Short Course Title: Public Art; site specific work inspired by visual and

literary art forms

Name: Arlene McPadden

 Contents:

Page 3- Introduction to Junior Cycle

Page 4- Rationale

Page 8- Aim

Page 8- Links; Statements of Learning

Page 10- Links; Literacy and Numeracy

Page 11- Links; Other Key Skills

Page 14- Course Overview

Page 17- Expectations for Learners

Page 18- Assessment and Certification

Page 26- Resources

Page 34- References

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 Draft Short Course Specification

Title of short course

Public Art; site specific work inspired by visual and literary art forms

1. Introduction to junior cycle

Junior cycle education places students at the centre of the educational experience, enabling
them to actively participate in their communities and in society and to be resourceful and
confident learners in all aspects and stages of their lives. Junior cycle is inclusive of all
students and contributes to equality of opportunity, participation and outcome for all.

The junior cycle allows students make a greater connection with learning by focusing on the
quality of learning that takes place and by offering experiences that are engaging and
enjoyable for them, and relevant to their lives. These experiences are of a high quality,
contribute directly to the physical, mental and social wellbeing of learners, and where
possible, provide opportunities for them to develop their abilities and talents in the areas of
creativity, innovation and enterprise. The learners junior cycle programme builds on their
learning to date and actively supports their progress in learning and in addition, supports them
in developing the learning skills that will assist them in meeting the challenges of life beyond
school.

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 2. Rationale

The term public art refers to cultural objects situated outdoors for long or short periods of
time. They are easily accessed and have potential to endorse the identity of the spaces
concerned for the persons who use them. This process is involuntary and offers non-specialist
users close contact with art. Paintings, statues, sculptures, monuments and memorials,
graffiti, festivals, happenings and performances can be classed as public art as long as they
are displayed in a public space with open and free access for everyone (Reis, 2010).

Public Art is seen as an important educational resource as:

We have an everyday relationship with them as part of our daily routine.

They encourage conversation between people.

They stimulate thinking and imagination.

They define a unique space and establish relationships with users.

They express the qualities, beliefs and values of diverse cultures and artists.

They teach us about our past, present and future.

They are physically and intellectually accessible to all.

They facilitate construction (Reis, 2010).

The Yeats Mile is one of many Tidy Towns projects taking place all over Ireland at present.
Several site specific art works will be created and placed throughout the bustling streets of a
busy towns. This short course will allow a group of post-primary level students to engage with
the process of designing and creating a site specific piece of public art for their local
community. A response to a local site, inspired by visual and literary forms, will be created
and displayed publicly among the work of many other local artists.

Throughout this short course students will have the opportunity to explore the various public
artworks that exist in their local community that they may or may not have known even
existed. They will challenge the notion of site specific while investigating how these particular
artworks respond to the site in which they are situated. While using poetry and painting to
inspire the artwork they will create, students will be required to revert back to prior knowledge
in terms of interpreting texts. Students will have prior experience with prose poetry from
previous English lessons. The project will be an extension of that learning through visual
interpretation. This short course also provides opportunities for future learning as students will
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 be required to complete a history and appreciation of art question for the leaving certificate
based on a gallery visit. The knowledge they have gained from this particular project will
provide an understanding and appreciation of public artworks that can be used throughout the
students lifetime. This in turn will create a generalised awareness of public artworks among
students which will enable them to gain enjoyment from observing, analysing and making
public works.

Students will make a relief tile mural in response to Yeats, but in particular the painting of
Jack B. Yeats and the poetry of William B. Yeats. The site/area in which students are required
to respond to is a place where people walk through every day. The general public come in
contact with one another as they pass each other by and continue on with their daily
business. This was brought to my attention while capturing the site through Photography. I
want students to capture this kind of relationship between the two brothers. They will produce
a concept that will deal with the meeting, colliding, interlinking, or intertwining of the Yeats
brothers and their art forms.

During the project students will be escorted to a local gallery where they will view the work of
Jack B. Yeats. They will investigate the work in terms of subject matter, style and meaning
and they will begin to incorporate these elements into their own designs for the site specific
public art work. Students will also be escorted to the potential sites in their local community
and they will begin to generate ideas in relation to how the project will be approached in terms
of scale.

