The UNCRC (United Nations Convention on the
Rights of the Child) was developed in 1989.It is a binding agreement on the
rights of children which was adopted by the UN General Assembly. The aim of the
convention is to promote, protect and fulfill the rights of the child. It
consists of 41 articles which each targets a different right. These articles
are commonly grouped together under the following themes:
- Civil and Political
- Social, Economic and Cultural
- Protection
The rights of the child can also be
categorized under the following four headings:
- Survival
- Development
- Protection
- Participation
There has also been immense progress made for
the rights of the child in Ireland through establishing a new government
department for children and youth affairs.
The post-primary education sector comprises secondary,
vocational, community and comprehensive schools. Secondary schools are
privately owned and managed. Vocational schools are state-established and
administered by Education and Training Boards (ETBs), while community and
comprehensive schools are managed by Boards of Management of differing
compositions.
The National Strategy to Improve Literacy
and Numeracy among Children and Young People 2011-2020
Literacy and numeracy are among
the most important life skills that our schools teach. No child should leave
school without having mastered these skills to the best of their abilities.
Literacy and numeracy skills are crucial to a person’s ability to develop fully
as an individual, to live a satisfying and rewarding life and to participate
fully in our society. Ensuring that all young people acquire these skills is
one of the greatest contributions that we can make to achieving social justice
and equity in our country.
The National Strategy aims to focus on these
skills through the development of methodologies across all subjects within the
curriculum. Traditionally
we have thought about literacy as the skills of reading and writing; but
today our understanding of literacy encompasses much more than that. Literacy
includes the capacity to read, understand and critically appreciate various
forms of communication including spoken language, printed text, broadcast
media, and digital media. Throughout this document, when we refer to
“literacy” we mean this broader understanding of the skill, including speaking
and listening, as well as communication using not only traditional writing and
print but also digital media.
Numeracy is not limited to the ability to use
numbers, to add, subtract, multiply and divide. Numeracy encompasses the
ability to use mathematical understanding and skills to solve problems and meet
the demands of day-to-day living in complex social settings. To have this
ability, a young person needs to be able to think and communicate
quantitatively, to make sense of data, to have a spatial awareness, to
understand patterns and sequences, and to recognise situations where
mathematical reasoning can be applied to solve problems.
Literacy In Art, Craft & Design
Oral Literacy
Questioning: Questioning is of
high importance pre, while and post each lesson. Pupils need to develop their
opinion through answering a series of questions about their work beginning with
what they like about their piece and/or what they can improve to gradually
progressing into problem solving through discussion with their peers and the
teacher, “good questioning is used to promote learning and understanding for
all” (DES, 2015).
Presentations: Effective
classroom management techniques would allow for each pupil or group to be given appropriate time to
present their work and answer questions afterwards. By being given allocated
time, pupils will be able to develop their presentation skills and gain
confidence in knowing how long they have to speak for.
Discussion: Oral literacy and
discussion is developed from the beginning of First Year so that pupils become
more comfortable and confident with their presentation skills and as they and
their Artwork matures which enables
their skills to become more advanced, so does their oral literacy.
Collaborative
Work: It is the role of the teacher to make sure pupils get
involved in oral discussion with their peers and as a whole group so they fully
understand the tasks, develop ideas for their work, provide constructive
criticism in order for others to develop work and to become comfortable to
speak about their work as future artists or designers.
Critiques: As artists and
designers ourselves, we understand the importance of oral literacy and
discussion. At the end of every week we would have critiques or presentations
and during the week we would have to talk about our work to our tutors and
peers. We understand the importance of becoming confident in speaking about our
work from a younger age so constructive criticism does not affect someone
personally when really it is encouragement to reach a higher standard.
Vocabulary
Health & Safety: Art Craft and design are heavily laden
with task specific vocabulary for practical work. It is very important from
both a process and a safety point of view that pupils fully comprehend both
instruction and conceptual thought processes.
Key Words: When starting a new topic key words and new terms would be
incorporated into the dialogical exchanges, this will aid pupils incidental
acquisition of terms.
Active Learning: It is often more beneficial to engage the
pupils in a game to see who can give the most accurate explanation of the term.
A description which has come from the pupils is more effective than a
dictionary definition.
Repetition: Constant repetition of new terms will
help the pupils to retain the information and become part of their word bank.
Word Banks: Introduction of discipline specific terms
would be written on board to show spelling/ definition of specific terms. These
would be noted within the students designated copy book or “Art Dictionary”
where the key words are recorded
alphabetically along with key artists introduced associated with a particular
discipline.
