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Opportunity: Call for Musicians / Music Tutors for Music Generation Cavan/Monaghan & Kilkenny Music Generation Deadlines: 8th & 10th May 2019 Music Generation Cavan/Monaghan: CMETB invites applications from suitably qualified and experienced persons to be placed on a panel for part-time musicians/music tutors for the following Music Generation Cavan/Monaghan programmes – - Early Years (ages 2-5) - Primary Schools Programme (ages 5-12) - Community Music (ages 13-18) - Inclusive Programme (ages 5-18) Further post details and applicant information are available to download from: http://www.vecjobs.ie/index.cfm/section/job_one/vacancy_key/5062 Closing date for receipt of applications: 12 noon, Wednesday 8 May 2019. Music Generation Kilkenny: KCETB on behalf of Music Generation Kilkenny wishes to recruit suitably qualified and experienced part-time musicians/music tutors to deliver the following programmes – - Singing Programme - Early Years Programme Further post details and applicant information are available to download from: kilkennycarlow.etb.ie/vacancies-2/musicians-tutors-music-generation-kilkenny/ Closing date for receipt of postal applications: 12 noon, Friday 10 May 2019. New Music Generation Development Officers appointed in Cavan/Monaghan, Galway City and Mayo Music Generation Music Generation is delighted to share news of the appointment of three new Music Development Officers in Cavan/Monaghan, Galway City and Mayo. Mairéad Duffy has taken up the position at Music Generation Cavan/Monaghan, one of the most recent Local Music Education Partnerships (LMEPs) to commence participation in Ireland’s national music education programme, led by Cavan and Monaghan Education and Training Board with support from Cavan and Monaghan County Councils. Karen Dervan has commenced the role at Music Generation Galway City, another new LMEP under the leadership of Galway and Roscommon Education and Training Board together with Galway City Council. One of the first LMEPs established as part of Music Generation, Mayo now welcomes Laurie Barrett as new Music Development Officer. Mayo, Sligo and Leitrim Education and Training Board is the lead partner on this programme. In their new posts, Mairéad, Karen and Laurie will have responsibility for developing and managing affordable and accessible local performance music education programmes for children and young people ages 0 to 18. This will include the coordination of music tuition services within the counties, working in partnership with schools, community music groups and centres in the formation of choirs, ensembles, multi-genre performance initiatives, and more. Initiated by Music Network, Music Generation is co-funded by U2, The Ireland Funds, the Department of Education and Skills and Local Music Education Partnerships. For further information go to https://www.musicgeneration.ie Opportunity: Music Generation Development Officers (6 Posts) Music Generation Deadline: 12 noon, Friday 28 September, 2018 Cavan & Monaghan ETB; Galway & Roscommon ETB; Kilkenny & Carlow ETB; and Mayo, Sligo & Leitrim ETB each invite applications for the position(s) of Music Generation Development Officer. A Music Generation Development Officer(s) will be appointed by each Statutory Agency and will be responsible for managing an extensive performance music education programme on behalf of the Music Education Partnership in each area. All areas have been selected for participation in Music Generation – Ireland’s National Music Education Programme, which is co-funded by U2, The Ireland Funds, the Department of Education and Skills and Local Music Education Partnerships. Three-year, fixed-term contract. Application forms, job descriptions and person specifications available online at the links below – - etbjobs.ie (Cavan/Monaghan post) - galwayroscommon.etb.ie (Galway City and Roscommon posts) - kilkennycarlow.etb.ie (Kilkenny post) - mayosligoleitrim.etb.ie (Mayo and Sligo posts) Please note that each post requires a separate application. Closing date for receipt of completed application forms: 12 noon, Friday 28 September, 2018 Cavan & Monaghan ETB; Galway & Roscommon ETB; Kilkenny & Carlow ETB; and Mayo, Sligo & Leitrim ETB are equal opportunities employers. For further information go to www.musicgeneration.ie/news/article/opportunities-music-generation-development-officer-6-posts/ The Arts in Education Portal is touring to Monaghan! Arts in Education Portal Date: 24th March 2018 The Arts in Education Portal is going on tour! In 2018, we invite regional audiences to connect with us during a series of regional events, where practitioners can learn more about the Portal