their bodies. Throughout the duration of the project, I continued to share elements and small samples of work from my own practice. From these sharings, Leanne and the children began to develop their own questions, tasks and creative forms of response and reflection. I found it so exciting to see, hear and feel individual’s process, their ideas, questions and responses. What aspects of the project made you smile? What aspects of the project made you feel challenged? Leanne I’ll start with a challenge. It was session 9. Everything had been going so well on our computer programme, Blackboard Collaborate. But on lesson 9, the technology would not work for us. Lisa couldn’t connect with us. I felt lost. The C2K school network in Northern Ireland is very strict. I couldn’t use facetime or skype to connect with Lisa. So we ended up communiciating via whatsapp. It was a whole new way of connecting with Lisa. We were able to communicate with Lisa using whats app voice messages. We sent photographs of what we did that day (which was a continuation of what we were doing). So when technology fails – that is a challenge. The highlight was when Lisa came up to the school for two days in April. I will never forget that the time that she spent with them before we went out filming their dances. I will never forget that. The children will never forget that. It was amazing. We spent all this time working collaboratively online. Then she was there in person. That was a highlight for me and the kids. Lisa Indeed, like Leanne, memories of session 9 haven’t softened for me. Our means of communiciation didn’t work. I lost a little confidence with the technology after this point. I felt anxious in the lead up to the next sessions. When technology fails, it definitely poses a big challenge. But, because of the realisation that we could not rely on our online connection, we began to develop less focus on me as the leader of sessions. I look back now and realise that this was a really important moment of our journey together. After session 9, I think Leanne and the children really took off and entered their full flow. Up to session 9, we spent much time getting to know each other, exploring ideas, trying things out, engaging with our senses indoors and outdoors, experiencing each others small creative forms and experiments. I know that the children had developed skills and knowledge and were full of passion for creative movement and the natural environment around them. In stepping back a little, I created more space for this dynamic partnership (teacher and children) and individuals to embrace their own creativity. When I reflect on this, I smile. What insights from the project are worth sharing? (These may seem small, but are significant to you) Leanne At the start I wasn’t really sure where it was going to go. I needed to take a step back and breath. Lisa encouraged us all to concentrate on the simple things. But the simple things turned out to be very effective. In main stream schools at the minute, it’s all about getting children in touch with their senses again. There are so many children coming into school at the moment with sensory issues. With the warm ups, we focused on the sense of touch. Before each lesson the children were so excited about working with Lisa. The warm ups helped calm the children. The sensory issue is a big thing at the minute in main stream schools. We recognise the need to support children to return to the basics, being calm in themselves and able to regulate themselves. The warm ups for me were great. They focused on touch and feeling, touching your arm, leg and head. From a sensory perspective, this was significant for me and I thought it prepared them well for their dances. Lisa Something I would like to share is how we endeavoured to document the process through gathering multiple means of documentation. Leanne is an avid photographer. She created, gathered and drew our focus to this form of visual documentation. It feels now, following completion of the project that the engagement with multiple forms of documentation was a really important layer and container for the processes and choices that emerged throughout the project. Methods included: photography, film, writing, art, movement and the gathering of materials. These forms illustrated and offered many entry