The research I have found thus far has notified me to the fact that the general public do not
value public artworks, possibly because they are not situated in museums or galleries or
perhaps because they cannot appreciate any art (Reis, 2010). According to Remesar (2000a:
197) the general public tend to be passive receptors of the artistic solutions that aesthetic
operators create for specific places. He points out we encounter works of art every day as
we walk around in cities that we tolerate but do not always understand (Remesar 2000b:
201). While we do not disapprove of them we are indifferent. There is an educational
imperative here. If people do not enjoy looking at art, they will not be predisposed to learn
from it. It is here that art education becomes extremely important since it offers the necessary
tools to facilitate appreciation (Reis, 2010).

As this is the case I think escorting students around their local town in search for any public
art that it is on display will be an important factor. Students will be encouraged to observe and
analyse various types of public art such as ceramic work, steelwork as well as some graffiti
commissions.

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 Students will begin the project by carrying out their own research on the specific artists, public
art in general, Jack B. Yeats painting, William B. Yeats poetry and their link to their local
community. Students will be guided through a workshop where they will be introduced to
writing proposals and the Percent for Arts scheme. Students will proceed to make a proposal
while referring to the Percent for Arts scheme guidelines. The students will include drawings
in their proposal as well as creating a small prototype/maquette of their design. Digital media
will take its part in the project as students will be requested to Photoshop their particular piece
into an image of the specific site.

A local sculptor will be invited into the classroom to talk to the students about her practice and
about previous site specific works she has created. She will inform students about the
complexities of working with the medium of clay and explain how a large scale project such as
this one should be approached.

The final design will be split up into sections and a specific section will be delegated to a
group of students. Each group will be required to take full responsibility while creating their
particular section. It is a collaborative project where students will be encouraged to be mindful
and appreciative of others ideas and workings. The students will be aware that the sections of
the piece they are creating will form a large scale public sculpture that will be in the public eye
and so it will be vital that they take a professional approach to the project.

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 Potential sites for public artwork

The Mall, Sligo

The Mall, Sligo

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 3. Aim
The aim should be a brief statement that outlines the expected impact of the course on
students learning.

This short course dealing with the intricacies of making a piece of public art aims to engage
students in the designing and creating of an artwork to be displayed in their local community
as part of a Tidy Towns project. The short course investigates the positive effects that
viewing, analysing and making public art has on increasing students understanding of the role
of public art inside and outside of the classroom. It examines how living in an urban
community filled with public art stimulates our thinking and imagination. It inquires how public
art encourages us to pause and interact with our environment and or/ remind us of important
people and events. It investigates how a visit to a Jack B. Yeats exhibition can inspire
students to create a piece of public art that relates to the artist, his paintings and ways of
working. And finally, it looks at ways in which digital technologies such as Photoshop can
assist with the creation of an artist proposal for a site specific public art work.

4. Links

The way in which the short course is linked to Statements of Learning, Literacy and
Numeracy, and Other Key Skills is highlighted and explained here.

a) Statements of learning
These statements describe what students should know, understand, value and be able to do
at the end of their time in junior cycle. It is possible for a short course to contribute to the
learning described in a number of statements. For the purpose of providing a clear
description of the short course, developers should identify the statements of learning (3/4
maximum) to which the course relates most immediately and significantly.

Statement Examples of relevant learning in the course

4. creates and presents artistic Students will engage with the discipline of ceramics
works and appreciates the process throughout this short course. They will learn many
and skills involved skills such as slab building and coiling which will aid
with the creation of the public artwork/relief tile mural.