and what it offers, tell us about their work, connect with the community at regional level, share practice and find out what opportunities or events are available in their local area. The second of these distinct events will be held in The Garage Theatre, Monaghan on Saturday 24th March. We welcome teachers, artists, arts managers and anyone with an interest in arts in education to join us for this free event. The second regional event takes place at . Places are limited – booking is essential Schedule - 10:45am—registration & coffee - 11:00am— Introduction - 11:30am— Presentation – dancer/choreographer Mary Farrelly - 12:15pm—Presentation – Paddy Red Downey and the Voice in the Dream project - 1:00pm— lunch & networking - 1:30pm— Creative Session: Breadfellows’ Chats with artist Clare Breen - 3:00pm—wrap up To book your tickets for the Monaghan event go to www.eventbrite.ie/e/arts-in-education-portal-regional-day-monaghan-tickets Paddy Red Downey and the Voice in the Dream Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin? Sleeper Creeper was a collaborative creation between Robbie Perry (musician), Annie Callaghan (artist) and Philip Doherty (playwright) and was performed in Townhall Cavan at the end of 2016 as part of their seasonal programming for children. The success of the show duly inspired Joanne Brennan (Arts in Education CMETB) to approach Robbie and Annie and adapt Sleeper Creeper for a pilot project to run in two selected primary schools, one in Cavan and one in Monaghan. The original show was quite complex in its clever use of artistic disciplines. From live and improvised music being layered throughout, the use of loop machines to projected shadow puppetry involving unique, as well as, everyday objects. All of this was performed with no dialogue and told the story of an old and lonely inventor who miraculously creates a living being from parts that he finds amongst junk. Their friendship grows from their collaborative performances and zany situations they find themselves in. Rather than try to create the same performance for young students, Robbie and Annie chose an entirely new story titled, Paddy Red Downey and the Voice in the Dream in which Paddy Red Downey fishes for junk and finds himself transported to a world beyond his wildest dreams eventually hearing an old women’s voice calling him to return home and share his new found wonders with everyone. Andrea Malone, Teacher The Paddy Red Downey and the Voice in the Dream project was easily one of the most effective projects I have been involved in. Initial conversations with Joanne Brennan (Arts in Education CMETB) and meetings with Robbie and Annie entailed planning, organising and ensuring all requirements were met e.g. garda vetting, school space, curriculum linkage etc. Robbie and Annie also met with the children to introduce themselves and explain the project. How were the ideas developed and how did the young people, artist and teacher work together? Annie Callaghan & Robbie Perry, Artists The ideas were developed as a direct result of the principles of Sleeper Creeper. A multidisciplinary approach to art form and the themes based around recycling and repurposing of everyday materials and junk. The story itself was created as a catalyst for inspiring young minds. Using the story as an opening for the project workshops, we were able to demonstrate to the young audience aspects of theatre, drama, storytelling, music and shadow puppetry that they would in turn learn to use over a two day period for their own collective performance. The teacher allowed Robbie and Annie to bring the children around the school grounds to examine and collect, in pairs, any objects they found of interest. These objects were then projected through the use of an analog overhead projector and discussed openly and collectively on how their appearances changed with our changing perceptions. This example facilitates a validation process for the individual in what they later view as art and how it can then be manipulated and viewed to help create a story. Then began a separation of the group into two halves. One half facilitated by Annie and the shadow puppetry and the other half by Robbie and music creation as a means to underscore the students very own production. The teacher’s role within this workshop was almost only to observe and maintain any control if needed. It cannot be overstated how important this approach was to the project overall. Conversations and shared opinions with the teacher, revealed aspects and qualities of each student’s character as they worked closely and intensely with the artists that were keenly observed and somewhat enlightening to the teacher. What was your