points for others into the work and processes of the project. Has anything changed as a result of the project? Leanne Yes. The impact of the audio warm ups and our attention to the senses made me take a step back and realise everything in mainstream teaching is done at a pace. You are going at a rate of knots to try and get everything covered because there is so much curriculum to cover. At the end of the day as society goes on, moves more into technology (and yes our project was based around technology), this project brought out the importance of just been still. Breathing and regulating yourself, mindfulness. Being aware of your space, being aware of your own body and senses, which alot of children at this age are missing. I’d say that has really made me think as a teacher. Dance does not have to be very structured. It can made so creative and the children proved that. I was thinking where is this going to go with the boys? How are the boys going to get into this? And I not being a dancer, I was thinking, ‘gosh, where is this going to go? I think at times I worried about the end product. But I realise now it’s really about the process. The amount of work the children put into the process of it all was unbelievable. Those dances didn’t happen overnight. The children took ownership of their own process. I loved the days when Lisa worked with small groups, chatting to them about their dances, giving them feedback, hints and tips. The children loved this. It was really about the process but it’s also nice to have an amazing end product. But it really is about the process. For me the parents really getting on board was important. It was a risk you take. Our sessions took a whole day. It was a whole day out of the normal curriculum; numeracy and literacy. For this day, you are dancing! It was really important that the parents were on board with this. And they were. They kept involved all the time. Right from the class assembly, when we shared an interview between the children, teacher and artist. They absolutely loved it. They got to see Lisa. They had heard so much about Lisa from the chidlren. But they got to see Lisa and they were so keen to learn more about her. I think that was important, getting the parents on board and getting them involved. We created a DVD as part of our project. The DVD idea wasn’t my suggestion. It wasn’t the childrens or Lisas. It was the parents’ suggestion. Parents came to me after the class assembly and asked me for the footage. We had shown a film of an interview between Lisa and the children. We had two interviewers who asked Lisa questions. They did a super job and their parents were so proud watching the footage of them confidenctly posing questinos. This project was inclusive of all chidlren in the class and particulary appealed to those chidlren who learn best through kinaesthetic learning. Our final DVD came from the parents request to see footage of this interview. The parents wanted to see the children’s dances and share it with others. I think this is important. It is not just a partnership between the teacher, children and the artist. It is also a partnership with the parents. When Lisa came to the school in April, it was amazing to see the parent’s excitement. She got out of her car and they were all saying hello. She had never met them before. But they all felt that they knew her. It’s amazing how you can work with someone all year and ye’re at opposite ends of the country. When something like this comes together, it’s pretty special. Lisa I think what I am left with at this stage and what I would like to remember as I go forward with Leanne, the children, families and community of Aughnacloy PS, is my curiousity around makings connections and asking questions. I have neither an answer or a method as to how to achieve these successfully. But I think we can rely on our intention to listen, trust and be curious. Here is a note from my journal (which was written throughout the project). What question(s) can be shared to offer permission for an experience to ‘unfold’. I think there are different ways of thinking about this. The possibility of making connections – learning about something and learning about myself simultaneously. Again, what question(s) encourage openness and curiosity – giving ownership back to the individuals. Recognise