Evaluation: The pupils would be encouraged to speak
about the work they are doing and to use the correct terminology acquired while
doing so, whether it be spoken where the pupils would reflct on their own work
or that of their peers or written in the form of a personal response to the
artwork.
The UNCRC (United Nations Convention on the
Rights of the Child) was developed in 1989.It is a binding agreement on the
rights of children which was adopted by the UN General Assembly. The aim of the
convention is to promote, protect and fulfill the rights of the child. It
consists of 41 articles which each targets a different right. These articles
are commonly grouped together under the following themes:
- Civil and Political
- Social, Economic and Cultural
- Protection
The rights of the child can also be
categorized under the following four headings:
- Survival
- Development
- Protection
- Participation
There has also been immense progress made for
the rights of the child in Ireland through establishing a new government
department for children and youth affairs.
The post-primary education sector comprises secondary,
vocational, community and comprehensive schools. Secondary schools are
privately owned and managed. Vocational schools are state-established and
administered by Education and Training Boards (ETBs), while community and
comprehensive schools are managed by Boards of Management of differing
compositions.
The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020
Literacy and numeracy are among
the most important life skills that our schools teach. No child should leave
school without having mastered these skills to the best of their abilities.
Literacy and numeracy skills are crucial to a person’s ability to develop fully
as an individual, to live a satisfying and rewarding life and to participate
fully in our society. Ensuring that all young people acquire these skills is
one of the greatest contributions that we can make to achieving social justice
and equity in our country.
The National Strategy aims to focus on these
skills through the development of methodologies across all subjects within the
curriculum. Traditionally
we have thought about literacy as the skills of reading and writing; but
today our understanding of literacy encompasses much more than that. Literacy
includes the capacity to read, understand and critically appreciate various
forms of communication including spoken language, printed text, broadcast
media, and digital media. Throughout this document, when we refer to
“literacy” we mean this broader understanding of the skill, including speaking
and listening, as well as communication using not only traditional writing and
print but also digital media.
Numeracy is not limited to the ability to use
numbers, to add, subtract, multiply and divide. Numeracy encompasses the
ability to use mathematical understanding and skills to solve problems and meet
the demands of day-to-day living in complex social settings. To have this
ability, a young person needs to be able to think and communicate
quantitatively, to make sense of data, to have a spatial awareness, to
understand patterns and sequences, and to recognise situations where
mathematical reasoning can be applied to solve problems.
Literacy In Art, Craft & Design
Oral Literacy
Questioning: Questioning is of
high importance pre, while and post each lesson. Pupils need to develop their
opinion through answering a series of questions about their work beginning with
what they like about their piece and/or what they can improve to gradually
progressing into problem solving through discussion with their peers and the
teacher, “good questioning is used to promote learning and understanding for
all” (DES, 2015).
Presentations: Effective
classroom management techniques would allow for each pupil or group to be given appropriate time to
present their work and answer questions afterwards. By being given allocated
time, pupils will be able to develop their presentation skills and gain
confidence in knowing how long they have to speak for.
Discussion: Oral literacy and
discussion is developed from the beginning of First Year so that pupils become
more comfortable and confident with their presentation skills and as they and
their Artwork matures which enables
their skills to become more advanced, so does their oral literacy.
Collaborative
Work: It is the role of the teacher to make sure pupils get
involved in oral discussion with their peers and as a whole group so they fully
understand the tasks, develop ideas for their work, provide constructive
criticism in order for others to develop work and to become comfortable to
speak about their work as future artists or designers.
Critiques: As artists and
designers ourselves, we understand the importance of oral literacy and
discussion. At the end of every week we would have critiques or presentations
and during the week we would have to talk about our work to our tutors and
peers. We understand the importance of becoming confident in speaking about our
work from a younger age so constructive criticism does not affect someone
personally when really it is encouragement to reach a higher standard.
Vocabulary
Health & Safety: Art Craft and design are heavily laden
with task specific vocabulary for practical work. It is very important from
both a process and a safety point of view that pupils fully comprehend both
instruction and conceptual thought processes.
Key Words: When starting a new topic key words and new terms would be
incorporated into the dialogical exchanges, this will aid pupils incidental
acquisition of terms.
Active Learning: It is often more beneficial to engage the
pupils in a game to see who can give the most accurate explanation of the term.
A description which has come from the pupils is more effective than a
dictionary definition.
