Teaching Philosophy

"I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students' lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work that engage and activate students learning. "

 

Post-Primary

​Sutton Park School

Sutton Park School is an independent co-educational multi-denominational day school located just off Saint Fintan's Road in Sutton.

 

Unit of learning 1

Key Skills

Managing myself

  • Exploring the museum independently to discover the things I would like to see.

  • Researching using a computer and learning how to use google to research successfully.

Staying well

  • Actively being in and experiencing cultural and educational institutions in our community.

Communicating

  • Listening to presentations and delivering our own. Discussing environmental issues.

Being creative

  • Drawing, making work and exploring options in creating our work.

Working with others

  • Listening, Respecting and discussing each other’s work and presentations. Sharing our experiences and working alongside each other.

Managing information and thinking

  • Exploring the museum to make decisions, discover, and disseminate information ourselves.

  • Thinking creatively in using materials and thinking critically in self reflections and group critiques.

1st Year Wire drawing

To create a wire sculpture Informed by a trip to the National History Museum

Learning outcomes

Critical and visual language

1.1 analyse their work, or that of another, using appropriate vocabulary and knowledge

1.2 respond to an artwork using critical and visual language

Drawing

1.4 demonstrate how they use drawing to observe, record and analyse the human figure and the world around them

1.5 interpret the world and communicate ideas through visual means

1.6 use drawings to communicate their personal outlook or understanding

Art Elements and design principals (AEDP)

1.7 examine the method of a number of artists and the artwork they created

1.8 discuss examples of historical and contemporary visual art

Visual culture and appreciation

1.10 identify the use of art elements and design principles within an artwork

1.11 consider the use of the art elements and design principles in their own artwork

Media

1.12 apply their understanding of the art elements and design principles to make an artwork

1.13 identify media which are used to create artwork

1.14 use media to create their own artwork

_____

 

Unit of learning 2

5th Year Bronze and Iron Age jewellery

To study the history, form, function, decoration and techniques of Bronze and Iron Age metalwork through construction of jewellery inspired by the artefacts.

Learning outcomes

Key Skills

Information processing

  • Recording, organising, summarising and integrating information

  • Presenting information using a range of information and communication technologies

  • Annotating our drawings to evaluate progress, group crits, analysing LC documents.

Critical and creative thinking

  • Analysing and making good arguments, challenging assumptions

  • Thinking imaginatively, actively seeking out new points of view, problems and/or solutions, being innovative and taking risks

  • Using different life drawing techniques in our drawings, discussing our progress and expressing our opinions on techniques.

Communicating

  • Expressing opinions, speculating, discussing, reasoning and engaging in debate and argument

  • Engaging in dialogue, listening attentively and eliciting opinions, views and emotions

  • Presenting and discussing our work, discussion in group crits.

Working With others

  • Developing good relationships with others and a sense of wellbeing in a group.

  • Listening and supporting each other and our work in group crits.

Being personally effective

  • Being able to appraise oneself, evaluate one’s own performance, receive and respond to feedback

  • Identifying, evaluating and achieving personal goals, including developing and evaluating actions plans

  • Becoming confident and being able to assert oneself as a person.

  • Self-evaluating our work, understanding what is required in the marking scheme and assessing ourselves with it, discussing our work and our peers’.

Looking

  • analyse an artwork

  • use critical and visual language to describe an artwork

  • Analysing our own and other’s artwork and use critical language in discussion and group crits.

 

Making

  • develop concepts in imaginative and creative ways

  • interpret primary sources including the natural and built environment and the human figure as a source of inspiration

  • apply appropriate skills, knowledge and techniques

  • Creating drawings based on our primary source observations.

 

Contextual enquiries

  • apply the art elements and design principles in creating and evaluating their work

  • critique the work of others and their own

  • Discussion of artwork in group crits.

Process

  • illustrate sources of information

  • create a selection of drawings, studies and realised work

  • experiment and edit their work

  • understand the properties of media and apply them appropriately

  • explain the rationale for their choices

  • Using a variety of media and approaches in our life drawings and consider and reflect on them.

 

Impact and value

  • value their own work and the work of others

  • argue the merit of a work using appropriate contextual information

  • Reflecting on our drawings and self-assessing against success criteria

_____

 

Unit of learning 3

Learning outcomes

Critical and Visual Language

3.2 use critical and visual language to explain their own designs and those of others

2.3 reflect on their own, or another’s, craftwork through the use of critical and visual language

Drawing

2.4 show they can use their drawings to observe, record and analyse

2.5 develop their ideas for craftwork through drawing

3.6 design a final work based on their drawings

 

Art Elements and design principals (AEDP)

2.9 assess the visual culture references that are incorporated into craftwork/s

Visual culture and appreciation

3.10 explain the use of art elements and design principles in examples of design work

3.11 examine their own and others’ design work through the use of art elements and design principles

2.12 justify the choice of art elements and design principles in their own or others’ craftwork.