personal experience of the project in terms of successes and challenges? Annie Callaghan & Robbie Perry, Artists The project itself was quite experimental. We hadn’t taken something as complex as our performance, and adapted it with a workshop in mind ever before. Also, there were many challenges such as time needed for the students to learn multiple skills with a final performance, questions regarding the suitability of their classrooms, rather than a hall for the workshops etc. We were very pleased to find that we coped quite favorably with all these challenges which were also challenges for the schools. The fact that we could work within the classroom meant no upset to the rest of the school in organizing or rearranging scheduled use of alternative rooms. Also, the fact that the hours we put in were arranged for an intense two days consecutively meant a greater opportunity for all involved to focus and achieve a fully immersive creative experience. Catherine Mc Guirk, Teacher One of the activities that I felt really supported the children’s confidence with regards to the music aspect was the time in which they were allowed to explore the different instruments. I found that at the age the children were at doing the projects, they were conscious of whether or not they were “good at” something. It can often be hard to try and get them to engage fully in something if they feel it is on an area that they aren’t talented in. However, the vast arrange of musical instruments that were available to them allowed them to try out their musical abilities on them. I found that my class would often associate musical talent as to whether or not you could play the piano etc. However, with the way in which they were able to explore the vast array of instruments and create backing music for a story, it was a whole new side to music for them. It was also something that after we had engaged with in the workshop, they wanted to do it more in class. The more exposure they get to experience this, the more confident they will grow in it. What was significant for you about the project that is worth sharing? Annie Callaghan & Robbie Perry, Artists Probably the most significant thing for us was the true potential of each and every student to achieve in an extremely short but significant amount of time, an entire production. From inception until final performance in front of an audience, the entire class worked as a team with individuals quickly finding their strengths and how best they could contribute to the group as a whole. It was wonderful to observe, for example, two students that were much happier to be a part of the technical projection work rather than perform music or drama. This revealed for us the complex range of interests within any given group and reinforces the idea that we need projects that provide more opportunities which exercise the potential for total inclusivity. Catherine Mc Guirk, Teacher Telling of a story is something most children love to do. Some I have found can find it difficult telling a story when they have to write it- for many different reasons. E.g. some might find spelling difficult and get so caught up on whether a word is spelt correctly or not hinders their story telling ability as they don’t get their story finished. The way in which the children were allowed to tell a story through art and music really developed confidence in not only the children who love writing stories but also in the children who find that hard. While doing this they were also developing their Drama skills- even though they may not have realised that. They were able to use their imagination and tell a story not only with their drawings but just by using environmental objects- again, allowing those who didn’t feel confident in their artistic abilities to still their artistic confidence by using environmental objects in an artistic way. It was something that they really enjoyed. They developed so many different skills by doing the project, learnt lots of new things without realising it. Andrea Malone, Teacher This process of choice supported confidence in its own right. The children learned through many different methodologies that suited all learners. Robbie and Annie facilitated so appropriately but still allowed the children to have responsibility for their own learning. Has anything changed in your work as a result of the project? Annie Callaghan & Robbie Perry, Artists It has only further increased my belief in the creative potential of children and the potential of group orientated creative projects Catherine Mc Guirk, Teacher It has changed the way in which I teach arts education as it reminded me how important it is to not only teach the subjects