# data[].attributes.headline
After the week 3  AOL and a class presentation  of the 5th years work I was surprised to see that some students were not as far along into the project as I had first thought. On feed back. to the group I had a direct and firm class discussion to find the reasons for the delay in they development of the project . It would appear it was a combination of things 1. I was not checking homework to the level necessary in order to notice the now identified students not completing tasks, 2. students were not taking ownership of their own work to a level that is exceptable. As a result of these findings and after some strong words to put  students back on track in week 4 I feel now the students have gained a new momentum and drive to self motivate. All students have entered into the second stage of their internal dialogue animation and have sketchbooks up to date. On reflection its important for the teacher to develop a balance between  a firm  and gentle motivation in order to keep the momentum of work flow moving.

# data[].attributes.subject
After the week 3  AOL and a class presentation  of the 5th years work I was surprised to see that some students were not as far along into the project as I had first thought. On feed back. to the group I had a direct and firm class discussion to find the reasons for the delay in they development of the project . It would appear it was a combination of things 1. I was not checking homework to the level necessary in order to notice the now identified students not completing tasks, 2. students were not taking ownership of their own work to a level that is exceptable. As a result of these findings and after some strong words to put  students back on track in week 4 I feel now the students have gained a new momentum and drive to self motivate. All students have entered into the second stage of their internal dialogue animation and have sketchbooks up to date. On reflection its important for the teacher to develop a balance between  a firm  and gentle motivation in order to keep the momentum of work flow moving.

# data[].attributes.body
2nd years have all completed character designs which are the basis for the light wieght construction of the characters they are crafting out of paper and tape and then reinforcing with papier mache. I found the majority of students struggled with the construction of feet and hands and therefore held a demo on construction of these important features. However Although I had a student volunteer their character design of their hands as an example to how to construct their form from the simple shapes evident in their designs, I am now concerned that all students will create similar or identical hands and feet that are all based on what was created during the teacher demo! Another concern is that some students are still not confident in who exactly their character is. After reflection and sound advice from Maria F I feel further development of the students characters will benefit their learning. For example This can manifest in sketchbooks with a list of given character qualities that student s need to list on their character and then, time permitting, the creation of ID cards.
The first years are working well and have completed the identification of tonal values in their portraits . They have also numbered the identified areas and linked them to  their identification of tonal value scales created from tints and shades of one primary colours. As the yellow pigments are not of a good quality I have asked the student s to choose between a blue or red palette for their colour schemes. More advanced students are to identify 4-5-6 tonal values and can use secondary colours if they so wish. I am happy with their progress and now am teaching them about brushes and correct application as it concerned me to see how some students were applying their paint with out any elegance of much thought. Due to this and on reflection A demo was given on the basics of application and materials to be used. I found it necessary also to have a housekeeping discussion with the class ; on how to clean brushes, how to store brushes, amount of paint to be placed in palettes, how much water to place in jam jars, why we need a rag or tissue for drying our brushes, where to leave work when drying, how to manage our tidy up after the class.

# data[].attributes.body
Eddie Lenihan and the Acclaimed storyteller Rab S. Fulton tells magical Irish & Scottish tales which the students will become familiar with to inspire further development of a narrative for their puppet characters.

# data[].attributes.body
Following a teacher Demonstration students apply paper Mache to their character constructions to reinforce and stabilise the structure. Student also complete a worksheet to fill in any gaps in their learning so far and to establish a more individual development of their character designs.

# data[].attributes.body
Following a teacher demostration students create the basic shapes and forms that present their character designs in their sketchbooks using Paper and Tape

# data[].attributes.headline
Presentations of student Work in Progress

# data[].attributes.subject
Presentations of student Work in Progress

# data[].attributes.body
Student present t their character designs to class and peers critique work to assist in supporting the student in understanding the success criteria and reflecting on gaps in their learning.

# data[].attributes.body
Students transfer their tonal areas to create the framework for their monochromatic paintings

# data[].attributes.body
Students identified 4-5 tonal values in their portraits to develop the ground work to their individual monochromatic portrait paintings

# data[].attributes.body
Students learned concepts attached to and the skills necessary to create tints and shades .

# data[].attributes.body
We explored Picasso's Blue Period

# data[].attributes.body
Students will use the animation work of contemporary artist Alice Maher as their point of reference
for the internal dialogue section of their animations.

# data[].attributes.body
Students are asked to explore and develop text and images to relate to 'what is happening in side your head?' when you are feeling your identified emotion

# data[].attributes.headline
Class discussion as bridge to beginning of internal dialogue section of  prodject. Students ask again discuss the question 'Am I emotionally aware really?''

# data[].attributes.subject
Class discussion as bridge to beginning of internal dialogue section of  prodject. Students ask again discuss the question 'Am I emotionally aware really?''