Acknowledge Acceptance – acceptance of where someone is right now. A non-linear approach to learning and achievement. What is between the teacher and the artist? The known and the unknown. Staying at this edge. It might feel like a void or a delayed in-between stage. Developing structures together which are composed from all the sensations of the work and materials. A sense of intimacy and dialogue with the work – listening to it. There is a need to explore and create frames and structures, which are away from the demands of an end product or production. A project where we can all ask questions of each other. “What do you know now?” “How are you now?” Spotlight Artist(s): Lisa Cahill Lisa is a contemporary dance artist, facilitator and movement educator. From 2014 to 2016, she was Dance Artist in Residence at the Froebel Department of Primary and Early Childhood Education at Maynooth University. This residency was funded by the Arts Council. In 2016, Lisa received a bursary from the Arts Council to support her research in somatic practices in education contexts. Lisa is participating on the research project ‘Virtually There’, managed by Kids’ Own Publishing Partnership. This project is a long-term artist-in-residence programme, which connects and supports engagement between practicing artists, children and teachers in Northern Ireland through virtual communication. For more information about Lisa’s involvement in the Virtually There project, visit: www.projects.kidsown.ie A former primary school teacher, Lisa holds an MA in Contemporary Dance Performance from the Irish World Academy of Music and Dance and a Post Graduate Diploma in Dance, both from the University of Limerick. Lisa’s own work has been shown nationally, most recently as part of the Limerick Dance Collective, ‘Making Space: Changing Ground’. In 2016/2017 she collaborated with Joan Davis as part of the ‘Live Archive’ performance project, which toured nationally. Lisa has developed a large portfolio of collaborative work in a broad range of professional, educational and community contexts. Lisa co-founded Spoken Dance, an integrated contemporary dance company. She directed a number of short dance films with this company, including 'two' which was selected for the 2015 Light Moves Festival of Screendance. In 2015, Lisa received a certificate of attendance from ‘Origins’, a somatic movement and therapy training delivered by Joan Davis. Teacher(s): Leanne Kyle Leanne teaches P2/3 at Aughnacloy Primary School. Aughnacloy is a small town on the border in Co. Tyrone. She loves to kayak, hike, travel and take photographs. Artist(s) Lisa Cahill Teacher(s) Leanne Kyle Artforms School Level School/ Participant Group Aughnacloy Primary School, Co. Tyrone Participants Region Age/Class Dates September 2016 to May 2017 Weblinks Leading Agency Kids’ Own Publishing Partnership Key themes/ lines of enquiry The sensory body – senses Sensory experience of our place Listening. The intention Leanne [the teacher] and I brought to the development of our work together was to listen to each other and the children. Lisa Cahill, Artist Similar Projects Virtually There with St Patrick’s P.S. Co Armagh Artist Sharon Kelly and teacher Fionnuala Hughes from at St Patrick’s PS, Co. Armagh, talk about their explorations for this phase of the Virtually There Project around the idea of balance. Virtually There Artist Vanya Lambrecht Ward collaborates with children from Ardfert National School, Tralee, via video conferencing technology.
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Eispéireas Céadfach Áite Inis scéal do thionscadail dúinn – céard faoi a raibh sé? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? Leanne Kyle, Múinteoir Bhíomar ag obair in éineacht le Comhpháirtíocht Foilsitheoireachta Kids’ Own ar thionscadal dar teideal Virtually There. Mar a tharlaíonn sé, le linn an tionscadail seo ní thagann an t-ealaíontóir isteach sa seomra ranga. Is tríd an gclár bán idirghníomhach a mbímid i dteagmháil le chéile den chuid is mó. Ba mise a bhí mar chomhordaitheoir ICT agus bhí dúil mhór agam sa tionscadal seo. Rud difriúil a bhí ann a chuir taithí nua ar fáil domsa agus do na leanaí. Ar dtús tháinig an t-ealaíontóir (Lisa) chuig an scoil chun bualadh linn. Lá iontach a bhí ann mar bhíomar in ann comhrá a dhéanamh agus