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Refine by Region Refine by Art Form Refine by School Level Teacher-Artist Partnership (TAP) Project – The Lonely Traveller In 2020 ‘The Lonely Traveller’ Project was one of the recipient’s of the Portal Documentation Award. View the project documentation video here. Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin? Jacintha Mullins, Teacher The initial aim of the project was simple: increase the access that deaf children have to the music and find new ways of delivering and differentiating the music curriculum for this cohort of pupils. I enrolled on the Teacher-Artist Partnership (TAP) CPD summer course at Limerick Education Centre with the specific purpose of gaining a residency with a musician in order to achieve what I set out to do. After being paired with Limerick composer Fiona Linnane we got the opportunity to get to know one another and discuss our project ideas at length during the TAP lead facilitator training which we were both chosen to attend. With an initial very loose plan/structure in place we kicked off the school based part of our project with a trip to University Concert Hall, Limerick to attend a “Music in the classroom” performance with the pupils. A lot of background work was undertaken in the classroom prior to our engagement with Fiona. As my pupils had differing levels of hearing loss from mild and moderate to severe and profound it was important to explore with them how sound travels and how we can all experience sound in different ways ie some with ears and hearing some with hands and touch. It was important also to make the children aware that being deaf was not a barrier to experiencing, enjoying and producing music. In our english lesson we wrote to Dame Evelyn Glennie, a world famous percussion artist from Scotland who herself is deaf. The children were thrilled when Evelyn wrote back to them offering words of encouragement and praise. Glennie proved to be a very positive role model for all the pupils throughout the course of this project and her composition “The Lonely Traveller” became the central point around which our project evolved. Fiona Linnane, Composer Much of my preparation for this project involved meeting the students and gaining perspective on their experience of sound and music; the mix of abilities within the group; and how I would need to refine my practice to maximise the impact of the workshops for the group. This ranged from managing my communication style to allow for the use of ISL within the classroom to leaving more space in each session for students to move at a pace that worked best for them. I joined the teachers and students as they attended a “Music in the Classroom” performance at the University Concert Hall, Limerick and this provided me with great insight into how these children would respond to musical ideas. How were the ideas developed and how did the young people, artist and teacher work together? Jacintha Mullins, Teacher Fiona took the lead by facilitating engaging and experimental weekly workshops which were loads of fun. Both myself and the class SNA’s were on hand to assist with ISL and the provision of additional support to any pupil that needed it. After the first couple of sessions the pupils became very familiar and at ease with Fiona and after this point we all very much worked as a unit and in partnership with one another developing ideas and expanding on themes. Much of my curriculum planning for other curricular areas was influenced by the enjoyment that the children were experiencing in Fiona’s workshops. We chatted at length about “The Lonely Traveller” who it might be and where they might be travelling to/from in our oral language sessions. In history we explored the voyages of St. Brendan and the Imram tradition and in SPHE we spoke lots about