Portal Documentation Award recipient project, ‘Lets Get Real’ with Streetwise Animators from the Streetwise Programme, Brothers of Charity Ennis, Co Clare in collaboration with artist Ana Colomer and Music Generation tutor Oisín Ó Cualáin. Supported by the Local Creative Youth Partnership (LCYP) initiative under the Creative Ireland Programme. View the Portal Documentation Award video here.
Tell us the story of your project – What was the impetus? What was it about? Who was involved? How did you begin?
Ruth O’ Keeffe: Tutor
The project was put in place to create a digital media platform for the learners to explore in the Brothers of Charity’s Streetwise Programme 2023-2024. With funding from the Local Creative Youth Partnership (LCYP), I was engaged as a tutor and we started working with artist Ana Colomer. The primary goal was to cultivate a passion for animation and equip learners with the fundamental skills needed to create their own animated projects. The project offers an intimate insight into the lives of people currently living in Ireland with intellectual disabilities. There is a need to amplify these “seldom heard voices” in order to build empathy and to make our society more inclusive. The aim of the project was to examine human rights in line with respect, equality, accessibility, participation and freedom in society, for all. For example, to have access to education, to make choices in their daily lives, to develop & maintain friendships & relationships, to lead independent & healthy lives. The learners reviewed the United Nations Convention on the Rights Persons with Disabilities, from the National Advocacy Council and choose what was important to them in their everyday life, to inform their storyboards. This specific creative & educational process has been led by the learners at their pace, to convey the message that is paramount to them & their peers.
Ana Colomer: Artist
The story of our project begins with a foundation of mutual respect and successful past collaborations between myself and Streetwise, which set the stage for an ambitious new endeavour. When the young learners were asked about their creative interests, animation emerged as a clear favourite, sparking the idea for a project that would explore personal identity and community perceptions through film. The initial purpose was to create a short animation for the Brothers of Charity advocacy conference, with the theme ‘Let’s Get Real’. As the project evolved, however, it took on a life of its own, growing into a reflective and powerful film titled ‘Who Do You Think We Are?’
The heart of the film addressed fundamental themes of identity, personal rights, and the often-misguided assumptions people make when interacting with individuals with intellectual disabilities. Rather than focusing on the external, this project gave each learner the chance to share their inner lives, dreams, and perceptions, offering a candid look at their values, aspirations, and the stereotypes they face. The film ultimately became a statement of self-advocacy and self-definition, challenging societal misconceptions and affirming each person’s right to be seen as they truly are.
Involvement and support from Zara Starr Madden and the Limerick Clare Youth Partnership (LCYP) made the project possible and proved invaluable. Zara championed the project and facilitated a collaboration with Music Generation Clare, bringing on board sound educator Oisín Ó Cualáin. In Music Generation’s studio, Oisín introduced the young learners to sound design, guiding them through the intricacies of sound editing software. With his support, they were able to make creative decisions about the soundtrack, choosing sound effects and music that complemented their narrative and brought their animated story to life.
From the very beginning, the project was driven by the learners. They shaped the narrative, brought personal experiences to the foreground, and made active choices in everything from the visual style to the soundtrack.
How were the ideas developed and how did the young people, artist and tutor work together?
The creative process for this project was highly collaborative and youth-centered, with the young learners taking the lead in shaping the project’s vision and content from the outset. We had a close partnership, with everyone contributing unique skills and perspectives to bring the animation project to life.
Initial Idea Development
The young people were essential to the project’s inception, deciding on both the type of project they wanted to undertake and the themes they wished to explore. They defined the narrative direction, rooted in their personal experiences, identities, and aspirations, ensuring the project authentically represented their voices.
Ana Colomer – Artist: Facilitator and Skill Builder
My role was facilitator and mentor, presenting different artistic techniques and possibilities that would help the learners realise their vision. Introducing them to methods of storytelling through animation and teaching the foundational skills necessary to turn their ideas into a cohesive narrative. Providing hands-on guidance, advising on technical skills in stop-motion animation, storyboarding, and scene creation. Always maintaining the young people’s ownership of the story, ensuring that the final narrative remained genuinely theirs.