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 12. is a confident and competent
participant in physical activity and is
motivated to be physically active
devises and evaluates strategies for
investigating and solving problems
using mathematical knowledge,
reasoning and skills
20. uses appropriate technologies in
meeting a design challenge
23. brings an idea from conception to
realisation.
24. uses technology and digital
media tools to learn, communicate,
work and think collaboratively and
creatively in a responsible and
ethical manner
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Students will examine several public artworks in their
locality throughout the duration of the short course.
Investigating these artworks, the Jack B. Yeats
Paintings in The Model and viewing the potential sites
for the site specific work will require a good deal of
physical activity.
Students will require mathematical knowledge and
reasoning while looking at the particular sites available
for the public artwork and realising the scale they will
be working with. They will begin to understand the
intricacies of creating a site specific work and begin to
look at measuring the particular sites and problem
solve through the stages of idea generation.
Students will be invited to use Photoshop in order to
assist with inserting their final designs into an image of
the specific site. This will help students to determine if
their design is successful in terms of fitting the scale of
the site.
The creation of a prototype/maquette for the relief tile
mural using malleable materials such as cardboard
will aid students with the task of bringing an idea from
concept through to realisation.
In order to communicate the final outcome the option
of using digital technologies such as Photoshop will be
available to students. This will encourage students to
think collaboratively while sharing ideas.
Students will learn about the capabilities of the
programme and the ways in which it can enhance
 their vision of a final design. Students will be made
aware of the various tools that Photoshop has to offer
and encouraged to use these tools to aid with design
production.

While exploring the public art in their local area and

the specific site they will be working with students will
be invited to take photographs in order to record and
document the experience. Students will be aware of
the ethical concerns of using imagery containing
people within their proposals.

b) Literacy and numeracy

Outline how the short course will contribute to the development of literacy and numeracy
skills.

Literacy

Oral Literacy

Throughout this short course students oral literacy skills will improve through reading
texts/articles/books and extracting key ideas of interest. Students will work in groups to brainstorm
ideas which will benefit students social engagement and communication skills. Students will be brought
through questioning and discussion sessions throughout the duration of the short course where they
will be able to discuss and describe the artists work they have been shown as well as the site specific
public artworks they will be viewing in their local community. They will be able to describe what
interests them about the artists work on display. Students will be required to present artwork to their
class on two occasions throughout this short course which will aid their verbal communication skills.

Visual Literacy

Students visual literacy skills will improve immensely throughout this short course as they will be
introduced to public artworks through Power point presentation as well as viewing them in person.
Students will also be introduced to key artists and will be required to observe and analyse their work.

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 Digital Literacy

Digital literacy will play its part in this project as students will be required to use a computer to carry out
any necessary research as well as use digital technologies such as Photoshop to enlarge, reduce or
distort imagery and produce an artists impression of the final site.

Aural Literacy

Throughout the project students will listen to the information available during the artist visit, they will
listen to their classmates presentations and listen to various poems being read aloud by their peers.

Numeracy

Numeracy plays a major part in this short course as students will be required to measure the
site they are working with and create large scale drawings in order to display their
understanding of scale. They will be required to work out the perspective and composition of
their design, with possible use of a ruler, as well as being able to use the rule of thirds/grid
system in order to transfer their drawing from paper to clay.

c) Other key skills

While it is desirable that all key skills have a presence in the course, some will be more
prominent than others. Identify these by providing examples of where key skills element(s)
appear in the learning activities in which a student might expect to participate.

Key Skill Key skill element Student learning activity

Students will be required to

think in an imaginative way
while coming up with ideas
for their relief tile mural.
Students will explore
Imagining various styles and
approaches, in terms of
making, to deal with a
Being Creative Exploring
project of this kind.
options and
Students will explore the
alternatives
work of the invited artist
(Bettina Seitz) and discuss
their options in
approaching the designing
and making of a relief tile
mural.
Students will be
Listening and
encouraged to listen to the
Communicating expressing
all the variants of
myself
information they will be
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 Discussing given and from this be able
and debating to give their opinion on
Using certain aspects of the
numbers and information.
data Students will be
Using digital encouraged to discuss and
technology to debate while critically
communicate analysing particular site
specific public works. They
will also discuss and
debate whether they prefer
the art forms of Jack B.
Yeats or William B. Yeats.
Students will be required to
work with numbers while
measuring the particular
local site they are dealing
with and recreating the
scale on the wall in the
classroom. This will remind
students to acknowledge
the scale of the site while
coming up with ideas.
Students will be required to
use Photoshop to insert
their designs into an image
of the particular site. This
will notify students to
whether their idea actually
fits the site. This will also
be a good opportunity for
self and peer assessment.
Students will be
encouraged to gather
information about the
Yeats family, in particular
Gathering, the Yeats brothers; William
recording, and Jack. They will begin
organising, to make connections in
and regards the art forms of the
evaluating brothers; Poetry and
information Painting. They will begin to
and data organise and evaluate this
Managing information and
Thinking data by comparing and
thinking
creatively contrasting elements of
and critically their research.
Using digital As this short course deals
technology to with making a piece of art
access, for a public space,
manage and students will be required to
share think creatively and
critically while coming up
with ideas.
They will be required to
examine the specific site