# data[].attributes.body
student digitise work in progress for display in a public space for Wellbeing week and for display on the schools Facebook page

# data[].attributes.body
Second Brainstorm exploring in more debt the students identified emotion in Week one. students are asked to reflect on weather or not they feel a deeper understanding of this emotion moving forward I the project

# data[].attributes.headline
Classroom Presentation of work in progress for peer critique and for use as AOF and AFL

# data[].attributes.subject
Classroom Presentation of work in progress for peer critique and for use as AOF and AFL

# data[].attributes.headline
Tonal Portraits mounted on Black Paper inspired by Famous artist portraits

# data[].attributes.subject
Tonal Portraits mounted on Black Paper inspired by Famous artist portraits

# data[].attributes.headline
The 5th year group are a mature and focused group who from their verbal feedback and my observations of them applying themselves to the subject matter and tasks at the investigation and exploration stages of the project. As they have entered the first part of the making stage and with this being my research thesis scheme I am mindful now to bring the Theme of emotional awareness into more discussions, and student presentations and encourage more self lead explorations in their sketchbooks. the week back will be critical in establishing a strong sense of  direction that may influence the whole scheme and research project.                      The first years are a large group with three SEN students  but by the end of week two I felt I had developed a good working raptor with the group in which I facilitated several differentiations to make the achievement of the success criteria of the lesson s for all students. Dressing up as famous artists was a lot of fun and very engaging and bonding for the group and myself included. The students wizzed through the mystery portait and although they found the grid system challenging they have all been successful at establishing their set up. The scheme will be extended in order to facilitate an extra creating section. Through reflection and communication with my co op teacher we believe students will benefit best following completion of their tonal portraits in pencil by creating a monochromatic self portrait based on 4-5 tones. This will not only introduce students to paint mixing and to understanding tints and shades but give a debt. to their prior understanding and knowledge of tonal values.                           The 2nd year group are the largest group. I found initially making 26 puppets in this class was a challenge to keep each student on track. However through reflection , AFL and week three assessment of learning I have identified students that need extra support to meet the success criteria of the lessons and ultimately achieve the learning outcomes of the scheme. Interestingly it has come to my attention that in some cases students I had believed were doing well on reflection and AFL were students that needed extra support to have tasks completed. This groups work is going well and and on track. We are ready to move onto the second stage of making on return from mid term break.

# data[].attributes.subject
The 5th year group are a mature and focused group who from their verbal feedback and my observations of them applying themselves to the subject matter and tasks at the investigation and exploration stages of the project. As they have entered the first part of the making stage and with this being my research thesis scheme I am mindful now to bring the Theme of emotional awareness into more discussions, and student presentations and encourage more self lead explorations in their sketchbooks. the week back will be critical in establishing a strong sense of  direction that may influence the whole scheme and research project.                      The first years are a large group with three SEN students  but by the end of week two I felt I had developed a good working raptor with the group in which I facilitated several differentiations to make the achievement of the success criteria of the lesson s for all students. Dressing up as famous artists was a lot of fun and very engaging and bonding for the group and myself included. The students wizzed through the mystery portait and although they found the grid system challenging they have all been successful at establishing their set up. The scheme will be extended in order to facilitate an extra creating section. Through reflection and communication with my co op teacher we believe students will benefit best following completion of their tonal portraits in pencil by creating a monochromatic self portrait based on 4-5 tones. This will not only introduce students to paint mixing and to understanding tints and shades but give a debt. to their prior understanding and knowledge of tonal values.                           The 2nd year group are the largest group. I found initially making 26 puppets in this class was a challenge to keep each student on track. However through reflection , AFL and week three assessment of learning I have identified students that need extra support to meet the success criteria of the lessons and ultimately achieve the learning outcomes of the scheme. Interestingly it has come to my attention that in some cases students I had believed were doing well on reflection and AFL were students that needed extra support to have tasks completed. This groups work is going well and and on track. We are ready to move onto the second stage of making on return from mid term break.

# data[].attributes.body
On return from the mid term break students will continue with their A4 tonal self portraits that are inspired by a famous painting for five. to six more lessons. They will then being their monochromatic paintings of their portrait.

# data[].attributes.body
On return to lessons after the mid term break students will present, review and reflect on work so far and begin to construct our puppet heads following a teacher presentation of the skills and processes and materials involved

# data[].attributes.headline
Monsters of The  Celtic Underground; Character Design

# data[].attributes.subject
Monsters of The  Celtic Underground; Character Design

# data[].attributes.body
Students read hand outs on various Celtic Monsters and then begin to design their puppets with attention to Head, Hands, Feet and costume structures and materials.

# data[].attributes.body
On  return from the mid term break and  after a review of work so far, Students will continue with their 10-12 frame traditional animation capturing the emotional state identified by each students in week one.
A Second Brainstorm will be developed independently by the students exploring in more debt their identified emotion. This will serve as evidence of the students deeper understanding of their identified emotion and lead directly into the development of the imaginative internal dialogue animation section of the project.

# data[].attributes.body
Exploring Different Types of puppets

# data[].attributes.body
Frame one of the 8-10 frame animation where students fade their image in and fade their image out with attention given to line quality and composition

# data[].attributes.body
Light box lends itself for students having difficulty identifying lines.

# data[].attributes.body
Music video displaying the rotoscope technique.

# data[].attributes.body
Gertie the Dinosaur is a 1914 animated short film by American cartoonist and animator Winsor McCay.

# data[].attributes.body
Rotoscoping technique applied to 8-10 frame Fade in Fade out Traditional animation

# data[].attributes.body
Composing digital photographs based on identified emotion, transforming  images in 'Pencil Sketch' Ap to use for first part of traditional animation

# data[].attributes.body
Photographer Eadweard Muybridge is discussed when taking photo blasts, composition (rule of thirds.)

# data[].attributes.body
Exploration; Thaumascope animation toy exploring rotoscope technique and frames per second

# data[].attributes.body
Art appreciation;  A brief History of animation discussion and questions ;

# data[].attributes.body
Cave paintings as the first animations

# data[].attributes.body
Choosing one emotion from several noted in sketchbook brainstorm to visually expand  on  Emotional Self awareness

# data[].attributes.body
Visual and textual Graphic organiser exploring school based Scenarios that evoke emotions.