Week 2 – The Archive

This week Diarmuid presented us with the opportunity to explore the Children’s Art Archive This included work from children from all over the U.K. It was laid out into early, first and second level examples.

At early level, (McAuliffe, 2007) states that children tend to move their whole arm to create art as well as stabbing like motions. This piece is what looks to be a child’s interpretation of a rainforest. You can see the while arm movements in the trunk of the tree, and I must admit that I was blown away with the creativity and standard of the work.

 This first level piece is also of a high standard; however, it looks like part of a teacher-lead activity and not as spontaneous or creative. It is at a much higher level of detail and the attention to this detail is overwhelming. This could have been part of a topic related IDL.

This second level artwork definitely looks like topic related IDL. At this stage, children become aware of artists and their styles and become more critical of their own abilities and inhibitions. This is referred to as the ‘gang stage’ (McAuliffe, 2007). I really like how this particular piece tells a story of what the child imagines pre-historic times was like.

Overall this lesson provided me with an insight into children’s art and how to handle and not assess – but to appreciate it, and to display it with pride.

 McAuliffe, D (2007) Foundation and Primary Settings. In Teaching Art and Design 3-11 (ed). London: Continuum.

Week 1 – Introduction to Music and Art:

This week was our first week in Integrated Arts.
 
In art, we were asked to note down our experiences with the arts – both negative and positive. Our lecturer taught us about how when children scribble, it is art. If children are creating art to show us how they see the world, it is important that we take care and interest and engage with their art (McAuliffe, 2007).

During Music, we were learning about Music Appreciation. To start off, we listened to five sound bites and we were then asked to write down how they made us feel. Bloomfield & Childs (2000) suggests that art gives us a chance to all appreciate the arts individually. This was the first time I feel like I really understood this concept. In the classroom, this concept could be introduced to children in a very similar way.

Our next activity was to listen to a longer piece of music and create a storyboard of what we thought was happening. The music was the Tin Soldier from Disney’s Fantasia. What was interesting is that although each group had different ideas, we all had similar themes. In a classroom situation, this would be a great stimulus for imaginative writing and would also cover music E’s & O’s too!

 

Bloomfield, A and Childs, J (2000) Teaching Integrated Arts in the Primary School. Oxon: David Fulton Publishers.

McAuliffe, D (2007) Foundation and Primary Settings. In Teaching Art and Design 3-11 (ed). London: Continuum.

 

 

Climate Change Learning Log

The last two week we have spent our time looking at Climate Change and the best way to teach it.

Whilst many people try to deny the existence or the major issues surrounding Climate Change,  the evidence and the devastating effects are hugely prominent.

Due to the nature of this topic and the fact that it has such a large topic base, it is more appropriate to explore in depth with second level students rather than first level.

In our lecture, we looked at a brief introduction to teaching climate change and the main issues surrounding the topic itself and the issues that can occur when going to teach it. Our first workshop looked at further links with politics and policies. We looked in depth at how climate change affected people in certain case studies and what their governments could do to support them.

Our last workshop was a practical workshop with a range of science experiments we could use in a classroom to further consolidate the physical features of climate change. These activities were very beneficial to my understanding in both how to teach climate change and an insight into the physical factors.

For our directed study task, I watched a video explaining the effects on the Arctic and Antarctic ice caps and how we were causing them to melt. This shocked me as many of the things I learned are simple things that if we all banded together we could change. When I looked at my carbon footprint, it astounded me that it was so high. The main reason for this was due to my long daily commutes from Dumfries. Once I finish my course, then I can walk or cycle to work, but currently, it is too far from me.

My Urban Environment

I have chosen the town where I live (Dumfries, Dumfries & Galloway) as my urban environment for this task. Dumfries is a market town in South-West Scotland near the border with England. The area around Dumfries is quite rural and a lot of farming activity occurs.

There are three main roads that connect to and from Dumfries; The A75 (Connecting south towards Annan and Carlisle and further South), The A76 (Connecting North to places such as Sanquhar, Cumnock and Ayr) and The A701 (Connecting North to Moffat and towards Edinburgh and Glasgow) [Appendix 1].

