Evaluation

Global innovations a project that made me consider my role as art student, educator and witch, coming to a realisation that change doesn’t have to be implemented after I graduate but can be implemented and impactful now. My leadership skills have been brought to the forefront of this project aiding to curate and educate alongside Katie and Rebecca during the collaboration with BOM gallery through this project in the form of a digital gallery blog. I also found leadership within the turves green school project giving me a new outlook on institutional education and the changes that could and should take place. Coronavirus created a shift in direction towards the end of the project that not only aided me to shift to a better place educationally but also enabled me to change my focus methodologically for the better. This project examined art education institutionally/school-based and in gallery education. Strengthened by the current climate and opened new avenues for a change in the way we educate today.

My visit to Madera brought me a primary experience of ways in which I believe that art education should and could shift phenomenologically. Looking deeper into the benefits plants have on us phenomenologically, spiritually and medicinally aiding to create healthier direct experiences with art in education. Considering direct experiences within education I engaged with the Turves green school project. This taught me the different ways we can engage with pupils in an institutional environment. I personally believe that if we were to implement more workshops-based studies to engage the class further than how they are presently. However surrounding ecology within art and herbology within the classroom would further engage the class but would encourage knowledge on our current climate.

The Eden Project, another primary experience from which I utilised tools of education to apply to global innovations. The trip showed me the importance of collective experience and ecological knowledge. Providing the classroom with an alternative environment creating a healthier working environment mentally and physically. The Oxford botanical gardens also a pinnacle point within my research which taught me the importance of herbology and how it can affect the mind and body. I believe that between Madeira, The Eden Project and The Oxford botanical gardens there is a parallel of first-hand experience, that can directly impact the way in which we teach in the future, which I implemented into global innovations.

Crisis In education and how we respond to crisis was critical not just in the current climate that we as students are facing right now. It also is extremely relevant to the state of the educational model right now. One of the key articles for me in my research in how we can navigate in times like this was ‘Learning Freedom: The Pedagogical Potential of Crisis’ by Rebecca Houwer. You will find the background research and artist influences on my blog page: https://www.helenflahertyart.com/blog/categories/global-innovations

During my time with BOM Gallery I was taught the ways you can curate space and how you can translate your ideas into a space. I’ve been taught to consider ethically how projects can come together and the direct impact that has on its audience. Speaking out about Challenging and topical issues enable the Gallery space to educate the viewer and give them a space to implement change through the art of art education. ‘Herstory it is OURS’ response gallery show was empowering as an artist educator fluctuating the way in which we think about how we triangulate art education through display and space. The state of flux the coronavirus brought onto us aided me to develop a stronger methodology within my practice, connecting to a larger audience and educating through ecopsychology and witchcraft. ‘Herstory herbology’ workshops took place through video calls which were recorded and displayed on my website and on the ‘Herstory is OURS blog’ ( https://herstoryisours.tumblr.com/tagged/herstoryherbology ) . these included conversations around the topics of myths and taboos when growing up with a vagina and how that has impacted women today. Talking about how we've grown as a society and culturally. Yet considering what still needs to be taught whilst healing these women through herbology, ritual and an act of change. The act of art education through ritualistic practice isn't just restorative for the participants involved but also as the educator making a direct change in the present moment. The response we had from the Gallery show was phenomenal and the attention of ethics with the consideration of the topic we were given is something that I will definitely take away from this project.

I believe in the future continuing onto the final major project I will continue to make these direct changes to the way in which we educate through art. I'd like to implement the ritualistic nature of this project whilst continuing to rethink how we can phenomenologically change our direct experience in education for both student and educator. Taking consideration for the emotional and physical experience whilst being aware of how a space can work ethically.

Herstory Herbology website page: https://www.helenflahertyart.com/herstory-herbology

Herstory Herbology Workshop page: https://www.helenflahertyart.com/herstory-herbology-workshops