but to allow them to co-exist with each other, to use them together as a way to allow for further exploration as to what they can achieve when combined. It has given me more confidence in doing projects like this, integrating the Arts subjects- along with others, in the classroom Andrea Malone, Teacher This project has given me the confidence as an educator to give the children much more responsibility for their learning. My Arts lessons are less structured which has resulted in a smoother flow to lessons. The power of integration throughout the Arts subjects was evident throughout the ‘Paddy Red Downey and the Voice in the Dream’ project hence I have increased integration throughout Drama, Art, Music and Physical Education. ‘Paddy Red Downey and the Voice in the Dream’ was a wonderful project where I witnessed children growing in self-confidence, learning and having so much fun! Tenderfoot Briefly tell us the story of your project – What was it about? Who was involved? How did it get started? Veronica: Tenderfoot originated, with the support of South Dublin County Council, in The Civic Theatre in Tallaght ten years ago. Bríd Dukes, the Artistic Director of The Civic, wanted to develop a programme to involve transition year students in the art of theatre. Tenderfoot @ The Civic, the parent programme, annually provides forty five students from eight different schools the opportunity to learn about theatre in a hands on way. Tenderfoot operates on a model of apprenticeship. Students learn by doing. They learn about theatre by making theatre under the guidance of working theatre professionals. Each year a number of the students, usually sixteen, write original plays for the stage. A selection of these plays are then produced and students can opt to act, do costume design, take part in the film for theatre module or they can be part of the stage management team. The final productions are seen by two distinct audiences. A general theatre audience and an audience of the students’ peers. Over the years the reaction of the peer audience to the work, work made by people their own age, has been remarkable. It has resulted in a profound level of engagement. Tenderfoot @ The Civic is entering its tenth year. Tenderfoot is a replicable model and Tenderfoot @ The Garage, championed by Niamh Smyth of CMETB, is the first reiteration. Tenderfoot @ The Garage serves schools in the Cavan/Monaghan region. Five schools participated in the inaugural year with a focus on writing. Twenty students wrote original plays for the stage. Five of those plays were publicly acknowledged in rehearsed readings in The Garage Theatre. Audience was twofold – general theatre and peer audience. Response from Sarah Doyle/Holy Family Community School Rathcoole I was lucky enough to be teaching in Rathcoole when the Tenderfoot programme was first set up. My school was one of the South Dounty Dublin schools chosen to partake. Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney I was delighted that our school was accepted onto the Tenderfoot programme following our application through the Garage Theatre. The project had appeal due to its emphasis on creativity, and integration with others, coupled with learning about teamwork and skills required for writing and performing outside of the school timetable. I was also excited about our students being guided, nourished and encouraged by theatre professionals and out of school drama facilitators. Veronica was encouraging and her visit to our school whetted the students’ appetite. How did the ideas develop? How did the children, artist and teacher work together? Veronica: Apprenticeship is the model upon which Tenderfoot runs. The students learn alongside experts in their field so, for instance, professional writers facilitate the students’ learning about writing for the stage. Students are provided with a structure within which they can give voice and form to their own creative ideas. Students are not censored. They can write about any topic. They can utilise any form. The guiding principle for Tenderfoot mentors is to enable students realise the best version of their work. Response from Sarah Doyle/Holy Family Community School Rathcoole Very simply, many of our students blossomed. They learned new skills, and many uncovered hidden talents in writing and acting. All of them gained confidence and a greater sense of self-assurance. They made fantastic friends and even better memories. They were a part of something special and very few will ever forget the Tenderfoot experience. Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney I noticed a remarkable growth in confidence and self-assurance in the five selected students who quickly adapted to the project and to the process of meeting deadlines and submitting required pieces when asked. The rehearsed readings on the day of performance were absorbing and entertaining. What aspects of the project made you smile? What aspects of the project made you feel challenged? Veronica: The young people make me smile. Their enthusiasm, their engagement and their work. The work they produce is very often surprising. It can be sobering. It can be eye opening. It is really interesting to see the world through their eyes. And I feel that something important is happening in that space where young people encounter the theatrical work of their peers. This is a unique space. Also, the willingness and enthusiasm of the countless teachers I deal with restores my faith in the education system. Year after year I deal with teachers who care only for the best interests of their students. The only major challenge I can think of is the ongoing battle to maintain funding. Response from Sarah Doyle/Holy Family Community School Rathcoole I love the annual January trip to see the plays created by the students. Their peers and I, always come away from the theatre impressed and awestruck about what their classmates have achieved. I don’t find any aspect of the process challenging. Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney I smiled at the independence of my students strolling out onstage to take their seats and perform in different roles in different plays. Yes, some themes were challenging and clearly revelatory of their needs and focus in this period of their young lives. Sex, freedom of behaviour and speech, rejection of social norms that seem to apply pressure on teenagers were among the challenging themes addressed in their short plays. What insights from the project are worth sharing? Veronica: It is really valuable for young people to have opportunities to learn in contexts outside of school and in ways different to how they learn in school. An important feature of Tenderfoot is that each group is taken from a number of schools and the work environment is a professional arts environment – The Civic Theatre in Tallaght and The Garage Theatre in Monaghan. The value of such an experience is immeasurable. It provides those students lucky enough to take part an opportunity to see themselves in a new light. Response from Sarah Doyle/Holy Family Community School Rathcoole Tenderfoot offers students a more relaxed environment to express themselves. This can sometimes contrast to the school environment where as teachers, we have to place restrictions on bad language or on adult subject matter. This can be a liberating experience for a lot of students and can help greatly in their development of self-confidence. Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney Overall, most worthwhile as evidenced by the close attention paid by the attentive and engrossed teenage audience who sat through one and a half hours of readings without asking for a break! Response from Robert Barrett/Participating Student Tenderfoot @ The Civic Tenderfoot was easily the highlight of transition year. There was never a dull day; they ranged from doing improvisations in the little theatre upstairs, to building a full sized guillotine. It was a unique experience to see plays, some of which were my own, go from their most conceptual stage in the writers minds, to first drafts and then go through production.” Response from Seoid Ní Laoire/Participating Student Tenderfoot @ The Civic Writing A Piece Of Me developed me as a writer, but it was watching the director shape my words into something new, something physical and outside of myself that I learnt the most. My writing’s weak points were suddenly glaringly obvious, as were its strengths. I remember peeking out from backstage and seeing the audience respond to words I had written and experiencing a connection that is impossible to achieve from a page. It is difficult for me to adequately describe the impact of my few weeks with Tenderfoot. It was one of those experiences that, when I look back on my life so far, carves out a milestone. Sarah Hannon/Participating Student Tenderfoot @ The Civic Tenderfoot made me come out of my comfort zone and most of all have confidence in my writing. It was one of the most fun and rewarding things I did throughout my secondary school experience and I’m very glad I got the opportunity to do it, and I greatly appreciate and am thankful to the people of Tenderfoot for seeing potential in me when I did not, both then and still to this day. Tenderfoot is a replicable model and Tenderfoot @ The Garage, championed by Niamh Smyth of CMETB, was the first reiteration. Tenderfoot @ The