how being deaf is no barrier to achieving one’s dreams as Dame Evelyn Glennie had illustrated. Our workshops with Fiona influenced our class work and equally our class work across other curricular areas influenced the direction of our workshops with Fiona. Fiona Linnane, Composer I first designed and facilitated a series of workshops on experimental composition starting with simple rhythm exercises and graphic notation. Once I had established where the students were in their musical development, we began to plan a theme for our project. By linking in with the student’s interest in the work of Evelyn Glennie I introduced a simple piece (by Glennie) which I felt we could work within the framework of the project. Using chime bars and the graphic notation learned in the first phase of the project, we began writing songs and improvisation using The Lonely Traveller as a starting point. The students immediately responded enthusiastically to songwriting and so I began to look at ways to expand on this. What was your personal experience of the project in terms of successes and challenges? Jacintha Mullins, Teacher This was an incredibly successful project on so many different levels. Fiona was a joy to work with. She was always so patient, kind and enthusiastic. She brought an open mind, in depth knowledge and a great sense of fun to the project. She engaged with learning ISL from the pupils and always followed their lead no matter where it went. We very quickly established a three way partnership between pupils, artist and teacher which worked for everyone. This project started out as something quite simple and small but very quickly grew to become a fairly ambitious project. We had secured funding from Limerick Education Centre for a follow on workshop with local Puppeteer Emma Fisher to develop the visual aspect to our project. Unfortunately with the arrival of the covid 19 pandemic, extended school closures and no visitors policies we were unable to go ahead with this. However a promise is a promise and when schools reopened I took what little knowledge of shadow puppetry I had gained from my conversation with Emma and made this the focus of our art classes to complete the visual aspect of our project. The film was made with a mix of live acting and shadow puppetry. Working with deaf pupils in near darkness wearing visors and masks whilst maintaining social distance and pod groupings was challenging indeed but we got there in the end and we all agreed on seeing the final piece it was worth it. Fiona Linnane, Composer This project’s success was driven by the investment by the teacher, Jacintha Mullins. It is difficult, as an artist to attempt to link in the topic your are covering with the subjects in the classroom as we are only physically in the classroom for the sessions. Jacintha immersed the class in the project by linking it with other aspects of her teaching. The usual challenge of engaging all students, even reluctant ones, was present but not to the same extent as other projects. Again, I feel this was thanks to Jacintha’s leadership. Obviously the big challenge arrived in the form of schools being closed in March. We had just enough material already recorded to put the film together but plans to continue our work together had to be put on hold. What was significant for you about the project that is worth sharing? Jacintha Mullins, Teacher The increased levels of self esteem and confidence that our pupils displayed both during and after this project were incredible. They were immensely proud of the work they had done and what they had achieved. Singing was something that these children had always done primarily with their hands through ISL. Hearing them spontaneously burst into song with their own compositions on a regular basis in our classroom and around our school is something really