Lisseycasey NS, Artist In Schools Residency: Plastic Fantastic!
Reflections by Artist Evelyn Sorohan and Lead teacher: Principal Elaine Galvin
This project was centered around two equally important themes: inclusion and environmental awareness. It aimed to create a collaborative and meaningful art installation that reflected the value of every individual within a community, while also highlighting the urgent need for climate action and sustainability.
The theme of inclusion aligned closely with the Social, Personal, and Health Education (SPHE) curriculum, particularly the Myself and Others strand, which emphasized relationships, respect, and interdependence within a school setting. We believed that a truly inclusive environment was one in which every child felt valued and could contribute meaningfully. The artwork was designed to reflect this, as it appeared unified from a distance while allowing individual pieces to remain visible—symbolizing how unique contributions form a stronger whole.
At the same time, the project connected deeply to Science and Geography, particularly through the theme of environmental awareness and responsibility. Just as inclusion is vital in human communities, interdependence is essential in ecosystems. Our school was located next to a protected bogland habitat, providing an ideal setting to explore the importance of conservation. In History, students examined how bogs had changed over time, including traditional bog cutting practices and the necessity of preservation. In Geography, they investigated the Local Natural Environment strand by studying biodiversity in the bogland.
The project also addressed climate change and sustainability, tying into Science and STEM education. Students learned about the dangers of excessive plastic waste and the environmental impact of fossil fuels. They explored ways to reduce, reuse, and recycle, applying these principles to the creation of their art piece. The materials used for the installation were collected from recycled plastics, reinforcing the idea that waste can be repurposed into something meaningful and beautiful.
Literacy and Digital Skills were developed through documentation of the project. Students created e-books to record their progress, strengthening their writing, digital literacy, and storytelling skills. The project also involved oral communication, as students collaborated, discussed their ideas, and presented their work.
Mathematics played a key role in the design and construction phase, particularly in the strands of Shape & Space and Measurement. Students engaged in problem-solving as they determined how to assemble the installation effectively. For children with ASD, hands-on interaction with materials provided valuable sensory experiences, fostering collaborative sorting activities that encouraged communication and social interaction.
Finally, the project had a strong foundation in Visual Arts, covering Drawing, Paint & Colour, Construction, and Fabric & Fibre. Students explored artistic elements such as form, line, shape, space, texture, tone, and pattern, creating an installation that was both aesthetically striking and rich in symbolism.
Project Aims (Artistic & Educational)
- Promoting Inclusion – The project ensured that every child, regardless of ability, felt valued and capable of meaningful participation. By working together on a school-wide art piece, students experienced a tangible representation of belonging and unity. All students contributed by bringing in plastic materials, reinforcing the idea that everyone has something valuable to offer.
- Encouraging Environmental Awareness – The project deepened students' understanding of climate change, sustainability, and conservation. By using recycled plastics to create art, they actively participated in reducing waste while learning about the importance of protecting natural habitats such as our local bogland. Students were encouraged to become climate advocates, applying the principles of Reduce, Reuse, Recycle beyond the classroom.
- Developing Creativity & Critical Thinking – The project fostered imagination and artistic exploration, particularly through symbolism and colour theory. 6th class students and ASD students played an active role in the construction of the three-dimensional installation, developing problem-solving, fine motor skills, and spatial awareness in the process.
Further Project Details
While inclusion and environmental awareness were the guiding themes, the final look of the installation was entirely student-led.The project began with an exploration of colour and diversity within our local ecological park. Teachers took their classes on guided visits to study the bogland’s flora and fauna, completing age-appropriate tasks to connect art with nature. Students observed how different species coexist and depend on one another, linking this idea back to human communities and inclusion.Next, students examined the interdependence of living things in the ecosystem, using this as a metaphor to discuss diversity and inclusion within the school. This led to an introduction to symbols and their meanings, prompting students to brainstorm visual representations of inclusion and environmental stewardship.All classes were invited to contribute design ideas for the installation, ensuring the final piece balanced individual creativity and collective unity. The chosen design reflected the collaborative nature of inclusion, while also being practical to construct.Once the design was finalized, students explored the artistic process and materials. Evelyn hosted three Zoom sessions focusing on climate change, sustainability, and the creative reuse of plastics. Complementary SESE lessons reinforced these environmental themes, helping students understand their role in protecting the planet.The next phase involved collecting and sorting materials. Evelyn provided instructional videos on suitable materials, and parents were briefed on plastic reduction awareness. Students in Lios na nÓg and 6th class worked together to sort materials, fostering social interaction and teamwork while engaging in meaningful hands-on learning.The physical creation of the artwork took place over five 2.5-hour sessions, ensuring all students had opportunities to participate. Evelyn collaborated with teachers and ASD support staff to tailor activities to the abilities and interests of children with autism, ensuring meaningful inclusion.Finally, the completed installation was mounted above the sensory garden, serving as a lasting symbol of inclusion, environmental awareness, and artistic collaboration. It stood as a reminder that everyone, no matter their background or abilities, has a role to play in building a more inclusive and sustainable world.
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