Garage served schools in the Cavan/Monaghan region in 2015. Five schools participated and twenty students wrote original plays for the stage. Five of those plays were publicly acknowledged in rehearsed readings in The Garage Theatre. Audience was twofold – general theatre and peer audience. Response from Levana Courtney/Participating Student Tenderfoot @ The Garage Thanks a lot for the wonderful experience you’ve given me and helping me along the way. It’s been a brilliant couple of weeks and I think I speak for everyone when I say I’ve learnt a lot of new things, had so much fun and made a lot of new friends who I won’t forget. Before tenderfoot I would have never spoken in front of a crowd, so I really appreciate the confidence it has given me. Response from Caspar McCabe/Participating Student Tenderfoot @ The Garage You can really tell a lot about a person based on what they write about: their experience, their beliefs, their thoughts, their opinions, their dreams … it’s extremely insightful. When you’re writing, even if you have the clearest idea of what you’re going to say, your words take on their own mind and you can end up writing something that is totally different than what you intended to. Knowing how to accept criticism is important, but so is knowing how to accept praise. Has anything changed as a result of the project? Veronica Each year the students who take part in Tenderfoot are changed by their experience. Some find new interests. Many find new levels of confidence. In a number of cases some even find their future professions. Response from Sarah Doyle/Holy Family Community School Rathcoole Many of them grow in confidence. In terms of their education, a better understanding of drama helps with their study of drama at senior cycle. For the budding writers and actors, there is almost always a greater desire to be involved in their chosen field after completion of the Tenderfoot project. They will often go on to engage in drama or writing outside school. Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney I noted a growing maturity in my five participants. It was good for them to be pushed beyond their usual boundaries. Response from Caspar McCabe/Participating Student Tenderfoot @ The Garage Taking part in Tenderfoot has developed my social skills: I realised while taking part how truly complex everyone is, how everyone has their own individual thoughts and experience and beliefs and this has helped me to connect with people and make friends.
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Caolaigh de réir réigiúin Caolaigh le Foirm Ealaíne Caolaigh le leibhéal na Scoile Tenderfoot Tabhair achoimre ghearr ar scéal do thionscadail – Céard faoi é? Cé a bhí páirteach ann? Cén chaoi ar thosaigh sé? Veronica Cuireadh tús le Tenderfoot in Amharclann The Civic i dTamhlacht naoi mbliana ó shin. Theastaigh ó Bhríd Dukes, Stiúrthóir Ealaíonta The Civic, clár a fhorbairt a thabharfadh deis do scoláirí idirbhliana páirt a ghlacadh in ealaín na hamharclannaíochta. Cuireann Tenderfoot @ The Civic, an máthairchlár, deis ar fáil gach bliain do 45 scoláire as ocht scoil dhifriúla foghlaim faoin amharclann go praiticiúil. Feidhmíonn Tenderfoot ar shamhail printíseachta. Foghlaimíonn scoláirí tríd an obair. Foghlaimíonn siad faoin amharclann faoi threoir oibrithe gairmiúla na hamharclainne. Gach bliain scríobhann grúpa scoláirí, thart ar 16 dhuine de ghnáth, drámaí bunaidh don ardán. Léirítear cuid de na drámaí sin ansin agus féadfaidh scoláirí rogha a dhéanamh dul i mbun aisteoireachta, dearadh cultacha, páirt a ghlacadh sa mhodúl scannán don amharclann, nó féadfaidh siad a bheith ag obair mar chuid den fhoireann bainistíochta ardáin. Cuirtear an léiriú deiridh i láthair do dhá lucht féachana ar leith. Lucht féachana ginearálta amharclainne agus lucht féachana de phiaraí na scoláirí. Tá freagairt lucht féachana na bpiaraí don saothar, saothar a rinne daoine ar comhaois leo, tar éis a bheith dochreidte. Bíonn leibhéal suntasach rannpháirtíochta mar thoradh air. Tá Tenderfoot @ The Civic á reáchtáil den naoú bliain anois. Is féidir samhail Tenderfoot a chruthú in áiteanna eile agus is é Tenderfoot @ The Garage, faoi stiúir Niamh Smyth ón CMETB, an chéad leagan eile de. Freastalaíonn Tenderfoot @ The Garage ar scoileanna i réigiún an Chabháin / Mhuineacháin. Ghlac cúig scoil páirt ann an chéad bhliain agus béim faoi leith ar an scríbhneoireacht. Scríobh scór scoláire drámaí bunaidh don ardán. Aithníodh cúig cinn de na drámaí sin go poiblí i sleachta cleachta in amharclann The Garage. Bhí dhá chineál lucht féachana ann – gnáthlucht féachana amharclainne agus lucht féachana piaraí. Sarah Doyle / Pobalscoil an Teaghlaigh Naofa, Ráth