RESEARCHER | Bronagh Tully Art Ed

researcher Statement

As an artist, educator, and researcher, my practice is centred on contemporary art education, inclusive learning, and student engagement through creative making. My research focuses on how students engage with artist research within the secondary school art classroom, particularly how these experiences can influence confidence, decision-making, experimentation, and participation in the creative process.

I am interested in creating learning environments where students feel supported in developing their own ideas through discussion, reflection, material exploration, and visual inquiry. Much of my work explores the relationship between research and making, and how engagement with contemporary artists and processes can encourage students to take creative risks and build stronger connections to their work.

Alongside my research interests in visual literacy, inclusive education, and digital media, my wider practice includes sculpture and socially engaged art practices. Experiences working in community and care settings have further shaped my understanding of art as a means of communication, connection, and personal expression. Across both teaching and research, I aim to support meaningful creative experiences that encourage curiosity, confidence, and individual artistic voice.

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RESEARCH PROJECT

Making Research Matter: Student Engagement with Artist Research in Senior Cycle Art

This project explores how artist research can be repositioned as an active part of the making process. It examines its impact on student engagement, confidence, and creative decision-making.

ICT in education

In an art classroom, the innovative use of digital media can greatly improve students' visual literacy. By incorporating tools such as graphic design software, digital photography, and animation, educators can offer students various platforms to express their artistic visions.

POLICY IN EDUCATION

Inclusive education is central to Irish policy, ensuring all students, including those with Special Educational Needs (SEN), receive support in mainstream schools, as highlighted by the EPSEN Act (2004). While inclusion is a fundamental right, its implementation in classrooms, particularly in art and design, faces challenges due to limited resources. This essay will analyse the disparity between inclusive education policies and actual classroom experiences, focusing on implications for teaching and learning at the secondary level.