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Image 1

Tara and Danielle are two sisters. Tara has blonde hair and is in her 30’s. Danielle is brunette and in her teens. Tara is a wheelchair user. This should be a split scene introducing the two girls.

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Image 2

Tara is looking into her wardrobe and she feels that she has nothing to wear to the event. She calls her sister to complain

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Image 15
Image 15

Didn‘t make any changes in their lives. They kept buying clothes and as a result, the landfill grew even bigger.

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Image 1
Image 1

Tara and Danielle are two sisters. Tara has blonde hair and is in her 30’s. Danielle is brunette and in her teens. Tara is a wheelchair user. This should be a split scene introducing the two girls.

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CHELLIS Stories

Fast Fashion Educational Story 2022

Tara and Danielle are two sisters. They both buy lots of clothes and never think about the consequences of their purchasing habits. It is only after they have gone and bought more clothes for a work event that Tara’s boyfriend challenges them to change their actions. Tara realises her actions and advocates for change at the work event. Afterwards, she realises that she must implement more changes into her life.

 

Join Tara and Danielle on their latest shopping spree, where they start to question whether they really need to buy new clothes for a work event, or ,if they can start making sustainable choices in their lives which will have a greater impact on the world around them. Hopefully the behaviours of the sisters will encourage you to change how you think about fast fashion. 

Navigate to the ‘Fast Fashion Story’ section in the link to see & participate in the illustrative story Tom helped create for Meath Partnership, be sure to check out the rest of the content!

Fast Fashion Story 

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Stop Fashion Fashion Now

Chellis, 2022

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The Earth is Our Heart,

Why are we Killing it?

Student, 2022

The 4 Elements of Sustainability
The 4 Elements of Sustainability

The Wall

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The 4 Elements of Sustainability
The 4 Elements of Sustainability

The Wall

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SDGs
SDGs

Practice

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The 4 Elements of Sustainability
The 4 Elements of Sustainability

The Wall

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The 4 Elements of Sustainability

Transformative Educational Journey 2022

''In this community art programme, 30 TY Scoil Mhuire’s participants worked on ideas and plans for the topic “Sustainability/Greener Ways To A Better Future''. The programme was formed around a learning process of 8 sustainability workshops that evolved into two pieces of artwork. Firstly, a graffiti art wall highlighted the 17 Sustainable Development Goals, which was displayed on a school wall. Secondly, a mobile mural was designed from doodles within the participants' climate anxiety notebooks and development drawing sheets. Each mural stage has an individual story established around air pollution, water pollution, deforestation and consumption. Together the murals describe locally and globally issues. The four elements (air, water, fire, and earth) shape the narrative within each mural, in addition, four endangered Irish animals are dominant in each phase. The air stage shows the biggest countries and businesses contributing to air pollution, here the orange butterfly is key. The water stage demonstrates key players in the overfishing industry, this is included with generic plastic pollution materials and an overfarmed wild Irish salmon. The earth stage includes central contributors to global deforestation, showing how various human ‘necessities’ such as money and paper are damaging our forests and their wildlife habitat i.e. the golden eagle. Lastly, the fire stage features the old Irish goat with omnipresent fast fashion clothing chains and popular over consumed global products. Ultimately, this programme is a depiction of contemporary sustainability problems aiming to awaken a conscious environmental viewership.  

2.	Mobile Educational Resource Box, 2021, Mobile Gamification Project, 4 x 3 feet
2. Mobile Educational Resource Box, 2021, Mobile Gamification Project, 4 x 3 feet

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SDG Road Show
SDG Road Show

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Escape Room Activity
Escape Room Activity

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2.	Mobile Educational Resource Box, 2021, Mobile Gamification Project, 4 x 3 feet
2. Mobile Educational Resource Box, 2021, Mobile Gamification Project, 4 x 3 feet

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Mobile Educational Resource Box 

SDG RoadShow 2021

This mobile educational resource box is designed for use with adults in non-formal and formal educational settings. It will address the Sustainable Development Goals in terms of content, and it aims to create a experiential, interactive and participatory learning setting. The contents of the mobile box has elements of gamification. The contents and activities contained within the box encourage critical thinking, problem solving, systems thinking and active citizenship. It will examine and explore local and global dimensions of Development in the resource.  

Drogheda educational NGO Development Perspectives, representing the strategic consortium Saolta, undertook a cross country bike tour in Summer 2021 to raise awareness in Ireland of the United Nations Sustainable Development Goals.
 

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Development Perspectivesmission is to contribute to lessening poverty, inequality and climate change through transformative education and active global citizenship

DP, 2008

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SAP is recognized as collaborative, regularly participatory and includes individuals as the medium and/or material of the practice. Essentially it can enforce various artforms which include diverse groups of people and communities in discourses, cooperation or social interplay.

Tom Noone, 2019

'CRITICAL FRIENDS' 

'CRITICAL FRIENDS' 

Support Group for Artists & Academics

A peer support group for graduates from NCAD Masters programmes with socially-engaged, participatory and collaborative practices

Critical Friends is a network of professional practitioners with socially- engaged, participatory and collaborative practices who have graduated at a Masters level from NCAD, and are interested in developing their practice through peer-to-peer support, dialogue and collaboration.
Operating as a trans-disciplinary space, Critical Friends welcomes artists, designers, educators, activists, writers, theatre makers and those working in the wider cultural, social and community sectors. Through presentations, themed discussions, reading groups and collaborative ventures, Critical Friends intends to provide an ongoing critical support structure post MA.

