8 Deireadh Fómhair 2018

Class: 1Ealín – 4.1

Time: 10:20 – 11:40 (double period)

Date: 08/10/18

School: Coláiste Choilm (Ghaelcoláiste)

Mentor: Emilie Doyle

The class was introduced to cross contour line. I explained that by doing cross contour line drawings it would help them better understand the form of their primary object. I had intended to open the lesson by showing them a PowerPoint presentation and video but I had thought the projector wasn’t working. Later realising that it merely needed to be plugged in, I then showed them the PowerPoint and video tutorial in the second class. From this experience I realised that sometimes the most simple thing can be the answer, as well as checking the plugs before moving on. The pupils didn’t notice so I kept my composure and continued on. The class is still quite quiet. I am gradually taking more of the lead in the class. I think I will introduced group work within the class. This will get them to bond as well as hopefully giving them confidence in speaking in the class and answering questions. It isn’t that they don’t answer but it seems to be the same group of pupils always answering my questions. It might be less daunting for them to answer questions.

Foclóir – Dictionary

Imlíne - Contour

Imlíne Trasnú – Cross Contour

Foinse Príomha – Primary Source

Dearcadh - Perseptive

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17th September 2018

Class: 1Art – 1.2 Time: 09:00 – 11:40 (double period) Date: 17/09/18 School: Coláiste Choilm Mentor: Mary O’ Mahony Pupils entered the class boisterously. My co-operating teacher settled them down by greeting them and by asking for the pupils to bring up their string drawings from the previous class. The pupils then made rubbings from the string drawings. Following the completion of the rubbings they were hung up on the wall. The class gathered around them and discussed the things they noticed about the rubbings. Among the comments made about the rubbings, it was pointed out that the rubbings were different from other drawings that they had done before. It was a good strategy to introduce the students to peer assessment. This acts as a brief introduction to print. It allows them to see where ink would be in a print. The class then moved onto Contour line. The co-operation teacher had a PowerPoint presentation ready w...

Welcome to my PME blog. Within this space, I will reflect on the shadowing period of my teaching practice, which follows me in my preparation towards taking my classes alone. I will discuss workshops that take place in the Crawford College, where I can experience the methods of art making that my pupils will experience, seeing through the eyes of both student and teacher. I will also bring my experience from UCC, in which I will reflect on the teaching methodologies that I will use in my own teaching practice. With this blog, I hope to map my progress of this year, and to show the growth that has occurred in both my artistic and teaching practice through the experiences from UCC and the Crawford College.

Drawing: the Face

These videos can be very helpful when teaching pupils how to draw the features of the face. However I wouldn't use this as the absolute must. It is merely a guide line. As every individual has individual features, these videos are a starting point. It is up to the pupils themselves to be sure to look at their subject and to take note of whether the lips are thin, if the subject has thin or wide nostrils and if they have heavy eye-lids or not. For many pupils they would not have drawn with the requirement to detail and proportion before. They will need to be patient with themselves and not to focus on creating a picture perfect image. If that was the aim of the exercise, photography would be the choice of medium. When it come to drawing, the hand, as well as the eye, of the artist is to be seen in the work. there may be a particular feature that the artist focuses on, the artist may make the eyes slightly larger than as is actually there. this makes the drawing more ...

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