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 and take into account the
shape and scale of the
space they will be working
with.
Students will be required to
create a digital platform
where they can record the
research project step by
step.
As this short course deals
with outdoor public art
work, students will be
required to participate in
many class outings; to
view some outdoor public
artwork in the locality, to
view Jack B. Yeats work in
the permanent collection in
a local gallery and to view
the specific site we will be
working with. These
excursions will require
complete co-operation
from students. Students
Making
will make considered
considered
decisions to behave in an
decisions
appropriate manner while
Being able to
participating in public
reflect on my
outings. They will also be
Managing myself own learning
required to make
Using digital considered decisions when
technology to deciding on their final
manage design.
myself and Students will be required to
my learning
reflect on their own
learning at various
intersections throughout
the project. This will be
possible through group
discussion/focus groups,
through writing their
imaginative short
story/essay and through
self-assessment.
Digital data base will be
created for self-reflection in
order for students to
manage themselves and
their learning.
This short course will
Being
require students to be
healthy,
physically active as there
Staying well physical and
will be a fair amount of
active
walking done throughout
Being social
the project. Students will

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 Being be briefed on the
confident importance of hydration
Being and encouraged to bring
positive water with them on
about outings.
learning As this short course
Being focuses on group work
responsible, students will be required to
safe and be social while working
ethical in together in a collaborative
using digital environment.
technology Students will be
encouraged to approach
the process of idea
generation and making in a
confident manner.
When using digital
technologies students will
be expected to respect
equipment and carry out
their Photoshop task in a
responsible, safe and
ethical manner.
As this short course deals
with group learning and
making, it is important that
students work together
while building good
relationships and
Developing eliminating conflict.
good Specific roles will be
relationships delegated to students
and dealing through the group work
Working with others
with conflict phase in order to avoid
Co-operating confrontation and/or
Respecting conflict.
difference While problem solving
through the project
students will co-operate
with one another and
respect each others
differences in opinion and
action.

5. Course overview

Identify the strands in the short course. Briefly explain why these strands were selected. If
they are presented in a particular order, explain why.
The strands in this short course are:

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 Strand 1 Investigating; Research phase: Researching the relationship between Jack B.
Yeats and William B. Yeats and interlinking their art forms, creation of display chart to
highlight research, creation of short story, investigating ceramics and relief tile, investigating
public art

Strand 2 Exploring; Field trip: viewing and analysing public art around Sligo town and at the
Jack B. Yeats exhibition in The Model Niland Gallery and viewing the site for the site specific
public artwork.

Strand 3 Critical and Contextual Studies; Observing and analysing the artwork of Chris
Gryder, Karlie King and Hilke MacIntyre, take inspiration from interviewing practicing sculptor
Bettina Seitz.

Strand 4 Creating; Creation of percent for arts scheme public art proposal, Learning the
various required skills for making a collaborative relief tile mural

*Strands are in the particular order they will be achieved.

STRAND LEARNING OUTCOMES
Students learn Students should be able to..
Take inspiration from viewing and analysing the
Strand 1 Investigating; Research public art works and be able to relate the information
phase back to their own projects.

