Philosophy of Teaching:
The classroom is a safe place for students, one full of exploration and self expression. Weldon strives to be as inclusive and diverse in her planning and execution of teaching as much as possible. Embedding key language and terminology into all lesson's in order to ensure all students have the best possible chance of successfully completing classroom based tasks as well as exams. Weldon feels that all students have the capability of being successful, Once they are given the correct information in the correct way for that individual student. Using a variety of different teaching methodologies as well as resources, In order to reach the multiple different learning types in every class. Question are asked in a variety of different ways, Starting of with lower order before developing into higher order. Emma feels that embedding the language of Art, Craft and Design is very important, And believes that all curriculum's should leave room for students interpretation and ability. The subject of art greatly encourages the students voice, Asking individuals to identify their interest's, like and dislikes as well as opinion's. Emphasis should also be place on making students aware of the wide variety of art styles and processes, as well as career opportunities. Allowing students to develop their own style and find materials they feel comfortable as well as passionate about. Due to the nature of our subject I feel that we have an opportunity to assist our students in developing a variety of different skills and traits that will greatly benefit them in the future.
Emma Weldon
Post - Primary School Placement:
Here we see an overview of my most recent teaching experience which took place in a second level education settings. I have taught a variety of different programme's such as JC, TY, LC and LCA.
'Educating the mind without educating the hearth is no education at all'
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Aristotle.
Kylemore College:
Was established in 1965 by the City of Dublin Vocational Education Committee as a vocational school.
It is a CDETB mixed gender school located in Ballyfermot, Dublin 10.
As well as providing post primary education, they also offer plc courses in a variety of area's.
3rd Year: CBA 2:
Theme: Shed, Kitchen, Pattern.
Aim: Through a variety of experimental processes students will explore their chosen theme to develop their CBA work focusing on Line, Shape, form, Texture and pattern.
Learning Outcomes:
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1.2 Respond to an art work through written and verbal means using critical and visual language.
1.15 critique the choice of media in their own or others artwork.
2.4 Show how they analyse, observe and record the world around them through a variety of visual processes.
3.5 Experiment with design ideas through research and analytical drawing.
Describe your image
Describe your image
Describe your image
Describe your image
Assessment:
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Ongoing Q&A's throughout class, Observation of students work, Verbal & written Self/peer evaluations, teacher feedback. Using success criteria/Learning intention as a list of questions getting students to answer them using critical and visual language.
Learning Intentions:(L1)
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1) Know what primary/secondary sources are and why they are important.
2) Understand and apply a variety of media and drawing styles focusing on line, shape ,colour and texture.(Line, Contour, Observational)
(Pen, Pencil, watercolour paint ,markers).
3) Be able to observe and record primary sources from a variety of viewpoints.(Front, back, side)
4) Be able to Self reflection on today's class and application of processes..
5) Be able to become self directed through research homework tasks.
6) Understand the use of technology in documenting and uploading their work to google classroom from their phone.
Reflection:
Overall I feel like I have gained a huge amount of experience with the JC CBA Process and would feel confident teaching this area. Team teaching with my host has been a pleasure, During a recent SLAR the host along with the cooperating teacher have seen a big improvement in the students notebook work from their initial research to the artist link section, My host even went as far to say this improvement was down to me and the work I was doing with the students. Personally myself I have seen a big improvement in several different students who are of weaker ability. Due to the exploration of drawing styles and processes this enabled student to find a style that suits them.
4th Year: Book folding:
Theme: Individual(Depending on book)
Aim: To design and construct a 3D sculptural book piece using a variety of book folding and manipulation methods, focusing on Line, Shape and form, Selecting words from your book for Material exploration focusing on line shape, form, colour and texture for added pieces.
Learning Outcomes:
1.1 Looking: Use critical and visual language to describe an artwork.
1.2 Recording and Documenting: Record visual information through a variety of media and techniques.
1.5: Process: Articulate and annotate their research and decision making.
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.
3.4: Critical and personal reflection: Discuss the development of ideas and work from conception to realisation.
Describe your image
Describe your image
Assessment: Students would compare and contrast their work to the learning intentions and success criteria of each lesson, through verbal and written means while using critical and visual language as much as possible.