Dumfries has many historical buildings that make up the history and culture of the town itself [Appendixes 2&3]. The High Street and The Vennel (two of the main streets in the Central Business District) are vastly made up of these historical buildings. There are also two main green-spaces in Dumfries – The Dock Park and Castledykes Park [Appendixes 4&5]. The main transport in Dumfries is busses and trains. The busses are used more and are on the most part more regular than the trains. There are two trains pass through Dumfries (Both part of the same route connecting Carlisle and Glasgow Central).

Dumfries has four libraries with the main and oldest being The Ewart Library. Also, each housing estate in Dumfries has it’s own community centre that can be used by all.

Dumfries is a learning town with lots of work going on locally to improve education [Dumfries & Galloway Council]. In addition to many Primary schools, Dumfries has four Secondary schools, Dumfries and Galloway College and two university campuses (The University of the West of Scotland and The University of Glasgow).

There are two main sports centres in Dumfries also (The David Keswick Centre and DG1) which can be accessed by anyone making sports accessible to all. Also, there are two theatres and a cinema for recreation. Although there are not many options for young people if they wanted to go somewhere in town for fun, many local charities have become involved in getting young people engaged inn activities and hobbies such as a project called “The Toon”.

Dumfries has four main industrial estates where many people choose to work. With being an Urban/Rural town, many people are involved in agriculture and dairy work. This has opened up the way for some local farmers markets where you can buy good quality produce.

The population of Dumfries and Galloway in 2015 was 149,670 which was a decrease of 0.2 per cent from the previous figure 149,960 in 2014 according to the National Record of Scotland (2016). This shows that the population of the region is in decline.

Dumfries has a high air quality [Air Quality Scotland] with the most recent figures showing a low pollution index of Index 1. This could be due to the rural connections in and around the area as Dumfries & Galloway is a rural community.

Appendixes:


Appendix 1 – An ordinate survey map of Dumfries showing the main roads leading to and from the area.
https://osmaps.ordnancesurvey.co.uk/55.08263,-3.60768,13

Appendix 2 – Greyfriars Church.


Appendix 3 – St. Joseph’s College, RC Diocese of Galloway.


Appendix 4 – Castledykes Park.


Appendix 5 – Dock Park.

References:

Dumfries & Galloway Council (2017) Dumfries Learning Town. [Online] Available: http://www.dumgal.gov.uk/article/15958/Dumfries-Learning-Town Accessed: 22/09/17

The National Records of Scotland (2016) Dumfries and Galloway Council Area – Demographic Factsheet. [Online] Available: https://www.nrscotland.gov.uk/files/statistics/council-area-data-sheets/dumfries-and-galloway-factsheet.pdf Accessed: 23/09/17

Air Quality Scotland (2017) Air Pollution Report – Dumfries. [Online] Available: http://www.scottishairquality.co.uk/assets/downloads/AQScotland-statistics-report-DUMF-2017.pdf Accessed: 23/09/17

The Glasgow Effect

‘The Glasgow Effect’ is a term scientists came up with to investigate why Scotland – and in particular the areas around Glasgow – has a higher death rate than other parts of the United Kingdom. The ‘Glasgow Effect’ outlines the most probable causes that could cause this higher death rate. The report compared Glasgow with other deprived cities like Liverpool and Manchester.

This trend has been increasing over time and is found throughout all of the adult age groups – but especially that of the younger working age and is seen more within the people from a poorer social background, which is of course very concerning.

The death rates in Glasgow show that the leading cause  of mortality is  suicide, which when compared to Liverpool and Manchester, is almost 70% higher! The deaths linked to drugs and alcohol misuse is almost 50% higher in Glasgow . This is linked to my earlier post where I talk about Scottishness and Scottish culture. With the rise of binge drinking and party drugs in urban areas, the death rate has also risen. This could explain why he death rate is more predominant in the younger working class. Linked with a poor diet and lack of exercise, causing obesity, heart disease and diabetes. This Scottish Culture is killing us.

Scotland’s nickname within Europe is ‘The sick man of Europe’ which is quite shocking in itself. Does this mean that just because I am Scottish, I will get sick? That I will die earlier than young people elsewhere? The Scottish Culture and lifestyle plays a huge role in this young mortality, but it is indeed also related to our socio-economic status.

