Aine Mc Bride
Illustrator/ Educator
Teaching Practice
Post Primary
Over the course of the last two years, I took part in two separate post primary teaching placements
"Educating the mind without educating the heart is no education at all."
Aristotle
Loreto Community School Milford, Co. Donegal
Loreto Community School Milford is situated in Milford, Co. Donegal, having been established as a Loreto College by the Loreto Sisters in 1966. Loreto Community School Milford is a mixed gender community school. Loreto strives to achieve their mission statement, encompassing the rights and self-worth of all in a happy, safe and christian environment, where all may realise their true potential.
Unit of Learning 1.
5th Year - Lino printing
Theme: Images of Everyday Life
Aim: Explore line, composition and balance, through the theme Images of Everyday life. Experiment with printing and stitching to create a lino print embroidered tote bag
Learning Intentions
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To know… about the artist frans masereel and use his work as a source of inspiration
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To be able to… print their lino design onto an array of papers, experimenting with colour and composition - coloured paper, tissue paper
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To know… how to use the stitches demonstrated in class to practice embroidery on fabric - straight stitch, satin stitch
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To understand… how to effectively transfer their lino design onto fabric - print on paper twice, on third print- print on lino, use a spoon to ensure the design is fully pressed into the fabric
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To know… the final outcome of the project - printed and stitched tote bag, based on the theme Images of everyday life
Learning Outcomes
Research strand
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use critical and visual language to describe an artwork
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experience the natural and built environment as a source of inspiration
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draft a selection of drawings and studies that support their ideas and work
Create strand -
interpret primary sources including the natural and built environment and the human figure as a source of inspiration
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develop, experiment with and edit their work
Respond strand -
recognise the artistic thinking and elements in their own work and that of others
Students work
Unit of Learning
Teaching Resources
Jack B. Yeats Paintings
Unit of Learning
Teaching Resources
Unit of Learning 2.
5th Year Art History - 20th Century Irish Artists
Theme: ‘The relationship between the artist and the artwork’
Aim: Research and examine 20th century Irish Artists and be able to analyse their artworks under the headings: subject matter, style, composition and techniques. Through researching and completing activities in relation to their work: sketching, annotating, crossword searches and essay questions
Learning Intentions
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To know about the life of Jack B. Yeats and how his life and surroundings influenced his work and his style throughout his years
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To understand the relationship between the subject matter of a painting and the artist
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To know how to critically analyse an artwork under the headings outlined in the powerpoint:, Context, Medium, Subject matter, techniques, colour, scale, subject matter etc.
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To Understand how to annotate and sketch a successful illustration in an essay
Learning Outcomes
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Use critical and visual language to describe an artwork (1.1.3)
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Produce an annotated visual record of their enquiry (1.3.2)
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Curate and present their work in a considered way (2.4.1)
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Discuss the development of ideas and work from conception to realisation
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Select, interpret and answer a LC exam question applying essay writing skills
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engage with a recognised artist or work of art (1.4.1)
Unit of Learning 3.
1st Year - Cardboard Construction
Theme: The Card Cobbler
Aim: Using shape, form and scale, manipulate and experiment with cardboard using the theme the card cobbler to create a cardboard construction shoe
Learning Intentions
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To be able to… create a line drawing of a shoe, using knowledge of line and shape
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To know... how observational drawings will help to inform their 3D construction of a shoe
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To be able... how to use tone, line and shape to create a drawing, by observing a primary source object: a shoe and translate it into a drawing
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To understand and observe the work of Michael Craig Martin and how any object can be of value even their shoes.
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To understand how their 2D shapes will be used as a construction plan to make a 3D shoe from cardboard
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To be able to transform 2D shapes into 3D forms, using the net of the shape and sticking it together
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To be able to use the techniques practiced in the previous lesson to construct their cardboard shoe i.e. scoring and tabbing
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To understand that their shoe must be to scale of their actual primary source shoe
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​To understand how they have built up their skills throughout the project: first starting with 2D skills of observational drawing, construction plans and then 3D skills creating paper forms and creating their final shoe construction to scale
Learning Outcomes
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2.3 reflect on their own, or another’s, craftwork through the use of critical and visual language.