Repetition: Constant repetition of new terms will
help the pupils to retain the information and become part of their word bank.
Word Banks: Introduction of discipline specific terms
would be written on board to show spelling/ definition of specific terms. These
would be noted within the students designated copy book or “Art Dictionary”
where the key words are recorded
alphabetically along with key artists introduced associated with a particular
discipline.
Evaluation: The pupils would be encouraged to speak
about the work they are doing and to use the correct terminology acquired while
doing so, whether it be spoken where the pupils would reflct on their own work
or that of their peers or written in the form of a personal response to the
artwork.
Written Literacy
In Art it is more common to use the
process approach especially in JC where it is the message that is important. In
LC there may be more emphasis on spelling and structure but still it is the
meaning that is sought.
Examples of writing tasks in Art:
Brainstorm: Our pupils write as part of the creative
process. They can start with single words as part of a brainstorm task, then to
get some flow by asking them to summarise their key ideas in a couple of lines.
This involves Plan - Compose - Draft.
In Art it is more common to use the
process approach especially in JC where it is the message that is important. In
LC there may be more emphasis on spelling and structure but still it is the
meaning that is sought.
Examples of writing tasks in Art:
Brainstorm: Our pupils write as part of the creative
process. They can start with single words as part of a brainstorm task, then to
get some flow by asking them to summarise their key ideas in a couple of lines.
This involves Plan - Compose - Draft.
Art Appreciation: Showing them an image or a painting and
asking them to respond to it by writing a short paragraph and the teacher
writes up the key terms that need to be used.
Reflection: Task at end to reflect on the lesson and
note three things they learnt today, this involves writing under time pressure,
it is in their own words, what was important to them.
Essay Writing: Getting the pupils to practice writing
essays in Art as this is what they will do in LC exam.
Comprehension
Comprehension is at the core of the process
and product of reading. It is an active process which occurs in the
translation between the text and the reader. Comprehension must be
explicitly taught so that students understand the vocabulary they are
reading, writing and discussing in context.
Comprehension is at the core of the process
and product of reading. It is an active process which occurs in the
translation between the text and the reader. Comprehension must be
explicitly taught so that students understand the vocabulary they are
reading, writing and discussing in context.
(Wray 2001) suggests that literacy is “the ability to
use various modes of communication such as books, letters, email, electronic
and print media”. In order to communicate well pupils must have a good
understanding and comprehension of subject specific literacy.
Critical Thinking: It is necessary that students understand
what they are reading, writing and discussing in the Art classroom to allow
further learning and critical thinking.
Some comprehension strategies as
suggested by (Harrison 2004) and used in the art room include:
PRE
Personal Response
E.g. What is your initial response in
relation to the theme of this painting and explain why?
Prior Knowledge
E.g. What is your past experience with
and knowledge of printmaking? Share this with your partner.
WHILE
Making connections
E.g. In groups discuss the similarities
between Impressionism and Post Impressionism.
Question Generation
E.g. Student generated questioning around
what was and what was not understood.
POST
Summarisation
E.g. Summarise what we have learned in
the lesson in your own words.
Selecting key words and the most
important parts
E.g. What do you think the artis was
trying to say with this piece?
Reading
Symbols: Reading is the
everyday action of decoding symbols for meaning. When reading an image Art
pupils are expected to decipher universal signs and symbols which can convey a
variety of meanings. The use of a certain colour can signal a certain emotion,
a dove represents peace, a heart love etc.
Numeracy In Art, Craft & Design
Numeracy
is an essential element across the curriculum of all subjects due to the
findings within the PISA Report, 2012,therefore it is essential to relate to a
strategic framework, which will enhance the pupils understanding, and develop
their numeric skills in a holistic manner. “The assessments indicate that there
is need to focus on enhancing students’ ability to reason, to apply their
learning and engage in problem-solving processes”. Numeracy is evident within
the subject of Art, Craft and Design within all disciplines in relation to
symmetry, ratios, perspective, measurements, tessellations, proportion and
scale. The Numeracy Task, which I have implemented within the subject of Art,
Craft and Design, is the introduction of addition and subtraction within the
discipline of Mask Making. The pupils have designed mask designs, which have
been constructed through the medium of clay focusing on the elements of
addition and subtraction.