To consider/examine the Describe and discuss the discipline of ceramics, in

requirements for a site specific public
art project.
To approach the conceptual element
of the project through researching
local history.
particular high and low relief tile.
Understand the skills and attitudes that will be
required of them throughout the project.
Gather and analyse their research before taking part
in a group mind mapping exercise which will help to
organise and analyse their research.

Students will be able to create a display chart and

present the research they have undertaken in a
confident manner.

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Strand 2 Exploring; Field trip
Students will learn about the various
public artworks in their community,
Jack B. Yeats Painting in a local
gallery and they will learn about
dealing with a site in the lead up to
making a site specific art work
Strand 3 Critical and Contextual
Studies; Observing and analysing the
artwork
To gain an understanding of
contemporary
artists/designers/practitioners
throughout the project and
investigate how they approached
making a relief tile mural.
Interview with local artist to discuss
her expertise in making site specific
public art work.
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Students will be able to describe the artworks in their
local community through questioning and discussion
and completing a questionnaire.
They will to describe the work of Jack B. Yeats which
will aid the process of writing a short story based on
the relationship between Jack B. Yeats and William B.
Yeats.
Students will be able demonstrate their ability to deal
with a large scale site through drawing and maquette
making.
Students will be able to analyse and take inspiration
from the ceramic relief tile murals of contemporary
artists such as Chris Gryder, Karlie King and Hilke
MacIntyre. These artists have very different styles
while dealing with the same medium. These styles will
widen the students eyes to the various ways of
dealing with a project of this kind.
Students will be able to view and analyse public art
works in their community and beyond, they will be
able to observe and analyse Painting in a public
gallery and they will gain a knowledge of investigating
sites in the lead up to making a site specific art work.
After interviewing and discussing the issues that arise
when creating site specific art works with a practicing
artist students will have a clearer understanding of
how to approach a project of this kind.
 Strand 4 Creating; Creation of
Students will be able to create their sections of the
percent for arts scheme public art
relief tile mural in a confident manner after being
proposal
brought through demonstrations and
experimentations based on slab building and coiling.
Students will learn about the process
Students will begin to play with the clay figuring out
of creating a ceramic relief tile, and
how to create high and low relief tiles.
be brought through a demonstration
where they will learn various skills
and techniques

6 6. Expectations for learners

Examples of student work will be used to illustrate the expectations for learners in the short
course. These examples will be related directly to a learning outcome or groups of learning
outcomes. They will be annotated, indicating whether the work is in line with, ahead of, or
behind expectations for learners.

By the close of this short course, students will be expected to have a competent knowledge of
the role of public artworks in community settings, they will be expected to be able to analyse
and take inspiration from appropriate artist research, make a series of sketches while
observing the work of Jack B. Yeats and reading the poetry of William B. Yeats, complete a
public art percent for art scheme type proposal dealing with the various procedures that a
proposal requires and make interesting artwork in a confident manner.

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7 7. Assessment and certification

This part of the specification will identify the assessment methods most appropriate to the short
course. In short courses as with other curriculum components, teachers engage with evidence
to plan for learning and to check on student progress whether that is for the purpose of
formative assessment of student learning on an ongoing basis, or for more summative
purposes at the end of a period or sequence of learning.

Depending on the short course, the kinds of school work likely to be involved include
assignments, projects, case studies, performances, spoken word/oral work, practical activities,
written pieces and tests/tasks of different kinds, depending on the nature of the learning
involved.

Distribution of marks
Formative
Research-display chart 15
Imaginative short story/essay 15
Presentation/proposal 30

Summative
Finished work/contribution to finished work 40

Formative Assessment

Assessment is formative when either formal or informal procedures are used to gather evidence
of learning during the learning process, and used to adapt teaching to meet student needs. The
process permits teachers and students to collect information about student progress, and to
suggest adjustments to the teachers approach to instruction and the students approach to
learning. Assessment for learning covers all of the aspects of formative assessment but has a
particular focus on the student having an active role in his/her learning (NCCA, 2016).

I am choosing a high number of formative assessment tasks as the short course is primarily
concerned with group work. Individual grades will be designated to the research and
imaginative/short story elements of the course so as students will have a good opportunity to
gain individual marks at the beginning of the project.