Ruth O’Keeffe – Tutor and Support: Guiding Self-Discovery and Idea Formation
My role as tutor was to help the young learners articulate and clarify their ideas, aspirations, and dreams. Through discussions, exercises, and prompts, I guided them in exploring their personal interests and expressing these creatively. Together, they identified specific ways to visually represent their ideas, ultimately crafting props and imagery that aligned with the story they wanted to tell. We scaffolded the learners and gave them time & space to gain their confidence and skills in this new medium. With a deep understanding of their needs, we could facilitate interactions that leveraged our collective strengths, fostering meaningful connections and a successful experience for both the artist and the young adults. I also documented the process on a weekly basis, taking photos and notes and liaised with all project partners, as the project progressed.
Creating Visual Elements: Props and Animation Technique
The process of creating props was collaborative and grounded in practical skills:
- Visual Research: Learners used the internet for visual inspiration, seeking images that resonated with their narrative.
- Drawing and Lightbox Technique: They used lightboxes to trace these visuals, transforming their ideas into tangible drawings that could be used as props.
- Cutting and Animation: Each prop was carefully cut out to be manipulated in frame-by-frame sequences, creating the stop-motion animation.
Continuous Collaboration and Dialogue
Throughout the project, there was a constant and open dialogue among the team. This communication ensured the story stayed true to the young people’s vision while benefiting from Ana’s technical expertise and Ruth’s guidance. Feedback loops allowed the group to refine the narrative and animation to ensure clarity, accuracy, and emotional impact.
By empowering the young people to drive the project while providing the tools, support, and skills necessary to bring their ideas to life, the team created a final animation that was both technically polished and personally meaningful. This process fostered a sense of ownership and pride among the learners, demonstrating the power of creative collaboration and storytelling.
What was your personal experience of the project in terms of successes and challenges?
Streetwise Animators
‘What I did to make my story come to life; we used Greenscreen . Every week my confidence grew. I got the confidence from doing it every week with my friends’. Tara Shannon
‘The storyboard I created is part of my life. I learned about stop motion, sound design & teamwork. I loved working with my friends, Ana, Oisín, Ruth & Trish. Awesome’. Comfort Boseah
‘Our animation film was shown in Generation Fleadh in Galway. There was a big round of applause & it was a big success. We were so proud and it was powerful. We take pride for our animation programme’. Elva Fray
‘Speak up for yourself’ Hannah Cusack
‘I loved recording my friends for their videos, editing with Adobe Premier pro and music production’. Noah Ruiz
Ana Colomer: Artist
Reflecting on this project, it’s clear that the journey was filled with both profound successes and inevitable challenges. At first, we knew we had a meaningful concept, but as the project progressed, it truly “grew legs”—evolving into something uniquely beautiful and powerful. Witnessing the learner’s stories take shape and realising the depth of their insights made us understand just how special this project was becoming. The sense of collective achievement was enormous, knowing that we had created something genuine and impactful despite some limitations in resources and equipment. The final film stands as a testament to their creativity, resilience, and desire to connect authentically with the world. It offers audiences a deeper understanding of the individuals behind the labels and reminds us all to recognise and celebrate each person’s unique identity.
Successes
One of the project’s biggest successes was the collaborative spirit and creativity it inspired. Watching the young learners step into the roles of storytellers, animators, and sound designers was incredibly rewarding. Each person brought their authentic self to the work, which added layers of meaning and connection. The simplicity of using basic tools, like a phone for filming and a piece of green material as a makeshift green screen, demonstrated that creativity and resourcefulness can yield impressive results. We were able to focus on the story and message rather than getting lost in technical complexities, which may have made the final piece more sincere and relatable.
Challenges
There were certainly challenges, most notably the limitations of our equipment. With higher-quality video and animation tools, the technical polish of the final product might have matched the strength of its narrative even more closely. The improvised green screen, while functional, required additional work in editing, and phone recordings had their own constraints. Additionally, since we were figuring out the process as we went along, there was a learning curve that stretched our time and resources. In hindsight, if we were to undertake this project again, we’d approach it with a clearer roadmap, making the process smoother and more efficient.
Ultimately, these challenges only made the experience more rewarding. The sense of pride in what we achieved, knowing we worked creatively within our constraints, made the project’s impact feel even more profound. Looking back, we have a clearer vision of what’s possible and an even stronger foundation for future projects.
What was significant for you about the project that is worth sharing?