seisiún pleanála a reáchtáil. Rinneamar siúlóid timpeall na scoile. Shocraíomar an dúlra agus timpeallacht na scoile a úsáid mar thúsphointe. Theastaigh uaim úsáid a bhaint as gairdín na scoile agus naisc a chruthú le héiteas scoileanna éiceolaíocha. Tharraingíomar é sin go léir le chéile i dtionscadal inar díríodh ar ábhar na ‘gcéadfaí’. Bíonn an-tóir ar an ábhar seo agus is ábhar é atá oiriúnach do P2 agus 3. Níos déanaí dhíríomar ar mhothú agus rinneamar go leor turas taobh amuigh ag obair le crainn. An fómhar a bhí ann agus mar sin thosaíomar ag díriú ár n-airde ar na duilleoga. Mhúin Lisa ‘damhsa duilleoige’. As go brách linn ina dhiaidh sin, agus muid dírithe ar dhúlra agus ar mhothú. Lisa Cahill, Ealaíontóir Thosaigh mé ag obair le Comhpháirtíocht Foilsitheoireachta Kids’ Own, le Leanne Kyle agus le Rang P2 & 3 in Achadh na Cloiche i mí Mheán Fómhair 2016. Ag an am sin ba mise an Damhsóir Cónaithe i Roinn Froebel don Bhun- agus Luath-Oideachas in Ollscoil Mhá Nuad. Ba é fómhar 2016 céim dheiridh na cónaitheachta trí bliana sin. Bhí Dámhachtain Sparánachta maidir le Daoine Óga, Leanaí agus Oideachas ón gComhairle Ealaíon faighte agam. Ba é a bhí mar fhócas agam ná forbairt a dhéanamh ar na frámaí agus na gníomhaíochtaí lena mbíonn an corp céadfach ag plé sa timpeallacht lasmuigh de shuíomh scoile amuigh faoin spéir. Le linn mhíonna an fhómhair agus an gheimhridh leanamar lenár dturas cruthaitheach le go leor comhpháirtithe. Is cuid thábhachtach de mo chleachtas é réiteach céadfach an choirp a fhorbairt trí theagmháil a dhéanamh leis an suíomh. Bhí mé ag caitheamh go leor ama taobh amuigh. Bhí mé amuigh sa ghairdín, sna páirceanna, sna húlloird agus i limistéir foraoise champas na hOllscoile. Bhain mo chuid fiosrúchán le gluaiseacht, scríbhneoireacht, cruthú ealaíne, bailiú fuaimeanna agus ábhar nádúrtha, léamh agus níos mó agus níos mó a fhoghlaim faoin timpeallacht nádúrtha ina raibh mé. Theastaigh uaim go mbeadh na fiosrúcháin seo mar chuid den tionscadal Virtually There. Bhí mé ag súil go mór leis an ábhar seo a roinnt le Leanne agus na leanaí. Theastaigh uaim an fhreagairt a bheadh acu a chloisteáil agus aird a thabhairt uirthi trí go leor cineálacha doiciméadúcháin éagsúla. Theastaigh uaim a fháil amach cén toradh a bheadh ar an turas seo a bhí ar bun againn le chéile. Bhí Leanne chomh fiosrach liomsa le linn na luathchéime seo sa phróiseas agus thosaíomar ag tabhairt faoi fhiosrú a dhéanamh maidir le: - Coirp chéadfacha; - Dul amach agus am a chaitheamh amuigh faoin aer; - Triail a bhaint as modhanna agus bealaí nua chun cumarsáid, éisteacht agus roinnt a dhéanamh idir na trí chomhpháirtí (múinteoir, ealaíontóir agus leanaí). Gheallamar go mbeadh sé i gcónaí mar aidhm againn cluas éisteachta a thabhairt do na comhpháirtithe go léir maidir lena raibh uathu agus maidir leis an bhfreagairt a bhí acu. Gheallamar go dtabharfaimis aird ar an bhfreagairt a bhí ag gach comhpháirtí ar na tascanna agus ar na gníomhaíochtaí. D’fhéadfadh an fhreagairt seo teacht chun cinn i bhfoirmeacha éagsúla, amhail i bhfocail ó bhéal, i scríbhinn, i gcomhartha nó i ngluaiseacht, i ngrianghraf, i bhfocal, nó i líníocht. D’airigh mé gurbh é an ról a bhí agam ná cuireadh agus meabhrú a thabhairt dúinn filleadh ar an gcorp agus ar na mothúcháin agus ar an mbraistint atá le mothú inár gcorp féin gach aon nóiméad. Agus ar an gcaoi sin leanamar ar aghaidh ar ár dturas. Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? Leanne Ag an gcéad seisiún ar líne, chuir na leanaí iad féin in aithne do Lisa. Scríobh siad cúpla focal fúthu féin agus bhain siad úsáid as an gclár bán idirghníomhach chun na focail sin a léamh amach do Lisa. Thosaíomar ag obair ar an damhsa duilleoige agus phléamar na séasúir éagsúla. Séasúr an fhómhair a bhí ann ag an am. Chuamar amuigh agus thugamar suntas don chaoi a raibh na duilleoga ag titim agus ag séideadh sna crainn. Thaispeáin Lisa a damhsa duilleoige dúinn. Spreag é sin na leanaí le machnamh a dhéanamh maidir le céard ba mhaith leo a dhéanamh. Bhí go leor ionchur acu. Chruthaíomar roinnt gearrthóg fuaime réamhaclaíochta céadfach in éineacht le Lisa. https://soundcloud.com/lisadance/virtually-there-warm-up Bhí sí iontach maith ag cur ceisteanna ar na leanaí faoina gcuid smaointí. Chinn na leanaí gur mhaith leo nithe ón taobh amuigh a thabhairt isteach. Thriaileamar