Julia Filip
ARTIST|EDUCATOR
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Teaching Practice
Post-Primary
Kylemore College, Co. Dublin
Kylemore College is a vibrant and modern post-primary school in the heart of Ballyfermot, Dublin. The school has been providing quality education to the community since 1965. Kylemore College strives to provide a nurturing and stimulating learning environment where their students can thrive both academically and personally.
Unit of Learning 1
2nd Year - Mixed Media Painting
Theme - Urban Vegetation
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Aim; To Create a Mixed Media Embroidery Painting through the investigation of the theme ‘Urban Vegetation’ while exploring Colour, Texture, and Shape.
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Learning Outcomes
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Drawing
- 1.4 Demonstrates how they use drawing to observe, record and analyse the human figure and the world around them
- 3.6 Design a final work based on their drawings
Visual Culture and Appreciation
- 1.8 Discuss examples of historical and contemporary visual art
AEDP
- 1.11 Consider the use of the art elements and design principles in their own artwork
Media
- 1.14 Use media to create their own artwork
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Unit of Learning
Resources +
Assesment Strategies
Reflection: Using a range of evaluation/assessment strategies like; group/peer and working with the students to evaluate and see how they are standing in their work progress also allowed me to gauge the learning happening in my class while reflecting on their post-notes or discussion happening within the class.
- Making sure to have an art element at the core of each lesson making sure that I was teaching new information and content. I also felt that this aided the students in creating their work as they had specific Success Criteria.
- The effectiveness of planning needs to be worked on - I overestimated the workload the students could achieve in each class and we did not finalise our mixed media paintings. I need to be aware of the amount of work students can achieve in each class and make sure to have that planned out for my next UoL. I feel like giving 1 or 2 classes to finalise our paintings would benefit
the students to see their achievements come to fruition.
Unit of Learning 2
6th Year - Visual Studies: Pre-Christian Ireland
Theme - Pre-Christian Ireland
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Aim; To explore pre-Christian Ireland through the Stone/Bronze/Iron Age using the Visual studies framework to research and understand the artistic process and developments of the Pre-Christian Period.
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Learning Outcomes
1.1 Looking -recognise an art style and identify relevant features + use critical and visual language to describe an artwork
1.4 Contextual inquiries how context and Period Influence Artistic Thinking
2.1 Making - apply appropriate skills, knowledge and techniques
2.2 Contextual enquiries -apply the art elements and design principles in creating and evaluating their work
3.1 Analysis -discuss examples from Visual Studies
Reflection: I incorporated hands-on activities where students would explore techniques and AEDPs within the Pre-Christian era, which in turn allowed the students to be engaged within the lesson and allow them to process the information through experiential learning.
Using Vygotsky's scaffolding theory, starting from the Stone Age and moving through the eras each lesson allowed the students to understand the process and innovations and how they informed each other to further develop the art elements and techniques throughout the stages of the Pre-Christan era.
Allowing the students to deliver the content on our museum trip and role-play the role of the guide, was a strategy I used informed by Paul Ginnis. This strategy proved to be effective and allowed them to present the content in student-friendly vocabulary.
Unit of Learning
Resources
Unit of Learning 3
2nd Year - Cardboard Construction
Theme - Sound of Music
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Aim; Through a group collaboration project, they will design and Create a 3D Cardboard construction instrument while exploring
line, colour and form under the theme “The Sound Of Music”.
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Learning Outcomes
Drawing
3.4 interpret a design brief and represent this through their drawings
Visual Culture and Appreciation
3.3 respond to and critique works of design using appropriate visual language
AEDP
3.11 examine their own and others’ design work through the use of art elements and design principles
Media
3.14 utilise media in their own design work based on a design brief
Visual Culture and Appreciation
3.7 describe examples of historical and contemporary design
Unit of Learning
Resources
Reflection: Reflections at the start of my UoL were not as in-depth- They didn’t recognise aspects that I could improve on from my lesson and why they should be improved. I think through my UoL I recognised this, and using the school placement form I started evaluating my teaching and referencing back to articles to inform me of my strengths and weaknesses.
- Knowing the environment I was in informed my decisions on the development of the thematic process of the UoL - This in turn allowed me to base the projects that were relevant to the students which allowed them to enjoy the work while learning.
- Implementing discovering learning through this UoL allowed the students to have a sense of ownership to their work - They were using group and teamwork to critically think about how to construct the instrument.
- I felt like the assessment was mostly oracy-based except for the group rubric - Having written evidence of peer evaluations would have benefited the students to look back onto and develop their work.
Saint Dominic's College, Co. Dublin
Saint Dominic's College previously located in Ballyfermot amalgamated with three local schools in the Ballyfermot area to create a new school called Saint Setons. This school strived to encourage all students to believe and achieve, work hard and reach their personal potential. They provided all DES programmes.
Unit of Learning 4
5th Year LCA - Monochromatic Painting
Theme - Urban Vegetation
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Aim;To create a monochromatic mixed media painting while exploring collage using colour to represent their emotions.
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Learning Outcomes
1. create visual artwork which reflects their own sense of `self’ and cooperate with others to create group-oriented work.
2. collect imagery and other resource material and develop ideas
3. identify and experiment with visual elements and with a range of materials and tools, to create work of an appropriate quality
4. recognise the ways in which artists have dealt with the concept of "self"
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Unit of Learning
Resources +
Assesment Strategies
Reflection: Using a continuous VA to demonstrate the artistic process relevant to that class was effective. Not only was the process continuous and at the rate the students were creating their work but I also could show them the stages of the process rather than only have photographs of the stages.
- Having a larger VA and also a VA that was the size of the student's expected work was good. One could be shown from the top of the class and the other for them to visualise the expected outcome.
- More focus on proportions and designing the portrait- even though we decided to work from photographs I think learning about proportion would have advanced our knowledge of portraiture.
- Handouts of artistic process steps were effective - students were able to refer back to steps after the demonstration and was a good way to introduce and remind students of keywords.
- A wider range of Poratit Support Study artists were needed. Visual Art Module has a unit called - Unit 3: Contextual Reference. I think referring to only Pablo Picasso and Hyun-Mi Yoo's value and colour for emotion were not broad enough
for the students to understand value and would like to developed this in the future.
Unit of Learning 5
1st Year - Bronze Age-inspired Clay Slab
Theme - The Bronze Age
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Aim; Students will design and create a clay slab coaster inspired by the Early Bronze age’s symbolic patterns and shapes used in pottery and gold objects.
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Learning Outcomes
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Critical and visual language
2.1 identify and use the critical and visual language associated with more than one type of craft
Visual Culture and Appreciation
2.8 interpret the narrative, symbols and functions used in craftwork from their own and other world cultures
3.8 discuss historical and contemporary design practices
Drawing
2.5 develop their ideas for craftwork through drawing
AEDP
1.10 identify the use of art elements and design principles within an artwork
Reflection: Incorporating a layer of learning in this unit of learning was effective in keeping the learners engaged and also introduced a different learning aspect to this unit of learning. The Bronze Age is a unit that is taught in the visual studies curriculum and interlinking it with the first year in an age-appropriate manner, specifically looking at the art element aspect allowed the students to develop their knowledge and understanding of the art elements and design principles. I believe that developing this six-lesson unit into a group collaborative or even a 3D unit of learning would further enhance the possibilities of this clay unit .
Unit of Learning
Resources
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SEN
Visual Art in the Classroom
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Artist Mentoring
A group collabrative SEN unit of learning that focuses on inclusive Practice
A unit of learning that supports in the preperation of a portfolio.
A curated selection of art,design and craft projects done during my Undergraduate degree