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Scheme Title: An exploration of a subjective personality or memory of a place or event in the life of the student through the gathering and investigation of common place objects, through the means of pencil drawings to create a lino cut print. 

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Scheme Title: An exploration of a subjective personality or memory of a place or event in the life of the student through the gathering and investigation of common place objects, through the means of pencil drawings to create a lino cut print. 

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Scheme Title: An exploration of cardboard construction as an art and design process through the means of creating prototypes from recycled cardboard, in response to a specific design brief scenario.

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Scheme Title: An exploration of cardboard construction as an art and design process through the means of creating prototypes from recycled cardboard, in response to a specific design brief scenario.

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Scheme Title: Drawing-An  Imaginative Composition in response to objects and photography from a rugged coastal location, through the means of observational drawing, using media such as pencil, pen, considering some of the formal elements of art and design as an aspect of this reaction, which is driven by feelings, observation and memory of the subject matter.

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Scheme Title: Drawing-An  Imaginative Composition in response to objects and photography from a rugged coastal location, through the means of observational drawing, using media such as pencil, pen, considering some of the formal elements of art and design as an aspect of this reaction, which is driven by feelings, observation and memory of the subject matter.

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The most recent lesson is this scheme achieved the learning outcome of creating and observational drawing of our found objects from the shore,  primarily addressing the element of texture. Prior to this, we have addressed the elements of line, form and space in our drawing as understanding of these elements will inform the student's depiction of real life objects within their imaginative composition. This is an important learning process for the students as they have never dealt with observational drawing of this type before

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In our first and only lesson so far (This group attended a TY convention last Thursday so our lesson was cancelled) the students have been divided into project teams and chosen the design brief they will work with. Each team has created a concept map consisting of a plan of action for their chosen brief. In this they have outlined what research needs to be carried out to gather further information for their brief. They have then reviewed these concept maps and carried out online research for the progression of their designs. They have created development sheets showing this work and presented them for discussion. In the next lesson, they will begin design sketches for the creation of their cardboard construction following presentation of design sketch references.

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I have decided to allow extra time for the students to complete these most recent drawings to give them a sens of accomplishment in their work. We will then begin photographing of our found objects using a light box and will use these images to upload to Photoshop where we will explore compositional arrangements for our imaginary drawings.

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Overall, each scheme of work is progressing positively on this school placement, presenting challenges and opportunities for learning and improving mt teaching strategies with each lesson that passes. Timing is an issue I have become very aware of in the planning and completion of each lesson, as I realise I have had too much content in some lesson for students to accomplish effectively and a task which may same brief and uncomplicated to me as someone with a natural skill set in areas of art, poses real challenges for students with a mixture of ability in a classroom. I have learned the benefits of positive reinforcement and giving praise where praise is due and have seen how this assists in building positive teacher student relations and a better attitude to work among students who generally have a negative perspective of the art room and the contribution it makes to the holistic learning experience.

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Students will now begin their preliminary line drawings to explore potential object arrangements for their internal landscape drawings. They will take influence from one of my own sketchbooks for this as I will demonstrate to them how I have worked in this way before for the creation of my internal landscape drawings. They will then review this work and decide on successful object arrangements before they upload these images to Photoshop and explore juxtaposition of scale.

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The 2nd year scheme of work is progressing steadily as at the end of week 5, students are well on their way to reaching a point of completion with their imaginative drawings. Each student is creating a composition arrangement which consists of both found objects from the shoreline following our site visit and objects which are representative of a structured environment. Although we are somewhat behind time with this scheme as I have planned to progress through a painting project with this group, I am happy with the quality of the work they are producing and also happy with my decision to incorporate Photoshop workshops into our lessons as this was a worthwhile digital learning experience for them.

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Ellen's drawing has achieved the learning outcomes most successfully to date. She has included a range of both structural, man made objects and rugged,coastal objects in her imaginative composition. We are primarily working with line at this point but Ellen has begin to successfully address object form in some areas of the drawing. This student has shown the most dramatic improvement in both her confidence and ability in the art room in the least number of weeks.

