Resources
for
Post Primary Schools.
Lexlar - The Rationale:
Firstly, the belief that an understanding and knowledge of the legal system within which we operate is an essential prerequisite in order to assist preparing students for good citizenship and full participation in society. This concurs with O’Connors (2010) assertion ‘you have to have citizens who undertstand the system and are willing to contribute to the betterment of our society’ but she also felt that schools needed ‘to do a better job educating young people’ in this regard by stating that there are ‘some very boring textbooks on the subject… most of them were not written to keep you awake’. Justice O’Connor advocated the importance of active involvement of students in a creative and visually stimulating way capitalising on their digital literacy. More importantly, in an Irish context it concurs with that ambit of of Courts Service which supports schools in teaching students about the Irish Legal system by providing edcuational resources. It also creates access to the Courts by faciliating schools with guided Court visits by Pratcising Barristers which in effect brings the Legal System to life and through experiental learning enables stsudents to have a better understanding of same.
Secondly, the belief that the ‘language’ of law is one of the main obstacles to learning and acquiring an understanding of legal concepts, processes and systems. This presents an acute problem for those with learning challenges & from culturally diverse backgrounds. ‘Many students…struggle to communicate their thoughts and feelings. They may have trouble finding the words or using language effectively. The visual arts…and computer graphics, can give them a non-verbal way to express themselves and interact with other people…provide alternative avenues for creative expression when coupled with software application’ (Hutinger, 1998).
Thirdly, the belief that by engaging and exposing SEN students in particular to a learning process which combines various mediums would assist in maximising their learning outcomes. ‘The arts provides a platform for individualised instruction, a key element in meeting the needs of diverse learners, as well as a way for teachers to understand the strengths and weaknesses of students’ (Fiske, 1999). ‘Through the arts, students gain self-confidence and self-esteem by expressing and exploring their identities, as well as communicating issues and personal reflections through alternative mediums of expression’ (NCTI, 2009). It is asserted that the benefits derived from ‘enhanced student motivation, engagement, and learning’ provides an alternative means of increasing academic achievement’ (Sclafani, 2002; Hutinger, et al., 2005) and extend beyond the curriculum. The ‘the opportunity to be self-expressive and successful in an artistic medium can often diffuse or transcend… isolation and frustration’ (NCTI, 2009). It equips students with learning skills ‘in observation, rehearsing, weighing, and judging — all of which are essential meta-cognitive tools with which students with learning, behavior and attention disabilities often struggle’ (NCTI, 2009).
Fourthly, the belief that by integrating a third dimension namely ICT thus resulting in a tripartite educational experience would further enhance the learning outcomes. ‘Combining the arts with technology can create new and exciting ways to keep students motivated and engaged in the learning process… Teachers can help reduce learning barriers by creating synthesis between the arts, technology and self-directed peer learning’. ‘One of the benefits of digital or digitally-recorded art of all types is its ability to be shared far and wide. The literacy and language of critique that are involved in sharing with peers is valuable for students’ (NCTI, 2009).
Firstly, the belief that an understanding and knowledge of the legal system within which we operate is an essential prerequisite in order to assist preparing students for good citizenship and full participation in society. This concurs with O’Connors (2010) assertion ‘you have to have citizens who undertstand the system and are willing to contribute to the betterment of our society’ but she also felt that schools needed ‘to do a better job educating young people’ in this regard by stating that there are ‘some very boring textbooks on the subject… most of them were not written to keep you awake’. Justice O’Connor advocated the importance of active involvement of students in a creative and visually stimulating way capitalising on their digital literacy. More importantly, in an Irish context it concurs with that ambit of of Courts Service which supports schools in teaching students about the Irish Legal system by providing edcuational resources. It also creates access to the Courts by faciliating schools with guided Court visits by Pratcising Barristers which in effect brings the Legal System to life and through experiental learning enables stsudents to have a better understanding of same.
Secondly, the belief that the ‘language’ of law is one of the main obstacles to learning and acquiring an understanding of legal concepts, processes and systems. This presents an acute problem for those with learning challenges & from culturally diverse backgrounds. ‘Many students…struggle to communicate their thoughts and feelings. They may have trouble finding the words or using language effectively. The visual arts…and computer graphics, can give them a non-verbal way to express themselves and interact with other people…provide alternative avenues for creative expression when coupled with software application’ (Hutinger, 1998).
Thirdly, the belief that by engaging and exposing SEN students in particular to a learning process which combines various mediums would assist in maximising their learning outcomes. ‘The arts provides a platform for individualised instruction, a key element in meeting the needs of diverse learners, as well as a way for teachers to understand the strengths and weaknesses of students’ (Fiske, 1999). ‘Through the arts, students gain self-confidence and self-esteem by expressing and exploring their identities, as well as communicating issues and personal reflections through alternative mediums of expression’ (NCTI, 2009). It is asserted that the benefits derived from ‘enhanced student motivation, engagement, and learning’ provides an alternative means of increasing academic achievement’ (Sclafani, 2002; Hutinger, et al., 2005) and extend beyond the curriculum. The ‘the opportunity to be self-expressive and successful in an artistic medium can often diffuse or transcend… isolation and frustration’ (NCTI, 2009). It equips students with learning skills ‘in observation, rehearsing, weighing, and judging — all of which are essential meta-cognitive tools with which students with learning, behavior and attention disabilities often struggle’ (NCTI, 2009).
Fourthly, the belief that by integrating a third dimension namely ICT thus resulting in a tripartite educational experience would further enhance the learning outcomes. ‘Combining the arts with technology can create new and exciting ways to keep students motivated and engaged in the learning process… Teachers can help reduce learning barriers by creating synthesis between the arts, technology and self-directed peer learning’. ‘One of the benefits of digital or digitally-recorded art of all types is its ability to be shared far and wide. The literacy and language of critique that are involved in sharing with peers is valuable for students’ (NCTI, 2009).