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These specific formative assessment tasks will alert me to the level of research students have
conducted. The presentation section will inform me of the students knowledge and
comprehension of the subject matter. The imaginative/short story task will inform me of the
students ability to transform the information learned into an imaginary concept. This in turn will
aid idea generation. The presentation/proposal task will highlight students knowledge and
understanding of what is required to create a proposal for a piece of site specific public art.

Summative Assessment

Assessment is summative when it is used to evaluate student learning at the end of the
instructional process or of a period of learning. The purpose is to summarise the students
achievements and to determine whether and to what degree the students have demonstrated
understanding of that learning by comparing it against agreed success criteria or features of
quality (NCCA, 2016).

I am choosing to summatively assess students design work for the site specific artwork as this
will be the final stage of the project.

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Scheme title: Public art; site specific work inspired by visual
and literary forms
Class Group: 2nd
Date: October 2016
Achievement Yeats family research, especially
W.B and Jack B. links 40%
Distinction Students research describing the Yeats
family, especially the Yeats brothers will
be of an excellent standard.
Merit Students research describing the Yeats
family, especially the Yeats brothers will
be of a very good standard.
Achieved Students research describing the Yeats
family, especially the Yeats brothers will
be of a good standard.
Partially achieved Students research describing the Yeats
family, especially the Yeats brothers will
be of an average standard.
Rubric Assessment Sheet
Formative Assessment
Research display chart/presentation
Yeats Poetry and Painting Research 20%
Students will portray an excellent knowledge
of W.B Yeats poetry and Jack B. Yeats
painting. They will be able to describe in
depth the various elements of the brothers
art forms they have chosen and the reason
for their choice.
Students will portray a very good knowledge
of W.B Yeats poetry and Jack B. Yeats
painting. They will be able to describe the
various elements of the brothers art forms
they have chosen and the reason for their
choice.
Students will portray a good knowledge of
W.B Yeats poetry and Jack B. Yeats
painting. They will be able to briefly describe
the various elements of the brothers art
forms they have chosen.
Students will portray an average knowledge
of W.B Yeats poetry and Jack B. Yeats
painting. They will be able to list the various
elements of the brothers art forms they have
chosen and the reason for their choice.
Aesthetic, design and display 20%
Students display charts will be of an
excellent standard in terms of aesthetic,
design and display.
Students display charts will be of a very
good standard in terms of aesthetic,
design and display.
Students display charts will be of a good
standard in terms of aesthetic, design
and display.
Students display charts will be of an
average standard in terms of aesthetic,
design and display.
Presentation of research 20%
Students will give a concise full 2
minute presentation in a confident
manner, discussing the Yeats family in
detail and their link to Sligo.
Students will give a full 2 minute
presentation in a relatively confident
manner, discussing the Yeats family in
detail and their link to Sligo.
Students will give a presentation less
than 2 minutes in duration in a
subdued manner, discussing the Yeats
family.
Students will give a presentation less
than a minute in duration, briefly
discussing the Yeats family and their
link to Sligo
 Scheme title: Public art; site specific work inspired by visual
and literary forms
Class Group: 2nd
Date: October 2016
Achievement Deep and broad knowledge of subject
matter 35%
Distinction Students will show a high awareness of
the required information.
They will have a deep and broad
knowledge of the Yeats family, the Yeats
brothers, their relationship and their art
forms. They will be able to combine this
information to create an interesting story.
Merit Students will show a very good
awareness of the required information.
They will have a very good knowledge of
the Yeats family, the Yeats brothers,
their relationship and their art forms.
They will be able to combine this
information to create an interesting story.
Achieved Students will show a good awareness of
the required information.
They will have a good knowledge of the
Yeats family, the Yeats brothers, their
relationship and their art forms. They will
be able to combine this information to
create a relatively interesting story.
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Rubric Assessment Sheet
Formative Assessment
Imaginative short story/essay based on the Yeats brothers
Structure, clarity and Layout 20%
Students will structure the essay in a
clear and concise way. They will use
correct grammar, punctuation where
necessary and use paragraphs correctly.
Students will structure the essay in a
clear way. They will use mainly correct
grammar, punctuation where necessary
and use paragraphs relatively well.
Students essay will have some structure.
They will have a good understanding of
grammar, and use some punctuation.
Imagination/creativity 25%
Students will approach the short
story/essays in a creative way. Their stories
will be imaginative capturing the relationship
of the Yeats brothers.
Students will approach the short
story/essays in a positive manner. Their
stories will be relatively imaginative
capturing the relationship of the Yeats
brothers.
Students will approach the short
story/essays with caution. Their stories will
be of a good standard capturing the
relationship of the Yeats brothers.
Use of imagery 20%
The students essays will have appropriate
use of imagery. Images used will have
correct annotation.
The students essays will have limited
imagery. Images used will have limited
annotation.
The students essays will have very little
imagery. Images used may need annotation.
 Partially achieved Students will show an average
awareness of the required information.
They will have an average knowledge of
the Yeats family, the Yeats brothers,
their relationship and their art forms.
They will be able to combine this
information to create a story.
Students will have a minimal amount of
structure, minimal grammar and
punctuation and no paragraphs.
Students will approach the short The students essays will have no imagery or
story/essays in a negative way. Their stories annotation.
will be capture the relationship of the Yeats
brothers in a minimal way.

