Teaching Practice

"Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment."

– Maria Montessori

In this section, you will find my teaching philosophy and a small selection of my teaching practice, which includes work from students of different years, ranging from first to sixth. The work displayed here has been created using various approaches, methods, and media. I have also included work from my Special Educational Needs (SEN) placement and my peer teaching experience in NCAD. Additionally, this section will showcase some lessons on Visual Studies conducted with 5th and 6th-year students.

Teaching Philosophy

As aspiring artist-teachers, we participated in a team teaching module that required us to work collaboratively with our peers. In small groups, we planned a workshop that was then delivered to the rest of the class. Throughout this process, we applied skills from our respective disciplines. We shared ideas and resources to ensure the success of the workshop. This experience has adequately prepared us for the realities of teaching as it mirrors the team teaching in schools among colleagues where equal workloads and shared learning outcomes are essential for success.

Peer Teaching

Special Education Teaching

The aims to develop an understanding of inclusive education, foster a positive attitude to inclusive practices and policies, and outline and demonstrate processes of individualised education planning and implementation of learning experiences. On successful completion of this module, students will be able to recognise the characteristics of art education in inclusive education, design, deliver and evaluate an art and design an inclusive UoL, learn collaboratively engaging with peers and mentoring others, facilitate learners with special needs and/or disadvantage to develop confidence through practical involvement in the visual arts, and self-evaluate and reflect on the UoL through a final presentation.

Post PrimaryTeaching

During my teacher training at NCAD, I undertook two essential school placements, each comprising a comprehensive 12-week block dedicated to honing my teaching skills. These placements were meticulously designed to include independent teaching sessions, structured observations, and opportunities for collaborative team teaching, ensuring a well-rounded experience.

My engagements within diverse secondary school environments offered me invaluable, authentic insights into the unique dynamics of various school communities, significantly enriching the quality and depth of my placement experiences. These immersive interactions contributed to my professional growth. They equipped me with a nuanced understanding of educational practices in different settings.

Visual Studies Lessons

The Visual Studies supports teachers and students in planning for teaching and learning. The framework is structured around six elements: Context, Artists and Artworks, Analysis, Art Elements and Design Principles, Media and Areas of Practice, Innovation and Invention. When studying a period/movement, these elements should be used to understand what occurred before the period/movement being focused on, the period/movement itself and any effects of the period/movement on later ideas or artwork. Whether students are engaged in practical classwork projects, or studying the expressions of visual culture, these elements should be used.

Teacher's Digital Notebook

This is a self-crafted compilation featuring original artwork illustrating knowledge of drawing and painting principles and focussing on AEDPs for visual art and craft lessons.

Digital Notebook pg 1

Digital Notebook pg 2

Digital Notebook pg 21

Digital Notebook pg 1

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