St Joseph of Cluny, Killiney
School Description
School experience
An all-girls Catholic fee-paying school situated in Killiney, Co. Dublin.
The School was founded in 1956 by the French Missionary Order of St. Joseph of Cluny and is now a member of the Le Chéile Trust. The Order has established a strong academic and holistic tradition in Killiney that is based on the principle of caring for the individual.
The school is committed to creating a broad educational experience by providing the opportunity for each student to achieve academic excellence while also developing her full potential. The school is part of the FUSE DCU Anti-Bullying Programme and Online Safety Programme. The school offers a broadly based curriculum which has a diverse and challenging range of academic subjects, excellent sporting opportunities and extra-curricular activities. Some of these after-school activities include choir, orchestra, Hockey, Badminton and Tennis.
The school also offers a continuous programme of personal development and a strong ethos that emphasises respect and tolerance for all. It promotes values such as personal responsibility and leadership, compassion, integrity and kindness. It prepares our students for the academic standards required for Third Level education and the demands of professional life.
St Josephs of Cluny presented a fantastic learning opportunity form beginning to end. Many of the students were high achievers who wanted to reach their potential. I leant here to differentiate the learning to the best of my ability, to design challenging projects that students were stretched in and how to give the most helpful and constructive formative feedback to students.. I look forward to developing upon all I leant in St Josephs into my professional future.
Below you can view two Units of learning I taught in St Joseph of Cluny.
Unit of Learning 1: 5th year - Graphic design using the medium of Papercut
Theme: Record covers
Aim: Exploring colour psychology, Composition techniques and strong imagery, students will design and create record covers using Paper cutting techniques based on their research of their favorite musicians.
Learning Outcomes:
Respond:
3.1 Analysis- discuss colour and composition in the work of famous record covers using key terminology.
3.4 Critical and personal reflection- be able to confidently discuss their ideas with me and their classmates when annotating and evaluating their own and others' work.
Create:
2.1. Making- be able to design, develop and create their final design showing evidence of imagination and creativity and good (and safe) paper cutting techniques.
2.2. Contextual enquiry- applying their new knowledge of effective composition and colour theory to their designs.
2.3 Process- Students will be able to clearly explain their decisions and rationale behind their design choices through illustration and discussion.
Research:
1.2 Students will have recorded and documented their design inspiration from a variety of sources and can visually show and discuss the journey between their original research and final design.
1.4 Identify links with record designers that have explored similar topics and themes as themselves.
Learning Intentions:
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To be able to point out colours and compositional techniques in famous records covers that make them successful.
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To understand why research is so important and ways they can begin researching.
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To know the work of Morgan Wallace.
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To understand the importance of carefully consider composition when designing.
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To be able to create a variety or potential designs, considering different compositions.
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To be able to simplify down their ideas suitable for paper cut.
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To considering sustainability in their art process.
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Be able to choose an effective colour palette for their design using the colour wheel.
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To to able to safety cut the paper and used good paper cutting techniques (to save time and avoid waste).
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To be able to critique each other's work under specific headings.
Unit of Learning 2: 5th year Visual studies. Intro to the New curriculum.
Theme: Art comes in many forms and I can have a valid opinion on it!
Aim: By researching, debating and learning to critically analyze Conceptual art, public art and Gallery spaces students will gain confidence in the value of their opinions as well as a wider understanding of art as a whole, focusing on form, colour, composition, unity and space.
Learning Outcomes:
1.1 Looking: recognise an art style and identify relevant features
1.4 Contextual Enquiries: explain how context and period influence artistic thinking.
2.3 Process: justify their selection of relevant visual responses
3.3 Impact and Value: experience art through sensory and emotional responses.
3.2 Contextual enquiries: locate their own work in relation to other artwork within a particular context/s (stylistically, socially, politically, ethically, etc.)
Learning Intentions:
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understand that there are many ways to interpret Art’s “value” -Aesthetic, emotional response and monetary etc
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Know the meanings of words Conceptual, aesthetic and subjective.
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know the work of Jeff Kloons, Joseph Kosuth, Ai Weiwei, Banksky.
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know the purpose of a gallery and the different types of galleries.
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understand the elements of a gallery space that make it successful for the viewer.
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be able to create successful annotated drawings.
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be able to analysis works of art and make an educated guess as to its potential meaning by referencing AEDPs.
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Know what street art is and its purposes.
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Understand the history of the troubles, and contentious themes of the murals.
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