bealaí éagsúla leis na hábhair seo a úsáid inár ngearrthóga réamhaclaíochta. Mar thoradh air sin, bhailigh na leanaí duilleoga agus rudaí mar sin. Agus mar thoradh air sin thángamar ar an ngníomhaíocht ab ansa leo; tatúnna duilleoige. B’aoibhinn leis na leanaí é sin. Rud chomh simplí, ach chomh héifeachtach ag an am céanna. Bhí ceangal maith idir an obair seo go léir agus na hábhair scoile a bhíonn ar bun againn, ina bhfoghlaimímid faoi na séasúir. Bhí ceangal ann lenár litearthacht, an fhilíocht go háirithe. Ar theacht an earraigh, scríobhamar dánta. Bhí an t-uafás fiosraithe againn faoin am sin. D'fhéachamar ar ár lámha, rinneamar líníochtaí díobh, chuamar amuigh chun nithe nádúrtha a fháil chun marcanna a chruthú ar an bpáipéar. Go deimhin, thaitin an marc-chruthú seo go mór leo. Thosaigh na leanaí, agus iad i ngrúpaí beaga, ag cur a ndamhsaí féin le chéile. Is iadsan a bhí i gceannas ar an bhfoghlaim ag an bpointe seo. Thosaigh roinnt acu ag smaoineamh faoi ghearradh síos crann, agus ag cruthú damhsa faoin téama sin. Agus thug sin ar thuras eile muid, ag fiosrú ábhar nua, ceann nach ndearna mé roimhe sin ar scoil; dífhoraoisiú, ag déanamh staidéir ar fhoraois bháistí na hAmasóine agus ar éifeacht an dífhoraoisithe. Ba iad na leanaí a bhí i gceannas go hiomlán don chuid seo. Bhí go leor gearrthóirí adhmaid ag leagan crainn. Ach ag cur crainn nua chomh maith. Tháinig na smaointí seo ó na leanaí i ndáiríre, mar thoradh ar ionchur Lisa. Ag céim níos déanaí sa tionscadal, rinne na leanaí póstaeir feachtais le seoladh chuig an Prince’s Rainforest Trust. Is scoil UNICEF muid agus bhí an t-ábhar go léir ceangailte leis na modúil Do Chearta agus Tá sé de cheart agat tuairim a bheith agat. Bhí sé de cheart ag na leanaí a dtuairim a chur in iúl gur dhrochrud atá sa dífhoraoisiú. Iadsan a bhí i gceannas ar an bhfoghlaim go huile agus go hiomlán. Déarfainn gur tionscadal fíor-chomhoibríoch a bhí ann, turas faoi conas obair a dhéanamh le chéile. Lisa Ba é an cuspóir a thug Leanne agus mé féin d’fhorbairt na hoibre a bhí ar bun againn le chéile ná cluas éisteachta a thabhairt dá chéile agus do na leanaí. Le linn na héisteachta sin, dhíríomar ar dul i dtiúin le fuinneamh agus freagairt na leanaí. Cén fhreagairt a bhí acu? Cad iad na pointí ag a raibh an fuinneamh ag ardú agus ag gluaiseacht? Go deimhin, ba mhinic a raibh sé dúshlánach dom fuinneamh na leanaí, teocht an tseomra, a thabhairt faoi deara agus é a ‘aireachtáil’ le linn gníomhaíochta. D’airigh mé go raibh frustrachas agus uaigneas fiú, in amanna, ag baint le bheith sa seomra ranga tríd an gclár bán idirghníomhach, b’in a bhí mar thaithí chéadfach agam. Trí bheith ag breathnú ar an seomra ranga trí scáileán cúng mo ríomhaire glúine thuig mé gur gá dom teacht ar bhealaí eile ina mbeinn in ann an t-eolas a bhí uaim a fhiosrú agus a shainaithint le go mbeinn in ann aireachtáil go raibh mé sa seomra seo a bhí lán le daoine. Bhí orm ceisteanna sonracha a chur ar na leanaí agus ar Leanne chun a n-aiseolas a fháil. Ní dhéanfaidh mé dearmad go deo ar an gcur síos a thug Leanne dom faoi fhreagairt na leanaí ar an tasc a bhain le tatúnna duilleoige a chruthú. Rinne sí cur síos ar áthas agus gáire na leanaí agus ar an gcúram a ghlac siad agus iad ag dathú na nduilleog agus iad á gcur ar a gcorp. Le linn thréimhse iomlán an tionscadail, lean mé orm ag roinnt gnéithe agus samplaí beaga ó mo chleachtas féin. Ag eascairt ón roinnt sin, thosaigh Leanne agus na leanaí ag forbairt a gceisteanna, tascanna agus foirmeacha cruthaitheacha freagartha agus machnaimh féin. Bhain mé go leor taitnimh as smaointí, ceisteanna agus freagraí daoine a fheiceáil, a chloisteáil agus a aireachtáil. Cad iad na gnéithe den tionscadal a chuir gliondar ort? Cad iad na gnéithe den tionscadal a raibh dúshlán ag baint leo? Leanne Tosóidh mé le dúshlán. Seisiún 9 a bhí ann. Bhí gach rud ag dul go fíormhaith lenár ríomhchlár, Blackboard Collaborate, go dtí sin. Ach le linn sheisiún 9, níor oibrigh an teicneolaíocht dúinn. Ní raibh Lisa in ann ceangal a dhéanamh linn. D’airigh mé go raibh mé ar strae. Tá an líonra scoile C2K i dTuaisceart Éireann an-dian. Ní raibh mé in ann facetime ná skype a úsáid chun teagmháil a dhéanamh le Lisa. Ag an deireadh bhaineamar úsáid as whatsapp. Bealach iomlán nua a bhí ann chun cumarsáid a dhéanamh le Lisa. Bhíomar in ann cumarsáid