special indeed. Fiona Linnane, Composer I listened to the announcement of school closures in my car just before what would be our final session. It was an especially poignant session – I remember feeling a sense of calm in the classroom, while chaos ensued in the world around us. It would be my last engagement with a school for the rest of the year and, most likely, until September 2021. Has anything changed in your work as a result of the project? Jacintha Mullins, Teacher Working in partnership with a professional in the area of the curriculum that I found challenging was a very valuable experience. It showed me the value of arts in education and how bringing someone into the classroom can open up endless possibilities and new ways of teaching and learning for all involved. I will be seeking out opportunities to engage in further partnerships in the future. Fiona Linnane, Composer I recognise the importance of real engagement by the teacher. Also not to feel like everything about the project is my responsibility, allow others to cover their areas of expertise. On the flip side in future I will allow myself to be more involved in the artistic outcome. Before this I had always allowed the students complete control over the final work, however, as I finished editing the sounds we had recorded it occurred to me that if I take on the more technical work myself it allows more time for the students to explore the more creative aspects of the projects. Spotlight Artist(s): Composer Fiona Linnane The main goal of my work in schools is simply to highlight how accessible contemporary music can be. There is a persistent perceptions that composers are old, male and dead! And even among adults there is a sense of mystery around the art of composition - there is no mystery. It is simply one sound after another. Exploration of sound is also important to my practice - we are constantly bombarded by imagery in the modern world. In my Arts Council of Ireland Artist in the Community Project ‘Bells across the Burren’, I encouraged visitors to simply stand and listen (on the side of a hill). It was remarkable to see people carry out this simple task with wonder and enthusiastically call out the variety of sounds they heard: ‘a crow’, ‘a tractor’, ‘people talking in the courtyard’. This was built on the simple action of putting a sign which said ‘Just listen’. Collaboration is a large part of my practice. My main output, at present, is in opera and vocal music. Current projects include a site responsive work commissioned by Limerick opera company Opera Workshop (Arts Council of Ireland opera Commissions Award). The work is inspired by the Georgian House No 2 Pery Square with the initial ideas coming from workshops with the cast (Arts Council of Ireland Opera Projects Research and Development Award). This work is now being developed into a full length opera for production in 2022/3. Teacher(s): Teacher Jacintha Mullins Jacintha qualified from the Limerick School of Art and Design with a degree in Fine Art. She went on to complete a Master of Arts in Interactive Media after which she qualified as a primary school teacher and completed specialised training and qualification as a teacher of the deaf. Jacintha currently teaches children aged 8-12 years at the Mid-West School for the Deaf in Limerick. As a teacher of children with a wide variety of hearing impairments and special needs Jacintha is constantly employing her artistic skills to deliver the curriculum in a way that is active, engaging and relevant to the children in her classes. Jacintha understands the importance that the visual environment holds for deaf children. She is also acutely aware of the need that these children have to find ways within which they can express themselves. Jacintha endeavors to provide an arts rich approach to teaching and