Cúil Bhí an t-ádh liom a bheith ag obair i Ráth Cúil nuair a bunaíodh clár Tenderfoot den chéad uair. Bhí mo scoilse i measc ceann de na scoileanna i gContae Átha Cliath Theas a roghnaíodh le páirt a ghlacadh ann. Cén chaoi ar fhorbair na smaointe? Cén chaoi ar oibrigh na páistí, an t-ealaíontóir agus an múinteoir le chéile? Veronica: Ritear Tenderfoot ar shamhail printíseachta. Foghlaimíonn na scoláirí le saineolaithe ina réimse féin, mar shampla, éascaíonn scríbhneoirí gairmiúla foghlaim na scoláirí faoi scríobh don ardán. Tugtar struchtúr do na scoláirí inar féidir leo a smaointe cruthaitheacha féin a chur in iúl agus a chur i láthair. Ní dhéantar cinsireacht ar na scoláirí. Is féidir leo scríobh faoi ábhar ar bith. Féadfaidh siad leas a bhaint as foirm ar bith. Is é prionsabal treoraithe mheantóirí Tenderfoot a chur ar chumas na scoláirí an leagan is fearr dá saothar a bhaint amach. Sarah Doyle / Pobalscoil an Teaghlaigh Naofa, Ráth Cúil: Go simplí, bhláthaigh go leor dár scoláirí. D’fhoghlaim siad go leor scileanna nua agus aimsíodh go leor buanna nach bhfacthas cheana sa scríbhneoireacht agus san aisteoireacht. D’éirigh siad ar fad níos muiníne agus tá iontaoibh níos mó acu astu féin. Rinne siad cairde iontacha agus cuimhní den scoth. Ba chuid de rud speisialta iad agus is beag duine díobh a dhéanfaidh dearmad ar a dtaithí le Tenderfoot. Cé na gnéithe den tionscadal a chur meangadh gáire ar d’aghaidh? Cé na gnéithe den tionscadal a thug do dhúshlán? Veronica: Chuir na daoine óga meangadh gáire ar m’aghaidh. A ndíograis, a rannpháirteachas agus a gcuid oibre. Féadann an obair a léiríonn siad geit a bhaint asainn go minic. Baintear siar asainn uaireanta. Nochtar fírinne dúinn uaireanta. Bíonn sé an-spéisiúil an domhan a fheiceáil trína súile siúd. Agus airím go bhfuil rud éigin tábhachtach ag tarlú sa spás sin ina dtéann daoine óga i ngleic le hobair a bpiaraí. Spás uathúil is ea seo. Chomh maith leis sin, d’athneartaigh toilteanas agus díograis na múinteoirí ar fad lena mbím ag plé mo mhuinín sa chóras oideachais. Bliain i ndiaidh bliana bím ag plé le múinteoirí a dhíríonn ar leas a scoláirí go hiomlán. Is é an t-aon dúshlán mór a bhfuil mé in ann cuimhneamh air ná an troid leanúnach chun maoiniú a choinneáil. Sarah Doyle / Pobalscoil an Teaghlaigh Naofa, Ráth Cúil Is breá liom an turas bliantúil gach mí Eanáir chun na drámaí a chruthaigh na scoláirí a fheiceáil. Nuair a fhágaimse agus a bpiaraí an amharclann, bíonn an méid a bhain a gcomhscoláirí amach tar éis dul i bhfeidhm go mór orainn i gcónaí. Níor cheap mé go raibh gné ar bith den phróiseas dúshlánach. Cé na léargais ón tionscadal ar fiú a roinnt? (D’fhéadfadh cuma fhánach a bheith orthu, ach go bhfuil siad suntasach dar leatsa) Veronica: Is fiú go mór do dhaoine óga deis a fháil a bheith ag foghlaim i gcomhthéacsanna lasmuigh den scoil agus i mbealaí atá difriúil ón gcaoi a bhfoghlaimíonn siad ar scoil. Gné thábhachtach de Tenderfoot is ea go dtagann gach grúpa ó scoileanna difriúla agus go bhfuil an timpeallacht oibre lonnaithe i dtimpeallacht ghairmiúil ealaíne – amharclann The Civic i dTamhlacht agus amharclann The Garage i Muineachán. Bíonn luach na taithí sin gan chuimse. Tugann sé deis do na scoláirí sin a bhfuil sé d’ádh orthu páirt a ghlacadh ann léargas nua a fháil orthu féin. Sarah Doyle / Pobalscoil an Teaghlaigh Naofa, Ráth Cúil: Cuireann Tenderfoot timpeallacht níos scaoilte ar fáil do na scoláirí chun iad féin a chur in iúl. Uaireanta bíonn codarsnacht mhór idir sin agus timpeallacht na scoile mar go gcaithfimidne, mar mhúinteoirí, srian a chur ar eascaine nó ar ábhar do dhaoine fásta. Cruthaíonn an taithí sin saoirse agus fuascailt do go leor scoláirí agus cabhraíonn sé go mór le forbairt a bhféinmhuiníne uaireanta. Levana Courtney / Scoláire Rannpháirteach i Tenderfoot @ The Garage Go raibh míle maith agaibh as an taithí iontach a thug sibh dom agus as cabhrú liom lena linn. Bhí an cúpla seachtain seo iontach agus ceapaim go n-aontóidh gach duine liom nuair a deirim gur fhoghlaim mé go leor rudaí nua, go raibh an-chuid spraoi agam agus go ndearna mé cairdeas le go leor daoine nua nach ndéanfaidh mé dearmad go brách orthu. Roimh Tenderfoot ní bheadh sé de mhuinín agam labhairt os comhair slua, mar sin táim an-bhuíoch as an muinín a thug sé dom. Robert Barrett / Scoláire Rannpháirteach i Tenderfoot @ The Civic Ba é Tenderfoot buaicphointe na hidirbhliana cinnte. Ní raibh leadrán orm lá ar bith; bhí go leor i gceist, ó thobchumadóireacht san amharclann bheag thuas staighre go gilitín lánmhéide a thógáil. Ba thaithí ann féin é drámaí a fheiceáil ag dul ón gcéim thosaigh choincheapúil in intinn na scríbhneoirí, go dtí na chéad-dréachtaí agus ansin ar aghaidh go dtí