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Holly has a high drawing ability which has created a strong aesthetic quality in her work. She has a gentle approach to her drawing and good observational skills. However her drawing requires development in the areas of scale juxtaposition and intertwining or merging of objects. A more experimental approach to the creation of the imaginative quality of the composition will bring about more progression in her drawing.

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Christopher has a sensitive and considered approach to his drawing that has been evident right through the course of this project. However he works at a slow pace in the lessons and his work requires much more juxtaposition of scale. He is successful in using the aesthetic of the round composition to assist him in the creation of his composition however more intertwining of objects is required.

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The cardboard sculpture project has progressed well in the very limited time I have had with this group. As with the nature of TY, the group are regularly on school outings or preparing for drama productions etc. So, this caused me to lose two classes with this group. (We only have one double class per week.) If more time was allowed for this group and their schedule was not so hectic, I feel this project could progress very successfully and the work could be accomplished to a higher quality. However we will make the most of the time we have to reach a point of completion with our work.

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Ethan, Kian and Fergal  have shown the most dedication and commitment to the completion of a successful cardboard sculpture. They are responding to a brief which requires them to create a suspending mobile for an infant consisting of three different modes of transport from three different periods in time. The car which Ethan has taken responsibility for creating, is progressing well as Ethan is considering fine details of the car model he is taking influence from. He plans to create an axel for the wheels to turn on, using cocktail sticks. He will make likght and number plates for the car and has said if given the time at the end of the project, he would like to paint it. He is finding ways to cover up any rough of jagged edges of the cardboard using the materials and equipment he has.

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Roisin and Eva are currently working on one of the three different types of dwellings they will design to create a collaborative, innovative home design. They are using the cardboard to create the finer details of texture around doors and windows. They must now progress to the other two house designs and find a way to successfully merge them together to create a new home structure. They must also be more careful with their use of materuals as the glue gunn can create quite an untidy appearance unless it is used with care.

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Ellie, Aoife and Heather have shown the slowest progression in the physical creation of their sculpture and this is mainly due to absenteeism and one person regularly being left to work on their own. They have created the eyes for the owl seen in the image on the left which will be bigger than the body. They have spent time stripping and cutting cardboard to create the nest sculpture for their bird to sit in. With better attendance in our remaining classes, this group should progress to create a successful cardboard construction as they have the commitment and focus when they are present in class.

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This class has a generally very strong artistic ability but the attendance and commitment to progressing with their work has caused issues. Their timing is a real cause for concern and although some of the students are successfully achieving the learning outcomes as they create their drawings, I am very conscious of the fact that there are three weeks remaining for them to complete their drawings and create a lino print from these drawings.

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Maria's ability to think conceptually about her work is evident in the way she has used the figure of herself from a photograph looking out upon the landscape of objects which are respresentative of a memory. However attendance and slow work pace have hindered her progress slightly and she needs to develop her array of objects both primary and secondary for this drawing to reach it's full conceptual and aesthetic potential.

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Sinead continues to show the best quality and pace of progression from this group. She is creating juxtaposition of scale in her object as well as the merging and intertwining of objects to create the surreal imaginative element in her internal landscape drawing. Her drawing skills demonstrate consideration for form and tone and she in incorporating interesting use of pattern to create variety in her image. She now needs to build on her collection of objects to create a richer collection of objects relative to the memory she is representing.

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Despite Jade's strong ability, her commitment and attendance has caused major delays in the progression of her work. We have completed 5 weeks and at the end of the fifth week, this is the progression she has made with her internal landscape drawing. This is very poor progress and Jade has yet to source a primary object  for her drawing.

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Overall, my biggest realisation and also the biggest challenge I have encountered is the issue of timing. I have learned the multiple factors which contribute to this which are poor attendance and slow work pace in class. Obviously student attendance is out of my control. However as the weeks progress I am learning about how I can change slow work pace and also how and why sometimes I can't. This is frustrating at times, especially when you have high hopes a particular class whom you know has excellent potential and ability.