The Goos Model
(2007) has been the framework, which has facilitated the task in question as it
has given a clear indication as to the elements, which need to be considered
when implementing a numeracy task within the classroom such as; Mathematical
Knowledge, Dispositions, Tools, Context and Critical Orientation. I feel that
the introduction of the numeracy task was “a natural and complementary vehicle”
for the pupils to connect their prior knowledge to the task in question. The
aim is to promote higher order thinking through the use of mathematics while
adapting the pupils previous numeric knowledge to problem solve within the
subject of Art, Craft and Design. “There is a need to provide support for
changing the way teachers design and implement numeracy tasks-especially in
subjects outside of mathematics” .
Symbols: Reading is the
everyday action of decoding symbols for meaning. When reading an image Art
pupils are expected to decipher universal signs and symbols which can convey a
variety of meanings. The use of a certain colour can signal a certain emotion,
a dove represents peace, a heart love etc.
Reading of Text: Reading of a text
plays a vital role in the acquisition of information regarding artworks,
artists and the history of Art. Typically the Top-down model is exercised
within the classroom whereby meaning plays a central role. When reading from an
Art History textbook, the text is usually accompanied by images also. These
images help provide pupils with some meaning before even reading the text.
Researching: Independent
research occurs regularly within the Art class as individuality is at the
forefront of the subject. When researching an artist or artwork online or in an
Art history book, pupils can be confronted with an intimidating amount of
information. Therefore at times skimming of texts would be encouraged in order
to locate relevant information regarding the piece of art or artist etc.
Because of this it is imperative that Art teachers provide their pupils with a
purposeful task before asking them to read, in order to know which information
is relevant.
Junior and Senior
Cycle: While the reading of text plays a more substantial
role in Leaving Cert, because of Art History, pupils doing their Junior Cert
are expected to read through 6 themes given for their project. One of these
themes is always a poem, which the pupils must decipher (for example this year
a poem by Seamus Heaney Digging was included). The purpose of these
themes is to inspire pupils to create a project surrounding this one topic.
Therefore they must be able to understand the text they are reading. Strategies
Art teachers can use to help pupils pre-reading include teachers modelling
reading for their students, providing pupils with key vocabulary prior to
reading and students reading by themselves and as a group.
Numeracy In Art, Craft & Design
The Goos Model
(2007) has been the framework, which has facilitated the task in question as it
has given a clear indication as to the elements, which need to be considered
when implementing a numeracy task within the classroom such as; Mathematical
Knowledge, Dispositions, Tools, Context and Critical Orientation. I feel that
the introduction of the numeracy task was “a natural and complementary vehicle”
for the pupils to connect their prior knowledge to the task in question. The
aim is to promote higher order thinking through the use of mathematics while
adapting the pupils previous numeric knowledge to problem solve within the
subject of Art, Craft and Design. “There is a need to provide support for
changing the way teachers design and implement numeracy tasks-especially in
subjects outside of mathematics” .
The Education Act 1998
‘’This is the
first piece of legislation passed since the foundation of the state that
directly outlines the governments rights and legal obligations regarding
education.’’
It states that
‘Disability’ means:
- The total or
partial loss of persons bodily or mental functions, including the loss of a
part of a persons body.
- The presence in
the body of organisms causing, or likely to cause, chronic disease or illness.
- A condition,
malfunction, malformation or disfigurement of a part of a person’s body.
- A condition or
malfunction which results in a person learning differently from a person
without the condition or malfunction.
- A condtion,
illness or disease which affects a persons thought process, perception of
reality, emotions or judgment or which results in disturbed behavior.
The act also
provides the first legal definition of special educational needs.
‘’Special educational needs’ means the educational needs of
students who have a disability and the educational needs of exceptionally able
students.’’
- The act defines
the support services which the Minister for Education provides to parents,
pupils and the educational center must include appropriate services and
resources.
- It defines the
functions of the Minister for Education by which they must ensure all
provisions of the act are being met.
- The role and
responsibilities of school inspectorates are outlined in relation to necessary
inspections and assessments being carried out.
- Statutory
provisions for NCCA (National Council for Curriculum Assessment) are outlined
within the act.
- It ensures all
children with special needs are educated in a school with additional
supporters.
- It ensures
schools comply with all regulations and policies regarding special educational
needs, that they offer all resources needed for special education and do
everything to benefit and facilitate the child and parent attending the school.
‘’This is the
first piece of legislation passed since the foundation of the state that
directly outlines the governments rights and legal obligations regarding
education.’’
It states that
‘Disability’ means:
- The total or partial loss of persons bodily or mental functions, including the loss of a part of a persons body.