In order to ensure we live longer – we must make conscious changes to the way we live our life.

 

Are Scottish People ‘Unhealthy’?

Are Scottish people ‘unhealthy’? A question posed to me in this mornings lecture. My immediate response was, perhaps we are unhealthy. But how is it possible to generalize with so many factors impacting on this decision. With factors ranging from education, to wealth to socio-economic factors.

When we think about the concept of ‘Scottishness’, We think of things like ‘Irn Bru’, ‘Haggis’ and deep fried … well – anything. When we look at this we can probably tell that Scottish people are not known to have the healthiest of diets. The Scottish Government has found that 28% of children are at risk of being ‘overweight’.

Also, compared to the rest of the UK and the rest of Europe – Scotland is deemed ‘less healthy’. This again could be because of our Scottish culture. But there are other factors influencing this too!

Hereditary health conditions – passed down through family genes – could be one such factor to this. Things such as diabetes, cancer and heart disease can run through a family’s blood. Combined with the typical ‘unhealthy’ diet and lack of exercise that us Scots tend to have – can amplify the severity and fatalities linked to these diseases. According to data publishes by the World Health Organisation – heart disease accounted for 9.66% of total deaths in France during 2014. The UK however, 17.21% of the total deaths were labelled to heart disease. Although the change is less that one percent, it is possible that this is down to the healthier diet that French people are known to have.

So although many cases of these diseases could be hereditary – I think it is fair to say that Scottish people could be labelled as ‘unhealthy’ due to the factors of a poorer diet, and a lack of exercise. However, in retrospect – It is my firm opinion that it would be unfair, and also uneducated to presume this when there are so many factors that influence this argument.

So my answer? It is my opinion that Scottish people could be considered ‘unhealthy’.

Secularisation and ‘Unchurched’ Spirituality – Is This Really The End of Mainstream Religion?

Religion within society, and society within religion spans far further than just mainstream churches such as Catholicism, Islam and Judaism. Within faith communities, different people have different ideas. For example, if we take the Christian Church, up until 1517, the Church was mainly considered to be Roman Catholic, A German man named Martin Luther devised the Protestantism movement after what was considered to be errors in the teachings and practices of the Catholic church, hence Christianity split into what we now consider to be the two most worshipped communities, the Traditional Catholic Church, and the Protestant Church.

This was really the start of secularisation, as many people began to question their own beliefs and chose which religion they wanted to follow – however, religion was still fundamental within society and it played a part on the way people lived their life; from the way they dressed to the way they worshiped.

In the 2011 Census, 65.2% of people identifies themselves as Christians, and 0.84% of people Identified as Muslim. Also, 27.8% of the people identified as ‘No Religion’. This all changed in the 2011 Census where 53.8% of people identifies them selves as Christian – a drop of almost 11.4%. The number of people who identified as Muslim increased to 1.4% – which may or may not be linked to other social factors such as immigration, and population growth. What is really interesting in my opinion, is that 37% of people identified themselves as ‘No Religion’.  Does this prove the theory that secularisation is also linked to de-Christianisation? And does it mean that once regarded one of the most important social factors in the Western World, people no longer feel the need for the faith and religion? Or does it indeed prove that secularisation is not the lose of faith, but in fact the channelling of spirituality to other sources within Western culture and society?

Many theorists and highly regarded sociologists have looked at religions place in society. Amongst the most popular theories, is the one of Karl Marx (1818-1883) where he suggests that religion is just ‘the opium of the people’ used to bear their pain and suffering. He also saw it as a tool to oppress and control the masses, giving false consciousness in oppressed people to accept their predicament. He felt that the promise of a better life was just created as part of a capitalist illusion; which included the creation of a man-made God.

Max Weber (1864-1920) had a completely different idea of the place of religion. He suggested that the protestant church founded by Luther, gave rise to the Western world as it is today. He claimed that Protestantism contributed to the socio-economic patters within the Western society, enabling an atmosphere in which the capitalist system could thrive in this sector of the world and in Western society. He saw religion as an agent of social change.

So what about ‘unchurched’ spirituality? What causes it? Well, after the tutorials today, I figured that the leading cause of ‘unchurched’ spirituality is secularisation itself. So that leads to the question – what causes people o lose faith in religion itself?