learning at the school for the deaf. In 2019 she undertook the TAP summer course and trained as a TAP facilitator later that same summer. She is also currently working as a creative associate within the creative schools initiative. Other: (Curator, agency, etc): Teacher-Artist Partnership Programme Artist(s) Fiona Linnane Teacher(s) Jacintha Mullins Artforms School Level School/ Participant Group Mid West School for the Deaf Participants Region Age/Class 7 - 12 year olds Dates September 2019 - December 2020 Leading Agency Teacher-Artist Partnership (TAP) CPD Other Partners and/or Funders Limerick Education Centre Key themes/ lines of enquiry In no particular order: soundscapes, composition, Irish sign language, movement, shadow puppetry, performance, graphic scores, deaf identity, music, drama, story telling, story writing, sound and video editing Curriculum Strands Music, visual art, drama, SESE, SPHE, ICT Hearing them spontaneously burst into song with their own compositions on a regular basis in our classroom and around our school is something really special indeed. Jacintha Mullins, Teacher
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile ‘The Lonely Traveller’: An Tionscadal Comhpháirtíochta Múinteora-Ealaíontóra In 2020 bhí an Tionscadal ‘The Lonely Traveller’ mar cheann de bhuaiteoirí Dhámhachtain Doiciméadaithe na Tairsí. Féach ar fhíseán doiciméadaithe an tionscadail anseo. Inis scéal do thionscadail dúinn – Céard a spreag é? Cad faoi é? Cé a bhí páirteach ann? Cén chaoi ar thosaigh tú? Jacintha Mullins, Múinteoir Aidhm shimplí a bhí i gceist leis an tionscadal i dtosach: cur leis an rochtain a bhíonn ag leanaí bodhra ar an gceol agus bealaí nua a aimsiú chun an curaclam ceoil a sheachadadh agus a idirdhealú don chohórt daltaí seo. Chláraigh mé ar chúrsa um fhorbairt ghairmiúil leantach de chuid na Comhpháirtíochta idir Múinteoirí agus Ealaíontóirí (TAP) in Ionad Oideachais Luimnigh agus é mar chuspóir sonrach agam cónaitheacht a fháil le ceoltóir chun an méid a bhí le déanamh agam a bhaint amach. Tar éis dom a bheith péireáilte leis an gcumadóir as Luimneach Fiona Linnane fuaireamar an deis aithne a chur ar a chéile agus ár smaointe tionscadail a phlé go mion le linn oiliúna do phríomhéascaitheoir TAP ar roghnaíodh an bheirt againn chun freastal uirthi. Le plean/struchtúr tosaigh an-scaoilte i bhfeidhm chuireamar tús leis an gcuid scoilbhunaithe dár dtionscadal le turas go Ceoláras na hOllscoile, Luimneach chun freastal ar thaibhiú "Ceol sa seomra ranga" leis na daltaí. Tugadh faoi go leor obair chúlra sa seomra ranga roimh ár rannpháirtíocht le Fiona. Ós rud é go raibh leibhéil éagsúla caillteanais éisteachta ag mo dhaltaí ó éadrom agus measartha go géar agus trom bhí sé tábhachtach iniúchadh a dhéanamh leo ar an gcaoi a dtaistealaíonn fuaim agus conas is féidir linn go léir taithí a fháil ar fhuaim ar bhealaí éagsúla i.e cuid acu le cluasa agus le héisteacht agus cuid acu le lámha agus le tadhall. Bhí sé tábhachtach chomh maith cur in iúl do na leanaí nach raibh bheith bodhar ar thaithí a bheith ar an gceol, taitneamh a bhaint as agus é a tháirgeadh. Inár gceacht Béarla scríobhamar chuig Dame Evelyn Glennie, ealaíontóir cnaguirlisí cáiliúil as Albain atá bodhar í féin. Bhí áthas ar na leanaí nuair a scríobh Evelyn ar ais chucu agus focail spreagtha agus molta á gcur in iúl aici. Bhí Ms.Glennie ina eiseamláir an-dearfach do na daltaí go léir le linn an tionscadail seo agus bhí a píosa ceoil "The Lonely Traveller" ina lárphointe inar tháinig ár dtionscadal chun cinn. Fiona Linnane, Cumadóir Is éard a bhí i gceist le cuid mhór den ullmhúchán a rinne mé don tionscadal seo ná bualadh leis na scoláirí agus dearcadh a fháil ar a dtaithí ar fhuaim agus ar cheol; ar an meascán cumais laistigh den ghrúpa; agus ar an gcaoi a bheadh orm mo chleachtas a bheachtú chun tionchar na