Supported by - Dr. Fiona Whelan (Currently developing MA Social Imagination for 2020 and Coordinator Studio+ Communities of Place and Interest module for BA Fine Art since 2018; Previously Joint Programme Coordinator MA Socially Engaged Art and Further Education 2013-19). 

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CF Phase 1
CF Phase 1

W/ Lisa Crowne

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CF Team
CF Team

Andrew, Alisha, Tom, Sarah

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'Systems' 19
'Systems' 19

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Systems - Chalkboard
Systems - Chalkboard

Process Board

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'Systems' 19
'Systems' 19

Postcards + Thesis

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'Systems' 19
'Systems' 19

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'SYSTEMS' (ongoing) 

Participatory Interactive Art

 ‘A Dissenting Voice Amongst the Dissenting Voices’ 

Engaging the Disengaged: The Complimentary Convergence of Development Education and Social Art Practice 

The purpose of this programme is too theoretically, analytically and practically explore the link between the disciplines of ‘Development Education’ (DE) and ‘Social Art Practice’ (SAP). Appropriately, the study aimed to create a combined pedagogical learning environment that performs an aspect of social change through participation with young adults enrolled in education. Initially, the research fieldwork was attained by undertaking a reflective practice methodology with a group of disengaged and disadvantaged individuals from a YouthReach (YR) institute in Dublin City. Apt to the participant cohort mechanism, the researcher and the participants produced two modes of artistic practice: Bourriaud (1998) and Beuys (1973) art practices of relational aesthetics and the social sculpture will meet to expand the potential of art and transform social and human relations. Together they complement the new learning paradigm by attaching a feature of socio-economic struggles that directly impacts the life experience of an individual. The educational paradigm in question immerses the participating young adults into a learning experience that is formed from a series of themes that are identified in the literature, which are instrumental to the identities of DE and SAP.       

'View Infographic' 

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Primary to the educators aspirations is to facilitate the response to educational and social transformation, and  embracing its existence innately by inspiring others to act on improving their social and lifestyle relations.

 

Tom Noone, 2019

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Consumer resistance can also express itself through the creative practices of everyday life and eventually consolidate in a way of living that is grounded, among other things, in the aesthetics of resistance and vehicles of new meanings.

Pablo Helguera, 2011

'ZERO-SUM GAME' (ongoing)

Participatory Interactive Art

To contribute in ending excessive societal overconsump- tion in Ireland To develop individualsʼ understanding of societal over- consumption in a participatory setting, in order to pro- vide confidence, support, and practical experience neces- sary to become an ethical consumer To create a pedagogy that highlights how overconsump- tion is harmful towards our natural resources, so the participating individuals can successfully become mobil- ised ethical consumers that take conscious action against destructive practices and policies (reduce, reuse and recycle). Aspire to inspire about the importance of preserving Irelands and worlds natural resources, via a Social Engaged Art Practice and transformative educational par- ticipatory movement, which encourages the individual to live a more planet-conscious life. To target the demographic of Irelands wealthiest in an attempt to coax their over-consuming life patterns via art intervention techniques 

 'View Infographic' 

Zero-Sum Game
Zero-Sum Game

Logo - Mountain/Land/Ocean

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Zero-Sum Game
Zero-Sum Game

Engage With Overconsumers

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Zero-Sum Game
Zero-Sum Game

The Society of Global Desires

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Zero-Sum Game
Zero-Sum Game

Logo - Mountain/Land/Ocean

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Play Your Part
Play Your Part

Education - Student Work - Front Page of Book

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Play Your Part
Play Your Part

Problem Page

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Play Your Part
Play Your Part

Manifesto Print

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Play Your Part
Play Your Part

Education - Student Work - Front Page of Book

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'PLAY YOUR PART' (ongoing)

Collaborative Practice

An illustrative and creative lesson plan which aims to teach people to be conscious about the biggest global challenges that humanity currently faces, and will face in the future. The ongoing classroom based project encourages creative thinking and critical engagement as the individual is tasked with illustrating their feelings and opinions on various issues, as well as providing creative solutions. In essence, what the student is setting out to achieve is to teach people about global issues in a creative, active and experiential setting.​ 'Play Your Part' will develop a growing sense of assurance in relation to the path the individual wishes to take in their life; as they find themselves ever so acutely aware of the multitude of challenges that face social development and cohesion and with that in mind is their purpose, if it is to be a true and virtuous one, must aim to bring a fresh positive change. With this somewhat profound sense of responsibility and belief in the vital role art expression and transformative education will play throughout the fourth industrial revolution and the shaping of our societal future, as it is his intention to promote the cultivation of ‘change' throughout the informal and non-formal education paradigm. 

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Visualise a new iteration of this story; become active in your community, land, oceans, society, and culture, devote your time to change; design greater support and awareness; increase the mobilisation; and play your part in this pivotal age of the life narrative.

Tom Noone, 2018