“Every child is an artist. The problem is how to remain an artist once he grows up.” -Pablo Picasso 

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In the classroom, I want to learn from students as they can learn from me.  I want to create a sense of community, where students embrace the classroom as an artists' studio, and challenge themselves to explore different materials and different methods of making. I want them to feel comfortable in their making, drawing on past experiences to enrich and enlighten their art practice, but also push the boundaries and explore new and innovative ideas. ​

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“It is essential that all teachers have a sound understanding of the nature of students’ special educational needs and how these needs may be met in the classroom”- Westwood 2011. As an artist teacher, I feel instilling and promoting inclusivity and equity in the classroom is vital to achieving lifelong learning, where students can learn in a positive and healthy environment, respecting others and themselves, along with working together to achieve a common goal. 

 

In my Units of Learning, I have drawn from my experiences of making and art practice, and hope to encourage  students to embrace their identity and surroundings as inspiration for their work. I have looked at ridicule portraiture through relief printmaking and constructing destruction through clay building and making techniques.

 

As part of my fourth year Curriculum project, I am interested in "how engaging with the local landscape can enrich and enlighten junior cycle students’ art practice”, where I will investigate how students View, Perception and Connection with the landscape has changed over the process of the project. The purpose of this project is for students to gain a connection with the natural surroundings, along with an appreciation for old and traditional forms of storytelling and narrative such as tunnel books.