gceardlann don ghrúpa a uasmhéadú. Chuimsigh sé sin mo stíl chumarsáide a bhainistiú chun go bhféadfaí ISL a úsáid laistigh den seomra ranga agus níos mó spáis a fhágáil i ngach seisiún do scoláirí chun bogadh ar an luas ab fhearr a d'oibrigh dóibh. Chuaigh mé leis na múinteoirí agus leis na scoláirí agus iad ag freastal ar thaibhiú "Ceol sa Seomra Ranga" i gCeoláras na hOllscoile, Luimneach agus thug sé seo léargas iontach dom ar an gcaoi a bhfreagródh na leanaí seo do smaointe ceoil. Cén chaoi ar forbraíodh na smaointe agus cén chaoi ar oibrigh na daoine óga, an t-ealaíontóir agus an múinteoir le chéile? Jacintha Mullins, Múinteoir Bhí Fiona ar thús cadhnaíochta trí cheardlanna seachtainiúla tarraingteacha agus turgnamhacha a éascú a bhí thar a bheith spraíúil. Bhí mé féin agus cúntóirí riachtanas speisialta an ranga ar fáil chun cabhrú le ISL agus le tacaíocht bhreise a thabhairt d'aon dalta a raibh gá acu léi. Tar éis an chéad chúpla seisiún chuir na daltaí aithne mhaith ar agus bhí siad ar a suaimhneas le Fiona agus tar éis an phointe sin d'oibríomar go léir mar aonad agus i gcomhpháirtíocht lena chéile chun smaointe a fhorbairt agus téamaí a leathnú. Bhí tionchar ag an taitneamh a bhain na leanaí as ceardlanna Fhiona ar chuid mhaith den phleanáil churaclaim a rinne mé do réimsí curaclaim eile. Rinneamar comhrá mion faoi “The Lonely Traveller” cé a d'fhéadfadh a bheith ann agus cá háit a mbeidís ag taisteal chuici/aisti inár seisiúin teanga bhéil. Sa stair rinneamar fiosrú ar aistear Naomh Breandán agus traidisiún Imram agus in OSPS labhair muid go leor faoin gcaoi nach bac é bheith bodhar roimh aisling duine a fhíorú mar a léirigh Dame Evelyn Glennie. Bhí tionchar ag ár gceardlanna le Fiona ar ár gcuid oibre ranga agus ar an gcaoi chéanna bhí tionchar ag ár gcuid oibre ranga ar fud réimsí curaclaim eile ar threo ár gceardlann le Fiona. Fiona Linnane, Cumadóir Dhear mé agus d'éascaigh mé sraith ceardlann ar chumadóireacht thurgnamhach den chéad uair agus mé ag tosú le cleachtaí simplí rithime agus nodaireacht ghrafach. Nuair ba léir dom go raibh na scoláirí i mbun forbartha ceoil, thosaíomar ag pleanáil téama dár dtionscadal. Trí nasc a dhéanamh le spéis an scoláire in obair Evelyn Glennie thug mé píosa simplí isteach (le Glennie) a mheas mé go bhféadfaimis a oibriú laistigh de chreat an tionscadail. Agus muid ag baint úsáide as barraí clinge agus an nodaireacht ghrafach a foghlaimíodh sa chéad chéim den tionscadal, thosaigh muid ag scríobh amhrán agus le tobsmaointeoireacht agus The Lonely Traveller á úsáid mar phointe tosaigh. D'fhreagair na scoláirí go díograiseach láithreach do scríbhneoireacht amhrán agus mar sin thosaigh mé ag féachaint ar bhealaí chun é seo a leathnú. Cén taithí phearsanta a bhí agat ar an tionscadal i dtéarmaí ratha agus dúshlán? Jacintha Mullins, Múinteoir Ba thionscadal thar a bheith rathúil é seo ar an oiread sin leibhéil éagsúla. Bhí áthas orainn a bheith ag obair le Fiona. Bhí sí i gcónaí chomh foighneach, cineálta agus díograiseach. Thug sí aigne oscailte, eolas domhain agus an-spraoi don tionscadal. Chuaigh sí i ngleic le ISL a fhoghlaim ó na daltaí agus lean sí a sampla i gcónaí is cuma cá ndeachaigh sé. Bhunaíomar comhpháirtíocht trí bhealaigh go han-tapa idir daltaí, ealaíontóir agus múinteoir a d’fheil do gach duine. Thosaigh an tionscadal seo mar rud simplí agus beag go leor ach d'fhás sé go han-tapa le bheith ina thionscadal measartha uaillmhianach. Bhí maoiniú faighte againn ó Ionad Oideachais Luimnigh le haghaidh ceardlann leantach le Puipéadóir áitiúil Emma Fisher chun an ghné amhairc dár dtionscadal a fhorbairt. Ar an drochuair, nuair a tháinig paindéim Covid-19, dúnadh sínte na scoile agus cosc ar chuairteoirí ní raibh muid in ann dul ar aghaidh leis seo. Is gealltanas é gealltanas, áfach, agus nuair a osclaíodh na scoileanna ghlac mé an