Modern Education systems expose young people to the sciences and to a program of natural thinking, allowing them to find the facts that science has uncovered, and apply that to the real world. Guleski (2013) believes education gives young people the empowerment to make decisions based on their understanding. Take Darwin’s  Theory of Evolution (1859) for example. People are now believing the facts uncovered around evolution as it can be backed up with evidence. Whereas there is no evidence proving or disproving the existence of a God or the doctrines of the Church suggesting the story of Genesis.

Also, with a booming Western society, people now have the money to afford leisure and necessity, and poorer people tend to turn to supernatural meaning for answers. Due to the income that many families now have, they no longer need to rely on the Church for prayer in the hope of gaining what they need, as they can just go out to a shop and find it. Ingleheart backs this up when he stated “When material conditions improve, the need for religious solace depreciates”.

So in theory we could say that secularisation and de-Christianisation is caused by the boom in the western World caused by Protestantism, meaning that the fall in worshippers of the Catholic and Protestant church, could be in turn related to the division of the Church itself.

I feel it is important to express at this point that this piece of writing is not an attack of any religion or form of spirituality, but just a summary of my understanding to secularisation and ‘unchurched’ spirituality and how that impacts on society today. If I have offended anybody in any way, then I do sincerely apologise, I insist that it was not intended.

Sean

 

A Long Way From Long Division.

One thing became clear to me today during our maths sessions – I really need to work on long multiplication and long division. Even though long division does not appear in the CfE E’s & O’s, I – as a teacher- must have sound understanding of the concepts behind it.

To work on this I will visit my old secondary school and meet with my maths teacher who has agreed to help me out. Also, I will learn the understanding behind the process rather than just the steps. I will continuously ask myself why am I doing this step?

By doing this I will have a grasp of the concepts and how to teach them; Meaning I can get the maximum potential of the more abled children by setting them this challenge.

But I have a long way to come with long division.

Religious Diversity

During this lecture I really got a feel for the overall module and started to reflect on how I can teach religious education in schools. As a Catholic myself, it is clear I have to remove myself from the point of view of a religious person and teach each religion as if I as an outsider. This will mean that no personal beliefs or biases will be shown.

I was taken a-back when learning about cult cultures, and especially the Jim Jones cult, and the tragic end that his thousands of followers came to.

One quote that really made me think and will probably resonate in my heart and my head for a long time is as follows;

Religion does not kill,
Religion does not make you miserable,
Culture does not kill,
Culture does not make you miserable,
They are supposed to make you whole.
If that does not happen –
Something is wrong.

Dr. Yonah Matemba (2017)

Placement Reflection

I found it extremely difficult during placement to find my place in the classroom. The last thing I wanted to do was to step on the teachers toes. I wasn’t keen on disciplining pupils in her class, as it felt like I would be undermining her authority.

Eventually – with the teachers help – I quickly found my voice in the classroom and found myself at ease. One of the main things I have come to realise is that teaching is most definitely my comfort zone.

One of my communication strengths is the ability to connect with the pupils and to convey my instructions effectively. Whilst on placement I was often asked to take reading groups, and one day I was asked to run a learning activity about addresses on envelopes. It was my responsibility to engage the pupils and to assist them in learning how to write an address. In order to do this, I had to make sure that my instructions and my explanations were crystal clear. During this activity, my mentor assessed me against the mentor evaluation checklist. She was very impressed and highlighted that my instructions were good.

Also highlighted in the evaluation is my good use of questioning the children, but the teacher highlighted that this could be developed further by providing more in depth questions to the children and really making them think. I feel I can develop in this area by questioning myself all the time – really understanding why things happen. Also with some practice; I’m new to teaching so of course I’m not going to be ‘the best teacher ever’.

During my time on placement, I learned more than I can say I imagined to.  I was given so many ideas about how to engage learners in mathematics, literacy and how to engage them in the world around them. One of the main ideas that I was intrigued in was the use of video to engage in number songs and literacy rhymes.

Overall I would have to say that placement was an amazing and overwhelming experience. I am now telling myself more than I ever did – “This is the job for me.”

Sean

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