a dhéanamh le Lisa trí theachtaireachtaí béil whatsapp. Sheolamar grianghraif den obair a rinneamar an lá sin (a bhí ag leanúint den mhéid a bhí déanta againn roimhe sin). Dúshlán atá ann nuair a theipeann ar an teicneolaíocht. Ba é an buaicphointe an dá lá a chaith Lisa sa scoil i mí Aibreáin. Ní dhéanfaidh mé dearmad go deo ar an am a chaith sí leo sula ndeachamar amach ag scannánú a gcuid damhsaí. Ní dhéanfaidh mé dearmad go deo air sin. Ní dhéanfaidh na leanaí dearmad go deo air sin. Bhí sé go hiontach. Bhíomar tar éis an méid sin ama a chaitheamh ag comhoibriú le chéile ar líne. Agus ansin bhí sí ansin, inár measc. Buaicphointe an tionscadail a bhí ann dom féin agus do na leanaí. Lisa Go deimhin, cosúil le Leanne, níl cuimhne ródheas agam ar sheisiún 9. Níor oibrigh an modh cumarsáide eadrainn. Chaill mé beagán misnigh sa teicneolaíocht ina dhiaidh sin. Mhothaigh mé beagán imníoch roimh na seisiúin ina dhiaidh sin. Nuair a theipeann ar an teicneolaíocht, is cinnte gur dúshlán mór atá ann. Ach mar gheall gur thuigeamar nach bhféadfaimis brath ar an nasc ar líne, thosaíomar ag díriú níos lú fócais ormsa mar cheannaire ar na seisiúin. Ag féachaint siar air, tuigim anois gur phointe fíorthábhachtach inár dturas le chéile a bhí sa phointe seo. Tar éis sheisiún 9, ceapaim go ndearna Leanne agus na leanaí céim mhór chun tosaigh agus go raibh siad faoi lánseol ina dhiaidh sin. Go dtí seisiún 9 chaitheamar go leor ama ag cur aithne ar a chéile, ag fiosrú smaointí, ag baint triail as rudaí, ag úsáid na gcéadfaí lasmuigh agus laistigh, ag cur aithne ar fhoirmeacha agus trialacha cruthaitheacha beaga a chéile. Bhí a fhios agam gur fhorbair na leanaí a gcuid scileanna agus eolais agus go raibh dúil mhór acu sa ghluaiseacht chruthaitheach agus sa timpeallacht nádúrtha ina dtimpeall. Mar gheall gur sheas mé siar beagán, chruthaigh mé tuilleadh spáis don chomhpháirtíocht dhinimiciúil seo (múinteoir agus leanaí) agus do dhaoine indibhidiúla chun teagmháil a dhéanamh lena gcruthaitheacht féin. Ag smaoineamh siar air seo, tagann gliondar ar mo chroí. Cé na léargais ón tionscadail ar fiú a roinnt? (B’fhéidir go ndéarfá gur cinn bheaga iad seo, ach go bhfuil siad tábhachtach duitse) Leanne Ag an tús ní raibh mé cén cinnte cén treo ina mbeimis ag dul. Bhí orm céim ar gcúl a thabhairt agus anáil a tharraingt. Spreag Lisa muid lenár n-aird a dhíriú ar na rudaí simplí. Ach mar a tharla sé, bhí na rudaí simplí thar a bheith éifeachtach. Sna gnáthscoileanna faoi láthair, leagtar an-bhéim ar na leanaí a chur i dteagmháil lena gcéadfaí arís. Bíonn deacrachtaí céadfacha ag go leor leanaí sna scoileanna faoi láthair. Dhíríomar ar thadhall le linn na réamhaclaíochta. Roimh gach rang bhí na leanaí ar bís faoi bheith ag obair in éineacht le Lisa. Chabhraigh an réamhaclaíocht leis na leanaí a shuaimhniú. Is rud mór iad na deacrachtaí céadfacha faoi láthair sna gnáthscoileanna. Aithnímid go bhfuil gá le tacaíocht a thabhairt do na leanaí le gur féidir leo filleadh ar na bunchlocha, iad féin a shuaimhniú agus a rialú. Bhain mé go leor as an réamhaclaíocht. Dhíríomar ar thadhall agus ar mhothú, ar do lámh a chur ar do lámh, do chos, do cheann. Ón taobh céadfach de, bhí sin suntasach domsa, agus cheap mé gur chabhraigh sé go mór leis na leanaí a ullmhú dá ndamhsaí. Lisa Rud amháin ar mhaith liom labhairt faoi ná an chaoi a ndearnamar iarracht doiciméadú a dhéanamh ar an bpróiseas tríd an iliomad modhanna doiciméadúcháin a bhailiú. Is grianghrafadóir mór í Leanne. Chruthaigh sí, bhailigh sí agus tharraing sí ár n-aird ar an modh físiúil doiciméadúcháin seo. Déarfainn anois, agus an tionscadal críochnaithe, go raibh an-tábhacht ag baint leis na modhanna éagsúla doiciméadúcháin agus gur coimeádán a bhí ann do na próisis agus na roghanna a tháinig chun cinn le linn an tionscadail. I measc na modhanna ar baineadh úsáid astu bhí grianghrafadóireacht, scannán, scríobh, ealaín, gluaiseacht agus bailiú ábhar. Thug na modhanna seo léargas do dhaoine eile ar an obair agus ar phróisis an tionscadail agus chruthaigh siad go leor pointí iontrála isteach ann. Ar athraigh aon cheo mar thoradh ar an tionscadal seo? Leanne D’athraigh. Chuaigh tionchar na réamhaclaíochta fuaime agus an aird a dhíríomar ar na céadfaí i bhfeidhm orm sa chaoi gur chuir sé ag smaoineamh mé faoin gcaoi a bhfuil luas faoi gach rud a mhúintear