Reflection: As the majority of this group had never done art before I wanted to give them the opportunity to explore and learn a variety of different 2D/3D processes as well as understanding the art elements and language associated with art, craft and design. All students engaged very well and enjoyed this project.
Learning Intentions:(L1)
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1) Know what a mind map is and explain its purpose.
2) Understand how to research their individual theme/book using their phones as well as reading their books.
3) Be able to use their research to inform a mind map on their individual theme, focusing on line, shape and colour while using a variety of media.
5th year : Art History :
Theme : The Early Renaissance.
Aim: Through a variety of written and practical tasks students will explore The Early Renaissance to develop a variety of terminology and skills focusing on the leaving certificate art history exam.
Learning Outcomes:
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1.1 Looking: Recognise an art style and identify relevant features.
1.1 Looking: Use Critical and visual language to describe an art work.
1.2 Recording and documenting: Collate information from a variety of sources and media.
1.2 Recording and documenting: Record visual information through a variety of media and techniques.
1.3 Experimenting and interpretation: Produce and annotate visual record of their enquiry.
1.4: Explain how context and period influence artistic thinking.
Describe your image
Describe your image
Describe your image
Describe your image
Assessment:
Q&A's throughout, Observation of students work asking students to verbalise using critical & visual language. Using success criteria as a list of questions, Self/peer evaluations.
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Reflection:
Unfortunately I only had four classes out of the seven with this group. However all students worked very well and engaged throughout all lessons. Personally I feel I have supplied the students with knowledge and skills that will benefit them when completing classroom based tasks as well as exams, As before I had began teaching them they had no prior knowledge of the art history exam et all.
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Learning Intentions:(L1)
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1) Know what led to The Early Renaissance and recall/ explain key Periods/terms etc.
2) Understand the importance of researching and recording information individually and as a group.
3) Be able to break down a painting under the headings: Theme/Subject matter, Composition, AEDP, Materials/ processes through verbal means
4) Be able to work in groups to research and present your allocated heading.
6th Year: Weaving.
Theme: Local Environment
Aim: Through a variety of visual recording and weaving processes students will explore the theme of Local Environment to develop a 2D handmade weave focusing on Line, Shape ,colour and texture.
Learning Outcomes:
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Research: 1.1: Looking: Use critical and visual language to describe an artwork.
1.2 Recording and Documenting: Capture their interpretation of the world in a physical/digital way.
1.5: Process: Articulate and annotate their research and decision making.
Create: 2.1: Making: Interpret primary sources including the natural and built environment and the human figure as a source of inspiration.
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.
2.3: Process: Understand the properties of media and apply them correctly.
Respond: 3.1:Analysis: Recognise the artists thinking and elements in their own work and that of others.
3.4: Critical and personal reflection: Discuss the development of ideas and work from conception to realisation.
Describe your image
Describe your image
Describe your image
Describe your image
Assessment:
Students are asked to use critical and visual language in order to self reflect on their own learning, sometimes using the learning intentions & success criteria as a guide, or using them like a list of questions. Sometimes they were given questions to answer related to classroom based tasks or they used what went well why and even better if to identify strengths and weaknesses.
Reflection:
As this is an LCA group I had been asked to cover weaving with them by the host as it is a key assignment. All students wore persistent and worked well throughout, even when they got frustrated with the process and length of time it was taking them to see results. Due to a mixture of ability's & confidence issues, I felt it was important to be as students centered as possible, reflecting on each lesson during & after, to see what worked well & what didn't as well as identify possible solutions or processes that seemed more appropriate to the whole group or individuals.
Personally I had never done weaving before, however I feel that not only have I successfully created my own weave but also have gained very valuable experience teaching one of the craft area's.
Learning Intentions:(L1)
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1) Know what primary/secondary sources are and why they are important.
2) Understand the importance of looking and recording using different media eg photography, As well as viewpoints of a 3d object .
3) Be able to Develop their thoughts from a brainstorm into a mind map by utilizing primary/secondary sources.
4) Be able to self reflect on today's class and processes..