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 Scheme title: Making site specific public art
Class Group: 2nd
Date: October 2016
Achievement Drawing, concept and Design 35%
Distinction Students will make excellent accurate
scale drawings of their final design for the
relief tile mural (mural in situ). They will
use a chosen medium to colour their
studies.
Their concept will be clear and concise
relating to the Yeats brothers and their art
forms.
Merit Students will make very good scale
drawings of their final design for the relief
tile mural (mural in situ). They will use a
chosen medium to colour their studies.
Their concept will be relatively clear and
concise relating to the Yeats brothers and
their art forms.
Achieved Students will make good scale drawings
of their final design for the relief tile mural
(mural in situ). They will use a chosen
medium to colour their studies.
Their concept will be of a good standard
relating to the Yeats brothers and their art
forms.
Partially achieved Students will make average scale
drawings of their final design for the relief
tile mural (mural in situ). They will use a
chosen medium to colour their studies.
Their concept will be limitedly relating to
the Yeats brothers and their art forms.
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Rubric Assessment Sheet
Formative Assessment
Presentation of Proposal
Percent for art scheme document 20% Maquette 25% Photoshop Element-Artist impression
of site 25%
Students will show an excellent knowledge Students will make an excellent 3d Using Photoshop students will create
of the percent for arts scheme proposal model/maquette using malleable materials. excellent artistic impressions of the final
guidelines and show evidence of an artist site and present with proposal.
c.v., a brief proposal outlining ideas and
concepts for the artwork, three to four
images of maquettes for the purpose of
communicating practical and artistic content
and outline of the estimated budget and time
scale for completion.
Students will show a very good knowledge of Students will make a very good 3d Using Photoshop students will create
the percent for arts scheme proposal very good artistic impressions of the final
model/maquette using malleable materials.
guidelines and show evidence of an artist site and present with proposal.
c.v., a brief proposal outlining ideas and
concepts for the artwork, three to four
images of maquettes for the purpose of
communicating practical and artistic content
and outline of the estimated budget and time
scale for completion.
Students will show a good knowledge of the Students will make a good 3d Using Photoshop students will create
percent for arts scheme proposal guidelines model/maquette using malleable materials. good artistic impressions of the final site
and show evidence of an artist c.v., a brief and present with proposal.
proposal outlining ideas and concepts for the
artwork, three to four images of maquettes
for the purpose of communicating practical
and artistic content and outline of the
estimated budget and time scale for
completion.
Students will show an average knowledge of Students will make an average 3d Using Photoshop students will create
model/maquette using malleable materials. good artistic impressions of the final site
the percent for arts scheme proposal
and present with proposal.
guidelines and show limited evidence of an
artist c.v., a brief proposal outlining ideas
and concepts for the artwork, three to four
images of maquettes for the purpose of
communicating practical and artistic content
and outline of the estimated budget and time
scale for completion.
 Scheme title: Making site specific public art
Class Group: 2nd
Date: October 2016
Achievement Participation and contribution to the
group 35%
Distinction Students will participate in an excellent
manner within their group. They will
contribute in any way they possibly can
and they show evidence of being fully
engaged in the project.
Merit Students will participate in a very good
manner within their group. They will
contribute in any way they can and they
show evidence of being fully engaged in
the project.
Achieved Students will participate in a good manner
within their group. They will contribute
and show evidence of being engaged in
the project.
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Rubric Assessment Sheet
Summative Assessment
Contribution to the creation of final work
Technical ability and experimentation
20%
Students will show excellent technical ability
and evidence of experimentation when using
the required skills to create the relief tile
mural.
Students will show very good technical
ability and evidence of experimentation
when using the required skills to create the
relief tile mural.
Students will show good technical ability and
evidence of experimentation when using the
required skills to create the relief tile mural.
Ability to problem solve 25%
Students will show an excellent
awareness of the issues that arise and
are fully competent in problem solving.
Students will show a very good
awareness of the issues that arise and
are competent in problem solving.
Students will show a good awareness of
the issues that arise and are subdued to
problem solving.
Attitude 25%
Students show an excellent approach
to the project and portray a positive
attitude.
Students show a very good approach
to the project and portray a positive
attitude.
Students show a good approach to the
project and portray a positive attitude.
 Partially achieved Students will participate in an average
manner within their group. They will
contribute in a limited way and show
limited evidence of being engaged in the
project.
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Students will show average technical ability Students will show an average Students show an average approach
awareness of the issues that arise and to the project and portray a positive
and evidence of experimentation when using
have limited problem solving skills. attitude.
the required skills to create the relief tile
mural.
 8. Resources
This part of the specification will identify resources that will support teaching and learning in
the short course.