sna gnáthscoileanna. Tá tú ag dul chomh tapa sin ag iarraidh gach rud a chlúdach mar go bhfuil an méid sin ar an gcuraclam. Ag deireadh an lae de réir mar a bhogann an tsochaí chun cinn, agus de réir mar a bhaintear níos mó agus níos mó úsáide as an teicneolaíocht (agus admhaím gur ar an teicneolaíocht a bhí ár dtionscadal bunaithe), chaith an tionscadal solas ar an tábhacht a bhaineann leis an intinn a shuaimhniú. Análú, agus rialú, aireachas. Feasacht ar an spás timpeall ort, ar do chorp féin agus ar do chéadfaí a bheith agat, rud atá in easnamh ag go leor leanaí den aois seo. Déarfainn gur thug sin údar machnaimh dom mar mhúinteoir. Ní gá go mbeadh damhsa róstruchtúrtha. D’fhéadfadh sé bheith an-chruthaitheach, rud a chruthaigh na leanaí. Bhí mé in amhras faoi céard a cheapfadh na buachaillí faoi seo? Cén chaoi a n-éireoidh leis na buachaillí leis seo? Agus ós rud é nach damhsóir mé, ní raibh fios dá laghad agam cén toradh a bheadh leis? Sílim go raibh imní orm anois is arís faoin táirge deiridh. Ach tuigim anois gurb é an próiseas an rud is tábhachtaí. Bhí sé dochreidte an méid oibre a rinne na leanaí le linn an phróisis. Ní thar oíche a tháinig na damhsaí sin le chéile. Ghlac na leanaí úinéireacht ar a bpróiseas féin. Thaitin na laethanta a chaith Lisa ag obair le grúpaí beaga go mór liom. Rinne sé comhrá leo maidir lena ndamhsaí, thug sí aiseolas agus nodanna dóibh. B’aoibhinn leis na leanaí é sin. An próiseas an rud is tábhachtaí ach tá sé go deas táirge iontach a bheith agat ag deireadh an lae chomh maith. Ach is faoin bpróiseas atá sé i ndáiríre. Bhí sé an-tábhachtach dom go mbeadh na tuismitheoirí páirteach. Tógáil seans a bhí ann. Mhair na seisiúin an lá ar fad. Lá iomlán lasmuigh den ghnáthchuraclam, den uimhearthacht, den litearthacht a bhí ann. Lá damhsa a bhí ann! Bhí sé fíorthábhachtach go mbeadh na tuismitheoirí ar bord leis seo. Agus bhí. Bhí siad páirteach an t-am ar fad. Ón gcéad tionól ranga féin, nuair a roinneamar agallamh idir na leanaí, an múinteoir agus an t-ealaíontóir. Thaitin sé go mór leo. Bhí deis acu Lisa a fheiceáil. Bhí siad tar éis an méid sin a chloisteáil faoi Lisa ó na leanaí. Ach fuair siad an deis Lisa a fheiceáil agus bhí siad ag iarraidh níos mó a fhoghlaim fúithi. Sílim go raibh sé sin tábhachtach, go raibh na tuismitheoirí ar bord agus ag glacadh páirte. Rinneamar DVD mar chuid dár dtionscadal. Ní uaimse a tháinig an moladh do DVD. Ní ó na leanaí ná ó Lisa a tháinig sé. Ba é moladh na dtuismitheoirí a bhí ann. Tháinig na tuismitheoirí chugam tar éis an tionóil ranga agus d’iarr siad an píosa scannánaíochta orm. Bhíomar tar éis scannán a thaispeáint ina raibh agallamh idir Lisa agus na leanaí. Bhí beirt agallóirí ag cur ceisteanna ar Lisa. Rinne siad sár-jab agus bhí a dtuismitheoirí an-bhródúil astu nuair a chonaic siad chomh cumasach agus a bhí siad agus iad ag cur na gceisteanna. Ghlac gach leanbh sa rang páirt sa tionscadal seo. Bhí dúil ar leith ann ag na leanaí a fhoghlaimíonn níos fearr leis an bhfoghlaim chinéistéiseach. Rinneamar an DVD deireanach mar gur iarr na tuismitheoirí an t-agallamh seo a fheiceáil. Bhí na tuismitheoirí ag iarraidh damhsaí na leanaí a fheiceáil agus iad a roinnt le daoine eile. Sílim go bhfuil sé seo tábhachtach. Ní comhpháirtíocht amháin idir an múinteoir, na leanaí agus an t-ealaíontóir atá ann. Comhpháirtíocht leis na tuismitheoirí atá ann chomh maith. Nuair a tháinig Lisa go dtí an scoil i mí Aibreáin bhí sé go hiontach sceitimíní na dtuismitheoirí a fheiceáil. Bhí gach duine ag beannú di agus í ag éirí amach as a carr. B’in an chéad uair ar bhuail sí leo. Ach d’airigh siad go léir go raibh aithne acu uirthi. Tá sé dochreidte an chaoi ar féidir leat obair a dhéanamh le duine ar feadh bliana agus sibh ar dhá cheann na tíre. Nuair a thagann rud éigin mar seo le chéile, tá sé fíorspeisialta. Lisa Sílim gurb é an rud a fhanann liom ag an bpointe seo agus an rud gur mhaith liom coinneáil liom agus mé ag leanúint ar aghaidh le Leanne, leis na leanaí, leis na teaghlaigh agus le pobal Bhunscoil Achadh na Cloiche, ná an fhiosracht atá agam maidir le naisc a chruthú agus ceisteanna a chur. Níl freagra ná modh agam maidir le conas iad sin a dhéanamh go rathúil. Ach sílim gur féidir linn brath ar an rún éisteachta agus muiníne atá againn, agus ar an rún atá againn a bheith fiosrach. Seo nóta ó mo