- The presence in the body of organisms causing, or likely to cause, chronic disease or illness.
- A condition, malfunction, malformation or disfigurement of a part of a person’s body.
- A condition or malfunction which results in a person learning differently from a person without the condition or malfunction.
- A condtion, illness or disease which affects a persons thought process, perception of reality, emotions or judgment or which results in disturbed behavior.
The act also
provides the first legal definition of special educational needs.
‘’Special educational needs’ means the educational needs of
students who have a disability and the educational needs of exceptionally able
students.’’
- The act defines the support services which the Minister for Education provides to parents, pupils and the educational center must include appropriate services and resources.
- It defines the functions of the Minister for Education by which they must ensure all provisions of the act are being met.
- The role and responsibilities of school inspectorates are outlined in relation to necessary inspections and assessments being carried out.
- Statutory provisions for NCCA (National Council for Curriculum Assessment) are outlined within the act.
- It ensures all children with special needs are educated in a school with additional supporters.
- It ensures schools comply with all regulations and policies regarding special educational needs, that they offer all resources needed for special education and do everything to benefit and facilitate the child and parent attending the school.
Education for Persons with Special Educational Needs Act (2004) EPSON
This is the most
important act, which has been introduced in Ireland which describes the
education of children with special educational needs.
The act defines:
- Special education
should involve the parent and allows parent to
- Be informed of
any difficulties the child may be having
- Ensures staff
have the knowledge to notice if a child is having difficulties
- Ensures
integrated and inclusive learning environments are achieved
- The issue of
inclusion with regards to children with additional needs in mainstream settings
- Preparation of
educational plans for children with special needs by educational facilities
- An educational
plan should accompany each child which is assessed
- All necessary
information which should be included in IEP’s
- Parents and
children should be involved in IEP’s
- Assessment of
special needs must be organized by a school principal and should commence one
month after the request
- Service
provisions
- Information about
appeals
- SNA resources
This is the most
important act, which has been introduced in Ireland which describes the
education of children with special educational needs.
The act defines:
- Special education should involve the parent and allows parent to
- Be informed of any difficulties the child may be having
- Ensures staff have the knowledge to notice if a child is having difficulties
- Ensures integrated and inclusive learning environments are achieved
- The issue of inclusion with regards to children with additional needs in mainstream settings
- Preparation of educational plans for children with special needs by educational facilities
- An educational plan should accompany each child which is assessed
- All necessary information which should be included in IEP’s
- Parents and children should be involved in IEP’s
- Assessment of special needs must be organized by a school principal and should commence one month after the request
- Service provisions
- Information about appeals
- SNA resources
Disabilities Act 2005
‘’A substantial restriction in the capacity
of the person which is permanent or likely to be permanent, to carry out a
profession, business or occupation in the state or to participate in the social
or cultural life of the state by reason of an enduring physical, sensory,
mental health or intellectual impairment.’’
Assessment is a
key element of the act in which it outlines:
- Alternative
access to assessment
- Assessment of
needs report
- It ensures all
public buildings provide support and access to services and activities for
people with disabilities
- It outlines how
to process complaints and appeals
- It defines
restrictions on genetic testing
- Ensures inclusion
of people with disabilities in the work place
- Ensures special
education in Ireland in the following ways:
- Full
accessibility for children with disabilities to all amenities in a school
- Allows parents to
independently apply for a child’s assessment through a GP
- Obtain resources
from needs report
- SNA appointed
when needed
- Wheelchair
ramps/handrails/bathroom rails and braille rails provided where needed
- Inclusion of
child with additional needs at all times
‘’A substantial restriction in the capacity
of the person which is permanent or likely to be permanent, to carry out a
profession, business or occupation in the state or to participate in the social
or cultural life of the state by reason of an enduring physical, sensory,
mental health or intellectual impairment.’’
Assessment is a
key element of the act in which it outlines:
- Alternative access to assessment
- Assessment of needs report
- It ensures all public buildings provide support and access to services and activities for people with disabilities
- It outlines how to process complaints and appeals
- It defines restrictions on genetic testing
- Ensures inclusion of people with disabilities in the work place
- Ensures special education in Ireland in the following ways:
- Full accessibility for children with disabilities to all amenities in a school
- Allows parents to independently apply for a child’s assessment through a GP
- Obtain resources from needs report
- SNA appointed when needed
- Wheelchair ramps/handrails/bathroom rails and braille rails provided where needed
- Inclusion of child with additional needs at all times
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