léiriú na ndrámaí, cuid díobh ar dhrámaí liom féin iad. Seoid Ní Laoire / Scoláire Rannpháirteach i Tenderfoot @ The Civic Forbraíodh mé mar scríbhneoir nuair a scríobh mé A Piece Of Me, ach d’fhoghlaim mé an méid is mó ag breathnú ar an stiúrthóir ag múnlú mo chuid focal ina rud nua, a bhí fisiciúil beagnach agus taobh amuigh díom féin. Bhí laigí mo chuid scríbhneoireachta thar a bheith soiléir go tobann, mar aon lena láidreachtaí. Is cuimhin liom spléachadh a thabhairt ar an lucht féachana agus mé sa chúlstáitse agus iad a fheiceáil ag freagairt do na focail a scríobh mise agus ag mothú naisc nach bhféadtaí a fháil ó leathanach. Tá sé deacair cur síos sách láidir a dhéanamh ar an tionchar a bhí ag mo chúpla seachtain le Tenderfoot. Ba thaithí é a bhfuil tábhacht saoil ag baint leis nuair a bhreathnaím siar ar mo shaol go dtí seo. Sarah Hannon / Scoláire Rannpháirteach i Tenderfoot @ The Civic Thug Tenderfoot mo dhúshlán agus níos mó fós chothaigh sé muinín i mo chuid scríbhneoireachta. Bhí sé ar cheann de na rudaí ba mhó spraoi agus tairbhe a rinne mé agus mé ar an meánscoil agus táim thar a bheith sásta go raibh an deis sin agam, agus thar a bheith buíoch de mhuintir Tenderfoot as an gcumas a bhí ionam a fheiceáil nuair nach raibh mé féin in ann é a fheiceáil, an t-am sin agus fós go dtí an lá atá inniu ann. Ar athraigh aon cheo mar gheall ar an tionscadal? Veronica: Gach bliain, athraíonn a dtaithí le Tenderfoot na scoláirí a ghlacann páirt ann. Tagann roinnt díobh ar shuim nua. Éiríonn go leor díobh i bhfad níos muiníne. I roinnt cásanna aimsíonn roinnt díobh an ghairm a bheidh acu amach anseo. I gcás na n-ábhar scríbhneora agus aisteora, bíonn dúil níos mó acu i gcónaí beagnach a bheith páirteach lena réimse roghnaithe i ndiaidh dóibh tionscadal Tenderfoot a chur i gcrích. Glacfaidh siad páirt i ndrámaíocht nó i scríbhneoireacht lasmuigh den scoil ina dhiaidh go minic. Spotsolas Ealaíontóir(í): Veronica Coburn Táimse ag obair san amharclann le breis agus tríocha bliain anuas. Bhí mé i mo bhunaitheoir de Barabbas Theatre Company agus chuaigh mé ar chamchuairteanna go Nua-Eabhrac, Wellington, Londain, an Fhrainc agus an Danmhairg le Barabbas. Dírím ar an scríbhneoireacht anois. Táim ag obair le fada an lá le daoine óga. Bhí mé i mo cheannaire deonach ar Dublin Youth Theatre ar feadh 14 bliana. Bhí mé i mo stiúrthóir ealaíonta ar chláir náisiúnta don National Association of Youth Drama agus rinne siad coimisiúnú orm cúpla uair chun drámaí a scríobh do dhaoine fásta óga. Creidim i gcumhacht mhór athraithe na healaíne. Creidim go bhfuil sé de chumas ag daoine óga ealaín den scoth a dhéanamh. Trí Tenderfoot a fhorbairt tháinig mé ar bhealach le spás a chur ar fáil do dhaoine óga chun sin a dhéanamh. Múinteoir(í): Sarah Doyle Is mise Sarah Doyle. Múinim Béarla do dhéagóirí i bPobalscoil an Teaghlaigh Naofa i Ráth Cúil. Múinim cúrsa Béarla an Teastais Shóisearaigh, cúrsa Béarla na hArdteistiméireachta, cúrsa nua Béarla GSSS, cúrsa Béarla & Cumarsáide na hArdteistiméireachta Feidhmí agus cúrsa Béarla na hIdirbhliana. Baineann staidéar ar an drámaíocht agus léirthuiscint di leis na cúrsaí sin ar fad. Baineann mo chuid scoláirí an-tairbhe go deo as Tenderfoot toisc go bhfuil sé bunaithe go hiomlán ar an drámaíocht. Eile: (Coimeádaí, gníomhaireacht): Civic Theatre, Tallaght The Civic Theatre’s Mission is to mount an artistic and challenging programme of contemporary and classical Irish and international work in Theatre, Dance, Opera and Music for the community of South Dublin county and environs. - Read more. Cavan & Monaghan ETB CMETB is an educational authority providing a comprehensive range of full-time, part-time education, training and support services. It aims to provided education for life in an innovative, responsive, caring and flexible learning environment. Ealaíontóir(í) Veronica Coburn Múinteoir(í) Sarah Doyle Gabrielle Tuomey Foirmeacha Ealaíne Leibhéal Scoil/Grúpa Multiple Schools Rannpháirtithe Réigiún Aois/Rang Scoláirí na hIdirbhliana Dátaí Meán Fómhair 2014 go Feabhra 2015 Naisc Ceannaireacht Ghníomhaireacht Civic Theatre Tallaght Comhpháirtithe eile Arts Council Young Ensembles Scheme, South Dublin County Arts Office, Cavan & Monaghan Education and Training Board Príomhthéamaí / línte fiosrúcháin Cur in iúl pearsanta. Cruthaitheacht. Urlabhraíocht chruthaitheach. Foirm ealaíonta. An duine óg mar ealaíontóir. Snáitheanna Curaclaim Traschuraclaim agus nasc faoi leith leis an mBéarla. Taighde nó foilseacháin ábhartha It was a unique experience to see plays, some of which were my own, go from their most conceptual stage in the writers’ minds, to first drafts and then go through production.Robert Barrett, participating student