Ruth O’ Keeffe: Tutor
From the outset, the philosophy of a learner-led approach was central to our project. Ana facilitated the workshops and embraced this approach, encouraging the learners to take ownership of their creative vision. It was inspiring to witness their enthusiasm and engagement as they shared their stories and collaborated on the film’s concept of human rights and what that meant to them in their everyday lived experience. This environment fostered not only creativity but also a sense of empowerment among the learners. Ana, the learners and I had to think differently and embrace exploration to achieve our outcomes.
This journey also saw a fantastic relationship develop between Ana, Oisín, the learners, Patricia and I. We all worked as a collective, all opinions, ideas & feedback were welcome. Ana’s openness and enthusiasm as a facilitator was truly inspiring.
The impact of this project on the learners was profound. Beyond the technical skills they acquired, they gained confidence in their creative abilities and in the value of teamwork. Watching them collaborate, share ideas and build each other up was a highlight of the experience. Many expressed a sense of pride in their work, particularly during the screening of their film when they saw their collective effort come to life on the screen. The experience was not only enriching for the learners but also transformative for me as a tutor. This project highlighted the importance & value of connecting and collaborating within our community. Working with Local Creative Youth Partnership and Music Generation Clare was a privilege and created inclusive experiences for Comfort, Elva, Hannah, Noah and Tara. For me it really highlighted the value of arts in education and provided such rounded experiences to the learners that extended way beyond the classroom.
Ana Colomer: Artist
One of the most significant and fulfilling aspects of this project was the opportunity to work at a pace set by the learners themselves, allowing for a slower, more mindful creative process. Each week at Streetwise became a much-anticipated part of my routine, where I knew I’d be met with kindness, joy, and an openness to creativity. This environment gave us the freedom to revisit scenes, experiment with new ideas, and pay close attention to even the smallest details in the animations. There was immense satisfaction in being able to take our time and truly appreciate each stage of the creative journey together, watching our project evolve with care and dedication.
The connections we made along the way were just as significant. Collaborating with Oisín O’Cualáin from Music Generation Clare, we were able to add depth and emotion to the animation’s soundtrack, learning the craft of sound design alongside the learners. Inviting Cian and Edel from the Arts in Education Portal further connected us to a supportive network that valued and amplified our work. And then there were the unforgettable experiences of traveling together for various showcases—going to Dublin for the Ballyfermot animation showcase, to Galway for Gen Fleadh 2024—each event adding its own excitement and sense of accomplishment. For the learners, these trips were great adventures that enriched their lives and brought a sense of pride in their work.
This project reinforced the idea that the creative process is just as important as the finished product. Every interaction, collaboration, and milestone contributed to a shared sense of achievement and community. It’s incredibly moving to see this journey impact the learners and knowing that it’s only the beginning makes it even more exciting. The project became a reminder of the power of patience, connection, and the joy that can come from honouring each person’s unique pace and voice.
Has anything changed in your work as a result of the project?
Ruth O’ Keeffe: Tutor
This experience has inspired me to continue supporting the artistic expression of the individuals that I support. This project demonstrated that when we provide the right environment, one that values collaboration, creativity, and inclusion, extraordinary things can happen. I really value the partnership I formed with Ana through the academic year and loved the digital media approach for this project. I look forward to implementing these skills in future projects. I am excited about forming further partnerships with an emphasis on arts in education, because I can really see the value from working with Ana and Oisín as a collective on this project.
Ana Colomer: Artist
This project has profoundly influenced my approach to work, reshaping not only how I view the creative process but also the values that drive it. One of the most important insights has been realising that a story’s true worth comes from honesty. Technical skills and workflows are important, but it’s the authenticity behind a story that resonates most deeply with people. This project taught me that while working quickly can be efficient, it often doesn’t allow the time needed for genuine reflection—a crucial ingredient for a story with depth.
I also discovered the importance of creating space and time for individuals to find and express their voices. This slower pace allowed each person to explore their own perspective without pressure, resulting in richer, more meaningful contributions. Watching the learners interaction with Ruth and Trish, I learned the value of active listening, engaging without assumptions, and paying close attention to what’s said—and unsaid. These skills allowed us to create an environment where everyone felt heard and respected, which ultimately brought out the best in the project.
This experience has inspired me to integrate more patience and intentional listening into my work, understanding now that these elements foster a collaborative process where authentic stories can emerge naturally.
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