dhialann (a scríobh mé le linn an tionscadail). Cad iad na ceisteanna is féidir a roinnt chun cead a thabhairt le gur féidir le heispéireas tarlú? Sílim go bhfuil bealaí éagsúla ann chun machnamh a dhéanamh air seo. An fhéidearthacht le naisc a chruthú – ag foghlaim faoi rud éigin agus fúm féin ag an am céanna. Arís, cad iad na ceisteanna/an cheist chun oscailteacht agus fiosracht a spreagadh – ag tabhairt úinéireachta ar ais don duine aonair. Aithin Admhaigh Glacadh - glacadh leis an áit a bhfuil an duine ag an bpointe seo. Cur chuige neamhlíneach maidir le foghlaim agus rud éigin a bhaint amach. Cad a bhíonn ann idir an múinteoir agus an ealaíontóir? Aithnid agus anaithnid. Ag fanacht ar an imeall seo. D’fhéadfadh sé a bheith ar nós a bheith i bhfolús nó ag céim idirthréimhseach ar a bhfuil moill. Ag forbairt struchtúir le chéile atá comhdhéanta as na mothúcháin go léir a bhain leis an obair agus as ábhair. Dlúithe agus dialóg leis an obair le mothú – ag éisteacht léi. Tá gá le frámaí agus struchtúir a fhiosrú agus a chruthú, nach bhfuil ag brath ar aon éileamh ó tháirge nó léiriú deiridh. Tionscadal ina féidir linn go léir ceisteanna a chur ar a chéile. “Cad is eol duit anois?” “Conas atá tú anois?” Spotsolas Ealaíontóir(í): Lisa Cahill Is damhsóir comhaimseartha, éascaitheoir, agus oideachasóir gluaiseachta í Lisa. Ó 2014 go 2016, ba í Lisa an Damhsóir Cónaithe i Roinn Froebel don Bhun- agus Luath-Oideachas in Ollscoil Mhá Nuad. Bhí an chónaitheacht seo maoinithe ag an gComhairle Ealaíon. In 2016 fuair Lisa sparánacht ón gComhairle Ealaíon chun tacú léi leis an taighde faoi chleachtais shómatacha i gcomhthéacsanna oideachasúla a bhí ar bun aici. Tá Lisa páirteach sa tionscadal taighde ‘Virtually There’, atá á bhainistiú ag Comhpháirtíocht Foilsitheoireachta Kids’ Own Clár fadtéarmach le healaíontóir cónaithe atá sa tionscadal seo, a nascann agus a thugann tacaíocht d’ealaíontóirí gairmiúla, leanaí agus múinteoirí rannpháirteacha i dTuaisceart Éireann trí úsáid a bhaint as cumarsáid fhíorúil. Chun tuilleadh eolais a fháil maidir le ról Lisa sa tionscadal Virtually There, téigh chuig: www.projects.kidsown.ie Is iar-bhunmhúinteoir í Lisa a bhfuil MA aici i dTaibhiú Damhsa Chomhaimseartha ó Dhámh Chruinne Éireann Rince agus Ceol agus Dioplóma Iarchéime i nDamhsa, an dá cheann aici ó Ollscoil Luimnigh. Taispeánadh saothar Lisa ar bhonn náisiúnta, agus le déanaí bhí a saothar le feiceáil i Limerick Dance Collective, ‘Making Space: Changing Ground’. Comhoibrigh sí le Joan Davis in 2016/2017 mar chuid den tionscadal léirithe ‘Live Archive’ a tógadh ar chamchuairt náisiúnta. Tá punann mhór de shaothar comhoibritheach forbartha ag Lisa i raon leathan comhthéacsanna gairmiúla, oideachais agus pobail. Tá Lisa ar dhuine de chomhbhunaitheoirí Spoken Dance, compántas damhsa chomhaimseartha chomhtháite. Stiúir sí roinnt gearrscannáin damhsa leis an gcompántas seo. Roghnaíodh ‘two’ le haghaidh Light Moves Festival of Screendance in 2015. In 2015, fuair Lisa teastas tinrimh ó ‘Origins’, oiliúint sa teiripe agus gluaiseacht shómatach a chuir Joan Davis i láthair. Múinteoir(í): Leanne Kyle Múineann Leanne Rang P2/3 i mBunscoil Achadh na Cloiche. Is baile beag é Achadh na Cloiche atá suite ar theorann Chontae Thír Eoghain. Is maith léi cadhcáil, fánaíocht, taisteal agus grianghrafadóireacht. Ealaíontóir(í) Lisa Cahill Múinteoir(í) Leanne Kyle Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Aughnacloy Primary School, Co. Tyrone Rannpháirtithe Réigiún Aois/Rang Rang P2 agus 3 Dátaí Meán Fómhair 2016 go dtí Bealtaine 2017 Naisc Ceannaireacht Ghníomhaireacht Kids’ Own Publishing Partnership Príomhthéamaí / línte fiosrúcháin An corp céadfach – na céadfaí Eispéireas céadfach na háite seo againne Ag éisteacht. Ba é an cuspóir a thug Leanne [an múinteoir] agus mé féin d’fhorbairt na hoibre a bhí ar bun againn le chéile ná cluas éisteachta a thabhairt dá chéile agus do na leanaí.Lisa Cahill, Ealaíontóir Similar Projects Virtually There with St Patrick’s P.S. Co Armagh Artist Sharon Kelly and teacher Fionnuala Hughes from at St Patrick’s PS, Co. Armagh, talk about their explorations for this phase of the Virtually There Project around the idea of balance. Virtually There Artist Vanya Lambrecht Ward collaborates with children from Ardfert National School, Tralee, via video conferencing technology.