Latest Module Specifications
Current Academic Year 2025 - 2026
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Description In Module Three, students work on projects designed to develop their fine art skills as well as their awareness of contemporary art programs and practices, artists in schools programs both national and international, which focus on children's participation in visual art. Students are encouraged to experiment and express their ideas visually in their own unique style. They will take inspiration from artists who work with children through programs such as Teacher-Artist partnerships, to develop collaborative projects for classrooms at all levels. Students are encouraged to take opportunities (facilitated and individually) to visit galleries, exhibitions, studios and community art projects, including those based in DCU. Students study art education theory and classroom practice relating to the primary art curriculum and plan art projects for use in primary school classrooms at all levels. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Experiment and create art with confidence. Develop and demonstrate an understanding of diverse fine art processes, with an awareness of those of relevance to children in classroom contexts. 2. Incorporate the use of a diverse range of media and modes (eg, digital, visual, collaborative, individual) in creating, documenting and teaching art. 3. With reference to examples of child-friendly participatory works of art, and examples drawn from national and international artists in schools programs, develop an awareness of the multiple ways in which the visual arts have a role in making meaning for children and for society. 4. Demonstrate and document artistic process (e.g. in a sketchbook), i.e. how creative ideas take shape both individually and collaboratively, and are expressed visually from preparatory drawings to final art pieces. 5. With reference to art education literature and examples of contemporary art practice in classrooms, demonstrate understanding, knowledge, critical reflection and analysis of the evolving value of art in education in Ireland. 6. Direct and manage their own independent learning in practical and written projects related to art-making and art education. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content This module offers students the opportunity to work on a range of individual and collaborative projects through which they will enhance their individual artistic skills. They will gain an appreciation of the work of artists who make art with and for children, thus contributing to a deeper understanding of a diverse range artistic processes. Drawing on their art-making, their teaching experience and a range of art education literature and examples from artists in classrooms programs, students will develop art projects for primary classrooms at all levels and be enabled to teach art with confidence. Introduction to course: overview artists in schools programs both national and international Looking at samples of projects delivered in teacher artist partnership program in schools in Ireland. Introduction to the Arts in Education Portal as a resource. Practical exploration of one project example of collaborative bridge building using de-constructable materials. Collaborative discussion, planning & creating. Individual process recording in sketch books. Example: Creative Schools program. Activity: Collaborative construction Looking at samples from the Creative Schools program. Designing construction activities using found and everyday materials. Considering set-up and display of materials. Developing open-ended prompts for creativity. Individual process recording in sketch books. Virtually There program Kids Own Publishing: Experimenting with materials: Wearable art Developing collaborative art projects for children inspired by artists Erwin Wurm and Rhona Byrne. Designing wearable art using accessible and reusable materials including fabric and plastics. Documenting collaborative outcomes through digital modes and drawing. Individual process recording in sketchbooks Examples: Marcel Duchamp & 'Look the Leap' A mile of String. Group work using a single material Inspired by examples, explore a single material (string or paper straws) to create a collaborative art-work. Deconstruct the artworks. Document all processes through digital, tactile and drawing modes etc in sketchbooks. Example: Reggio Emilia: Centalising the art studio in schools. Activity: Light Art Examples including Reggio Emilia use of light-boxes and projectors in clasrooms, and artists working experimentally of exclusively with including James Turrell. Finding sources of inspiration in the environment. Exploring projectors and creating objects which interact with light. Examples: Segni Mossi: Movement & Mark-making, Developing drawing games Exploring the example of Segni Mossi artistic program (Italy) Activity: developing drawing and movement games for the classroom. Recording ideas and outcomes in sketchbooks. DCU visual art collection. Visiting DCU artist in residence Visiting galleries and museums with children, resources and opportunities in Ireland. Designing and developing ideas for classroom projects based on gallery visits (individual designs with peer support). Recording process of developing ideas in sketchbooks. Developing an art project for the classroom Presenting ideas for art project for the primary classroom based on gallery / studio / museum visit. Recording feedback and adapting plans accordingly. Integrating art with other curriculum areas. Recording process of development in sketchbooks. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
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Other Resources
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