Media

2.13 identify the role of media in the development of craftwork

2.14 use media to create craftwork

3.15 justify design concepts and the use of media in their own or others’ work

2nd Year Printed travel patches

To create a travel patch by researching a location, mixing media of print and textiles to construct a patch.

Learning intentions

Managing myself

  • Making considered decisions

  • Being able to reflect on my own learning

Staying well

  • Being social

  • Being confident

  • Being positive about learning

Communicating

  • Listening and expressing myself

  • Using language

  • Performing and presenting

  • Discussing and debating

Being creative

  • Exploring options and alternatives

  • Implementing ideas and taking action

  • Learning creatively

Working with others

  • Respecting difference

  • Contributing to making the world a better place

  • Learning with others

Managing information and thinking

  • Being curious

  • Gathering, recording, organising, and evaluating information and data

  • Thinking creatively and critically

  • Reflecting on and evaluating my learning

Ardscoil LaSalle​

Ardscoil La Salle, is a co-educational, voluntary Catholic, DEIS, secondary school located on the Raheny Road in Raheny, Dublin.

 

Unit of learning 1

Learning outcomes

Critical and Visual Language

2.3 reflect on their own, or another’s, craftwork through the use of critical and visual language.

Drawing

2.4 show they can use their drawings to observe, record and analyse.

2.5 develop their ideas for craftwork through drawing.

 

Media.

2.14 use media to create craftwork.

2.15 justify the choice of media in their own or others’ craftwork.

1st Year collaborative batik quilt

To explore form through drawing of objects under the theme of growth, developing a composition with colour to create a patch in a collaboratively curated batik quilt.

Learning intentions

  • Develop a concept within the theme.

  • Identify the process of batik and consider its uses and limitations.

  • Explore form through observational contour drawings.

  • Analyse their choice of object/drawing in context of a theme.

  • Make design decisions by creating two designs for batik

  • Explore different mark making techniques with wax applicator/brushes

  • Demonstrate understanding of colour through colour mixing of dye.

  • Critique their work within the context of what they’ve learned.

  • Identify and curate their works together.

_____

 

Unit of learning 2

5th Year Cubist self portrait

Create a self-portrait through line, shape, tone, texture, form and proportion. Focusing on distortion and perspective in the cubist style to give a practical basis to the art movement.

Learning intentions

  • Respond to the work of cubists

  • Create a series of contour blind drawings to observe line and shape

  • Be able to identify correct proportions of the face

  • Identify proper proportion and effect of perspective through line

  • Demonstrate understanding of tonal range by drawing shade and highlights

  • Be able to discuss differences of media used

  • Demonstrate through line and tone understanding of how proportion changes

  • Identify key points and dates of cubist movement from notes

  • Demonstrate ability to realise their theme in an artwork

  • Demonstrate understanding of elements covered in planning their piece

  • Produce a work showing elements of tone, line, form and shape, and use of multiple perspective.

  • Discuss their work in context of their peers work and that of the cubists.

Learning outcomes

Critical and Visual Language

1.2 respond to an artwork using critical and visual language

1.3 critique an artwork using critical and visual language

Drawing

1.4 demonstrate how they use drawing to observe, record and analyse the human figure and the world around them

Visual culture and appreciation

1.7 examine the method of a number of artists and the artwork they created

1.8 discuss examples of historical and contemporary visual art

Media

1.13 identify media which are used to create artwork

1.14 use media to create their own artwork

1.15 critique the choice of media in their own or others’ artwork

_____

 

Unit of learning 3

ASD Puppet making

To use imagination to develop a character while improving co-ordinations skills by manipulating everyday materials to make puppets.

Learning intentions

  • Speak confidently about their own ideas.

  • Listen, be patient and accepting of each other’s ideas and opinions.

  • Develop motor skills and hand eye co-ordination in using materials.

  • Create context and narrative for the ideas of the characters they created.

  • Verbalise their ideas through a written narrative.

  • Consider themselves in the context of superheroes.

  • Explore different compositions by playing with layout of comic strip.

  • Develop motor skills and hand eye co-ordination in using pencils/brushes/scissors.

  • Make design decisions by creating a narrative composition.

  • Explore colour and its significance in a mood board.

  • Develop motor skills and hand eye co-ordination in using pencils/brushes/scissors.

  • Analyse their own work in group discussion.

  • Identify what they liked and what they would change in their work

Learning outcomes

Critical and Visual Language

3.2 use critical and visual language to explain their own designs and those of others

Drawing

3.6 design a final work based on their drawings

Art Elements and Design Principles (AEDP)

3.11 examine their own and others’ design work through the use of art elements and design principles.

 

Media.

3.13 describe the use of media in examples of design work

3.14 utilise media in their own design work based on a design brief

3.15 justify design concepts and the use of media in their own or others’ work

Adult Education

 
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​Damn Fine Print

Open access screen printing studio, print shop, workspace and art gallery, offering courses, events and artist residencies in Stoneybatter, Dublin.
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© David Bowe NCAD 2019