méid beag eolais a bhí agam ar scáth-phuipéadóireacht a fuair mé ó mo chomhrá le Emma agus rinne mé é seo mar fhócas ár ranganna ealaíne chun gné amhairc ár dtionscadal a chur i gcrích. Rinneadh an scannán le meascán d'aisteoireacht bheo agus de scáth-phuipéadóireacht. Ba dhúshlán é go deimhin bheith ag obair le daltaí bodhra agus é beagnach dorcha agus muid ag caitheamh scáthláin agus maisc agus ag an am céanna scaradh sóisialta agus grúpálacha meithle a choinneáil ach d’éirigh linn sa deireadh thiar agus tar éis dúinn an píosa deiridh a fheiceáil d’aontaíomar go léir gurbh fhiú an iarracht. Fiona Linnane, Cumadóir Ba é an múinteoir, Jacintha Mullins, a spreag rath an tionscadail seo. Bíonn sé deacair, mar ealaíontóir iarracht a dhéanamh an t-ábhar a bhfuil tú ag clúdach a nascadh leis na hábhair sa seomra ranga mar nach mbímid i láthair i bpearsa sa seomra ranga ach le haghaidh na seisiún. Thum Jacintha an rang sa tionscadal trína nascadh le gnéithe eile dá teagasc. Bhí an gnáthdhúshlán i gceist ó thaobh gach scoláire a spreagadh, fiú na scoláirí drogallacha, ach ní a mhéid céanna le tionscadail eile. Arís, mothaím gurbh í ceannaireacht Jacintha ba chúis leis sin. Ar ndóigh tháinig an dúshlán mór chun cinn nuair a dúnadh na scoileanna i mí an Mhárta. Bhí dóthain ábhair taifeadta againn cheana féin chun an scannán a chur le chéile ach b'éigean pleananna chun leanúint lenár gcuid oibre le chéile a chur siar. Cén tábhacht a bhain leis an tionscadal duit ar fiú a roinnt? Jacintha Mullins, Múinteoir Bhí na leibhéil mhéadaithe féinmheasa agus muiníne a léirigh ár ndaltaí le linn agus i ndiaidh an tionscadail seo dochreidte. Bhí siad thar a bheith bródúil as an obair a bhí déanta acu agus as an méid a bhí bainte amach acu. Ba rud é an amhránaíocht a dhéanadh na leanaí seo i gcónaí go príomha lena lámha trí ISL. Is rud an-speisialta é iad a chloisteáil nuair a thosaíonn siad go tobann ag canadh na bpíosaí a chum siad féin, rud a tharlaíonn go minic inár seomra ranga agus timpeall ár scoile. Fiona Linnane, Cumadóir D'éist mé leis an bhfógra maidir le dúnadh scoile i mo charr díreach roimh an seisiún deiridh a bheadh againn. Seisiún thar a bheith tochtmhar a bhí ann - is cuimhin liom socracht a mhothú sa seomra ranga, fad is a bhí an domhan mórthimpeall orainn ina chíor thuathail. Ba é an teagmháil dheireanach a bheadh agam le scoil ar feadh an chuid eile den bhliain agus, is dóichí, go dtí Meán Fómhair 2021. Ar athraigh aon rud i do chuid oibre mar gheall ar an tionscadal? Jacintha Mullins, Múinteoir Ba thaithí an-luachmhar é a bheith ag obair i gcomhpháirtíocht le gairmí i réimse an churaclaim a fuair mé go raibh sé dúshlánach. Léirigh sé dom an luach a bhaineann leis na healaíona san oideachas agus conas is féidir féidearthachtaí gan stad agus bealaí nua teagaisc agus foghlama a oscailt do gach duine a bhfuil páirteach nuair a thógtar duine éigin isteach sa seomra ranga. Beidh mé ag lorg deiseanna chun páirt a ghlacadh i gcomhpháirtíochtaí breise amach anseo. Fiona Linnane, Cumadóir Aithním an tábhacht a bhaineann le fíor-rannpháirtíocht an mhúinteora. Chomh maith leis sin gan a mhothú gur mé fein atá freagrach as gach gné den tionscadal, ligean do dhaoine eile a réimsí saineolais a chlúdach. Ar an taobh eile sa todhchaí ligfidh mé dom féin a bheith níos rannpháirtí sa toradh ealaíonta. Roimhe seo ligeadh mé do na scoláirí smacht a bheith acu ar an obair dheiridh i gcónaí, ach agus mé ag cur in eagar na bhfuaimeanna a bhí taifeadta againn, rith sé liom dá dtógfainn an obair níos teicniúla mé féin go gcuirfeadh sé níos mó ama ar fáil do na scoláirí chun gnéithe níos cruthaithí den tionscadal a fhiosrú. Spotsolas Ealaíontóir(í): Cumadóir Fiona Linnane Is é príomhchuspóir mo chuid oibre i scoileanna ná béim a chur ar cé chomh inrochtana agus gur féidir le ceol comhaimseartha a bheith. Bíonn