Myself and My Friends

During the week long Training of Trainers programme we had time to discuss and plan potential ideas that would link naturally to the curriculum. Mary had had this particular class in the earlier stage of their primary school education so she knew the girls quite well. As an artist I try to link the theme to areas of my own practice. A key component of my own inquiry is faith and belief, that I was keen to explore as most of them would be participating in a holy sacrament during their final year of primary school. As with many potential themes and ideas these are quickly abandoned when I actually meet the class and get to know the group

How were the ideas developed and how did the young people, artist and teacher work together?

Mary Bennett, Teacher

Helen began by meeting the class and getting a feel for where their interests lay. She planned a lovely introductory session where the pupils got to know her. By the end of session one, the students felt at ease and were very excited about where the project would lead. Myself and Helen liaised with each other and were able to link our project into the curriculum. As it’s so overloaded, it was a great help to be able to integrate in such a creative manner. We initially decided to link in with SPHE in a bid to help build on the pupils’ confidence – a great bonus for pre-teen girls.

Helen Barry, Artist

The time in the summer had provided Mary and I with a good understanding of how we work and most importantly gave us an understanding of each other’s personalities. In my experience it is crucial for a successful artist in residence that the interaction between the artist and teacher is mutually respectful of each other’s professional practice. In this particular incidence it was imperative that I followed Mary’s knowledge of the class. It was evident on my initial meeting of the class that their confidence and self esteem seemed particularly low throughout the whole class. Mary and I had similar aesthetic tastes and though Mary had at times little confidence in her own artistic abilities her enjoyment, enthusiasm and new skills embraced everything we did and the children followed suit.

After my initial meeting with the class Mary and I were able to re-plan a creative programme that centred on building self-esteem that would grow throughout the year with the children.

What was your personal experience of the project in terms of successes and challenges?

Mary Bennett, Teacher

I learned so much from this experience and overall it was incredibly positive and rewarding for both myself as a teacher and the pupils. By the end, I felt much more confident in teaching the various art forms that we had explored. The pupils grew in confidence in their abilities and were so proud of the work that they had created.

My only challenge was in accepting the importance of, in a sense, allowing the project lead itself. Each week or so, we would re-evaluate and decide where we would be taken, either by something that the pupils spoke about/ enjoyed doing or something that struck us as professionals. As teachers, we tend to be quite regimented regarding our planning and we like to know what we’ll be doing weeks in advance, so it was lovely to allow the creativity to take over and to allow the pupils to play a major part in deciding what we would do.

Helen Barry, Artist

I really enjoyed working on this project and watching it grow and develop in parallel with the children’s growth in confidence and self-esteem. The project really benefited from the time provided for the teacher and artist to get to know each other. The main challenge was parking my specific idea at the classroom door.

What was significant for you about the project that is worth sharing?

Mary Bennett, Teacher

We created a really wonderful installation. It began with the installation of our portraits but that was just the beginning of a piece of work that we added to again and again as the year went on. It really stressed for me the importance of the process as opposed to the product. I was also stuck by how effective it can be to allow simple conversations with the pupils’ guide where a project goes. By keeping your ear to the ground, you can pick up on so much which will bring the project to a place that the children are interested in and will take so much pride in.

Helen Barry, Artist

The dynamic of every class is different and even if the artist can see a potential project that has strong links to his or her own studio enquiry it is imperative to pause and understand where the teacher and class are at. I can honestly say that the children led the direction of the project and enjoyed allowing it to go somewhere that I had to loosen my control of.

Has anything changed in your work as a result of the project?

Mary Bennett, Teacher

I have become much better at not being so fixated on a plan and have learned to accept that when working on a long-term project, there are bound to be changes and that’s ok. I have learned from Helen that trial and error is all part of the creative process. It’s great for the children to see and experience this too. I’ve become better able to step out of my comfort zone as a result of working with Helen. It was a fantastic opportunity, one that I was so glad to have had the chance to participate in.

Helen Barry, Artist

I spend more time listening to the teacher before overloading them with ideas.