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1.5 interpret the world and communicate ideas through visual means
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1.7 examine the method of a number of artists and the artwork they created
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1.10 identify the use of art elements and design principles within an artwork
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1.11 consider the use of the art elements and design principles in their own artwork
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1.14 use media to create their own artwork
Visual Aid
Students work
Unit of Learning
Teaching Resources
Mulroy College Milford, Co. Donegal
Mulroy College Milford is an Education Training Board (ETB) School for mixed genders, with an enrolment of approx 556 students for the year 2021. There is a high standard of education at Mulroy College and offers students the following programmes: Junior Certificate, Junior Certificate Schools Programme, Transition Year, Leaving Certificate, Leaving Certificate Applied and Leaving Cert Vocational Programme. Mulroy College boasts to have an excellent track record and history in providing a high standard and quality education.
Unit of Learning 1.
5th Year - Poetry zine making
Theme: Bringing words to life
Aim: Explore line, composition and balance, through the theme Images of Everyday life. Experiment with printing and stitching to create a lino print embroidered tote bag
Learning Intentions
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To know: the power of words and how they can represent emotions, thoughts and themes
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To understand: the poetic techniques used by poets to create imagery and feelings through writing
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To know: about the work of Jim Kay and how he illustrates words to bring them to life
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To be able to: use a primary source and secondary sources as a study for their visual mind maps
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Experiment: with collage, drawing to create a visual minds-a to represent their Eavan Boland Poem
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To know: the method and techniques artists use to create their works
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To understand: how objects can represent visuals within a piece of literature
Learning Outcomes
Research strand
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Use critical and visual language to describe an artwork
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Record visual information through a variety of media and techniques
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Craft a selection of drawings and studies that support their ideas and work
Create strand
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Relate their research, processes & decisions that led to their realised work
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Develop, experiment with and edit their work
Respond strand
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Recognise the artistic thinking and elements in their own work and that of others
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Discuss the development of ideas and work from conception to realisation
Students work
Unit of Learning
Teaching Resources
Frida Kahlo Painting
Visual Aid
Unit of Learning
Teaching Resources
Unit of Learning 2.
5th Year Art History -
Post Impressionist Artist - Paul Gauguin
Female Portrait Artist - Frida Kahlo
Theme: ‘The relationship between the artist and the artwork’
Aim: Research and examine Post Impressionist Artists and be able to analyse their artworks under the headings: subject matter, style, composition and techniques. Through researching and completing activities in relation to their work: sketching, annotating, crossword searches and essay questions
Learning Intentions
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To know: about the life of Paul Gauguin and how his life and surroundings influence his work and his style throughout his years
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To be able to: recall the information in the powerpoint
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To know: how to critically analyse an artwork under the headings outlined in the powerpoint:, Subject matter, techniques, colour & style etc.
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To understand: how to annotate and sketch a successful illustration in an essay
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To be able to: contextualise the information presented into an essay answer based on the artist Paul Gauguin
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To know: about the life of Frida Kahlo and how his life and surroundings influence his work and his style throughout his years
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To understand: the themes related to Frida Kahlo work i.e.
Learning Outcomes
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Use critical and visual language to describe an artwork (1.1.3)
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Produce an annotated visual record of their enquiry (1.3.2)
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Curate and present their work in a considered way (2.4.1)
-
Discuss the development of ideas and work from conception to realisation
-
Select, interpret and answer a LC exam question applying essay writing skills
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Engage with a recognised artist or work of art (1.4.1)
Unit of Learning 3.
1st Year - Textile Still life
Theme: Henri Matisse -The Joys of Life
Aim: Explore composition, colour and contrast through collaging and applique to create a matisse inspired textile still life. Following the theme: ‘Joys of life’
Learning Intentions
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To understand: how objects can evoke emotions through the theme - ‘Joys of Life’
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To be able to: identify use of organic shape in Matisse's paper collages
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To know: and identify organic and geometric shapes within a composition, and compose a piece using equal geometric/organic shapes
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To be able to: translate paper shapes into 3D form using felt
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To be able to: practice embroidery skills to attach felt to paper using stitch
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To know: the composition techniques Henri Matisse uses in his paper collages
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To understand: recognise the use of organic line and shape when composing drawings from a primary source
Learning Outcomes
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Strand one: Art
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1.2 respond to an artwork using critical and visual language
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1.12 apply their understanding of the art elements and design principles to make an artwork
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1.14 use media to create their own artwork
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Strand two: Craft
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2.4 show they can use their drawings to observe, record and analyse
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2.6 investigate their own personal approach to craftwork through the technical and creative application of drawing and mark-making
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2.7 identify the historical or contemporary skills and materials used in craft works from a number of different crafts
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Strand three: Design
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3.3 respond to and critique works of design using appropriate visual language
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3.4 interpret a design brief and represent this through their drawings
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3.15 justify design concepts and the use of media in their own or others’ work
Students work
Unit of Learning
Teaching Resources