dearcthaí leanúnacha ann go mbíonn cumadóirí sean, gur fir iad agus go mbíonn siad marbh! I measc daoine fásta fiú, bíonn mistéir ag baint le healaín na cumadóireachta - ní haon mhistéir í. Níl ann ach fuaim amháin i ndiaidh fuaim eile. Tá iniúchadh fuaime tábhachtach dom chleachtas chomh maith - bíonn íomhánna os ár gcomhair de shíor i ndomhain na linne seo. I mo Thionscadal Pobail Chomhairle Ealaíon ‘Bells across the Burren’, spreag mé cuairteoirí chun seasamh agus éisteacht (ar thaobh cnoic). Bhí suntas ag baint le daoine a fheiceáil ag tabhairt faoin tasc simplí seo le hiontas agus iad ag glaoch amach na fuaimeanna éagsúla a chualadar go sceitimíneach: ‘préachán’, ‘tarracóir’, ‘daoine ag caint sa chlós’. Shíolraigh sé seo ó ghníomh shimplí, comhartha a chuir in airde agus ‘Just listen’ scríofa air. Cuid mhór de mo chleachtas is ea an comhoibriú. An príomhshaothar a bhíonn agam, faoi láthair, ná opera agus ceol gutha. I measc na dtionscadal atá idir lámha agam tá saothar a fhreagraíonn don suíomh a choimisiúnaigh comhlacht opera ó Luimneach, Opera Workshop (Dámhachtain Coimisiún Ceoldráma na Comhairle Ealaíon). Tigh Seoirseach Uimh.2 Cearnóg an Pheirigh a bhí mar ionsparáid don saothar agus tháinig smaointe tosaigh ó cheardlanna leis an bhfoireann (Dámhachtain do Thaighde agus d’Fhorbairt Tionscadal Ceoldráma na Comhairle Ealaíon). Tá an saothar seo á fhorbairt anois mar cheoldráma ar fhad iomlán a bheidh le léiriú i 2022/2023. Múinteoir(í): Jacintha Mullins Cháiligh Jacintha ó Scoil Ealaíne agus Dearaidh Luimnigh agus céim aici sa Mhínealaín. Chuaigh sí ar aghaidh agus chuir sí Máistreacht sna hEalaíona sna Meáin Idirghníomhacha i gcrích, cháiligh sí mar mhúinteoir bunscoile ina dhiaidh sin agus rinne sí traenáil agus oiliúint speisialaithe mar mhúinteoir do dhaoine bodhra. Múineann Jacintha páistí 8-12 bhliain d’aois faoi láthair ag Mid-West School For the Deaf i Luimneach. Agus í ina múinteoir ag páistí a bhfuil réimse fairsing laguithe éisteachta agus riachtanais speisialta acu, bíonn a cuid scileanna ealaíne á chur i bhfeidhm ag Jacintha ar mhaithe leis an gcuraclam a sheachadadh i slí ghníomhach, tharraingteach agus ábhartha le haghaidh na bpáistí ina ranganna. Tuigeann Jacintha an tábhacht a bhaineann leis an timpeallacht fhísiúil le haghaidh páistí bodhra. Tá sí feasach go maith ar an ngá atá ag na páistí seo slite ar féidir leo iad féin a chur in iúl a aimsiú chomh maith. Déanann Jacintha dianiarracht cur chuige, a bhfuil saibhreas ealaíne a baint leis, a chur ar fáil maidir le teagasc agus foghlaim ag scoil na mbodhar. Sa mbliain 2019 thug sí faoi chúrsa samhraidh TAP agus thraenáil sí mar éascaitheoir TAP níos déanaí an samhradh céanna. Tá sí ag obair mar chomhpháirtí cruthaitheach mar chuid de thionscnaíocht na scoileanna ildánacha faoi láthair chomh maith. Eile: (Coimeádaí, gníomhaireacht): An Chomhpháirtíocht idir Múinteoirí agus Ealaíontóirí (TAP) Forbairt Ghairmiúil Leantach Ealaíontóir(í) Fiona Linnane Múinteoir(í) Jacintha Mullins Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Mid West School for the Deaf Rannpháirtithe Réigiún Aois/Rang 7 - 12 bhliain d’aois Dátaí Meán Fómhair 2019 - Nollaig 2020 Ceannaireacht Ghníomhaireacht Teacher-Artist Partnership (TAP) CPD Comhpháirtithe eile Limerick Education Centre Príomhthéamaí / línte fiosrúcháin Gan ord ar leith: fuaimdhreacha, cumadóireacht, teanga chomharthaíochta na hÉireann, luail, scáth-phuipéadóireacht, taibhiú, scóir ghrafacha, féiniúlacht na mbodhar, ceol, drámaíocht, scéalaíocht, scríbhneoireacht, eagarthóireacht fuaime agus físe. Snáitheanna Curaclaim Ceol, na hamharc ealaíona, drámaíocht, OSIE, OSPS, ICT Is rud an-speisialta é iad a chloisteáil nuair a thosaíonn siad go tobann ag canadh na bpíosaí a chum siad féin, rud a tharlaíonn go minic inár seomra ranga agus timpeall ár scoile.Jacintha Mullins, Múinteoir