Equipment: Computers with Photoshop application, overhead projector for power point
presentations, camera for photographing/documenting public works

Instructional aids: Step by step instruction for slab building/coiling/slip and score etc., step by
step instruction for creating proposal-various elements

Worksheets: Public artwork, field trip, compare and contrast-W.B Yeats and Jack B. Yeats,
artist research worksheet

Surveys, questionnaires and interviews

Focus groups
Group work/activities
Questioning and discussion

An example of large scale drawing group activity:

Collaborative drawing
 Examples of public artwork students will be invited to view in their locality:

Lines/Plane: Larus/Cygnus (Donald Urquhart)

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 Examples of the nine stone seats displayed by the Garvogue river, Sligo

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 Mosaic bench, Sligo

A mural for Sligo town created by the artist Friz

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 A W.B. Yeats inspired mural

A W.B. Yeats inspired statue

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 Examples of artworks that will be shown to students for inspiration:

Chris Gryder

Ceramic forms

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 Hilke MacIntyre

Ceramic forms

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 Examples of Jack B. Yeats Painting:

Examples of W.B. Yeats Poetry: http://www.poemhunter.com/william-butler-yeats/

Website links:
Publicart.ie
Sligoarts.ie

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 References:

Websites:

NCCA. (2016). Focus on Learning; Learning Intentions & Success Criteria. [online] Available
at:
http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Assessment/Ongoing
%20Asssessment/Assessment-Workshop-1_Eng_April-15-2015.pdf [Accessed 6 Oct. 2016].

Publicart.ie. (2016). Public Art. [online] Available at: http://publicart.ie/ [Accessed 6 Oct. 2016].

Sligoarts.ie. (2016). Sligo Arts Service. [online] Available at: http://www.sligoarts.ie/ [Accessed
6 Oct. 2016].

Poemhunter.com. (2016). William Butler Yeats - William Butler Yeats Poems - Poem Hunter.
[online] Available at: http://www.poemhunter.com/william-butler-yeats/ [Accessed 6 Oct.
2016].

Journals:

Reis, R. (2010). Public art as an educational resource. International Journal of Education

Through Art, 6(1), pp.85-96.

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