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ASSIGNMENT
Chose one of the options below and write a reflective piece (150 words minimum) in this forum as a reply to this post:
- Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
- Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
- Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
Also, please respond to at least one other participant’s post in this forum.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The wonder, beauty and scale of the night sky has been influential to so many artists throughout history.
There are many beautiful songs that I know and love that connect us to the night sky:
• “Vincent” by Don McLean (Starry, starry night; a tribute to Vincent Van Gogh)
• “Fly me to the Moon” by Frank Sinatra
• “Space Oddity” by David Bowie (this is ground control to Major Tom)
• “A Sky Full of Stars” by Coldplay
A couple of poems by poets that I studied for the Leaving Cert:
• “Ah Moon and Star!” by Emily Dickinson
• “The Stars are Mansions built by Nature’s Hand” by William Wordsworth.
Two very famous works of art by Vincent Van Gogh and Edvard Munch respectively:
• The Starry Night (famous painting with swirling stars)
• Starry Night (dark, shadowy shoreline).-
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
This is such a fun activity there are so many songs, poems and art that are a direct connection to the night sky and have been since the start of time.
It has been one of the most enduring sources of inspiration across music, poetry, painting, mythology and literature. People feel a direct and deep connection to the stars, moon, planets and cosmos. Some of my favourite.Songs: Starman, Fly me to the moon, A sky full of stars, Moon River
Poems: Stars, Twinkle Twinkle,
Paintings: The Starry Night, Starry Night
Before modern art all cultures embedded the night sky into stories and art. We belong to something larger than ourselves and the night sky is one of the oldest shared works of inspiration for humanity.
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Q.1 Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
This activity would encourage 6th class pupils to explore the importance of dark skies in protecting biodiversity. I would start the lesson would begin with a discussion on light pollution and its effects on nocturnal wildlife, such as bats, owls, moths, and hedgehogs.
Pupils would learn about the features of a Dark Sky Place, including reduced artificial lighting, native planting, wildlife habitats, and environmentally friendly lighting design. Working collaboratively in groups, they would create a poster or digital design of their own Dark Sky Place, incorporating features that support both wildlife and the local community.
Each group would label and explain how their design promotes biodiversity and reduces the impact of light pollution.
Pupils would then present their designs to the class, encouraging discussion and reflection.
To conclude, the class would identify practical ways to improve biodiversity within the school grounds, such as planting native species or reducing unnecessary outdoor lighting
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<p class=”isSelectedEnd”>I think this activity would work really well as it encourages the children to think critically about the relationship between biodiversity and light pollution. I particularly like the idea of having the pupils work collaboratively to design their own Dark Sky Place, as it gives them the opportunity to be creative while also considering the needs of local wildlife.</p>
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Dear Irene,
I really like your idea of linking dark skies with biodiversity, as it helps pupils understand how science connects with caring for the environment. The collaborative design task is an excellent way to encourage creativity while applying their learning in a meaningful context. In my autism class, I would adapt the activity by using visual supports, symbol cards and photographs of wildlife and different types of outdoor lighting to make the concepts more accessible. With the support of two SNAs, pupils could create a simple collage or 3D model of a Dark Sky Place rather than a detailed poster, allowing everyone to participate according to their abilities. I would also include a sensory walk around the school grounds to identify bright and dark areas before designing our ideal space. Finishing with a class display and sharing our ideas with another class would give pupils a sense of achievement while reinforcing the importance of protecting wildlife and reducing light pollution.
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I really enjoyed reading your post. I hadn’t thought of some of those songs, especially <em data-start=”176″ data-end=”185″>Vincent and <em data-start=”190″ data-end=”211″>A Sky Full of Stars. I love how you’ve included music, poetry and art, as it really shows how the night sky has inspired people in so many different ways.
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Q1: Describe how you could implement a derision of “design your own Dark sky place” in your school/classroom.
Following investigations into light pollution and biodiversity, pupils would work collaboratively to design an outdoor space that balances the needs of people, wildlife and the environment. Using maps of the local area, they would identify suitable locations such as parks, school grounds or community green spaces before considering how lighting could be planned responsibly. Applying their learning from Science, Geography, Mathematics and Visual Arts, pupils would create scaled plans or 3D models incorporating shielded lighting, wildlife habitats, walking trails and designated stargazing areas. They would justify their design choices by explaining how they minimise light pollution, protect nocturnal wildlife and improve community wellbeing. Throughout the project, pupils would develop critical thinking, creativity and communication skills by evaluating different design solutions and responding to peer feedback. The project would conclude with each group presenting their Dark Sky Place to the class or wider school community, highlighting how sustainable planning can protect biodiversity while allowing people to safely enjoy outdoor spaces and reconnect with the beauty of the night sky.
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I really like how you have developed this idea into a meaningful cross-curricular project. The way you have connected Science, Geography, Mathematics, and Visual Arts allows pupils to apply their knowledge in a practical and creative way. I think the focus on balancing the needs of people, wildlife, and the environment is particularly important, as it encourages children to think about sustainability. Creating scaled plans or 3D models would also provide an excellent opportunity for pupils to develop problem-solving and teamwork skills. I like the idea of pupils presenting their designs to the wider school community, as this gives their work a real purpose and allows them to become advocates for protecting dark skies. This project would not only increase awareness of light pollution but also help pupils appreciate the importance of preserving natural spaces and local biodiversity.
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Great idea to connect it to the wider community Christine. I feel strongly that we can’t place all the emphasis on children and after doing this course I wonder how much councils and governing bodies are actively doing to reduce light pollution. It seems like light pollution is getting worse rather than better. While awareness in children is great and asking individuals to reduce their lighting councils and state bodies must also play their part. Whole building lit up all night are a common sight now. Surely shops and public buildings could make use of sensor lights rather than having buildings lit up from dusk until dawn.
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Your suggestion of presenting to the wider school community made me think that it might also be a good idea to present to the wider community itself. I love projects that can be connected to the local community and this project certainly is. The whole community is a stakeholder when it comes to light pollution and diversity!
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Module 5 Assignment- Consider songs/poems/art that connect us with the night sky.
There are many ways through the arts to explore the concept of the night sky. These are great resourses to bare in mind when conductiing any lessons based on the cosmos.
For art I always like to encourage the children to create their own masterpieces of the night sky. The Starry Night by Van Gogh is a perfect resource here. This painting is perfect for teaching ovement, swirling thick brush strokes, showing how our sky is alive, energetic and filled with beautiful light. The song Vincent by Don McClean is a lovely addition here .
The poem “The moons the north winds cookie ” by V Lindsay is a lovely playful and imaginative poem which treats the moon as a cookie that the wind slowly bites away day by day.
Other songs I know of referencingthe night sky:
-Stargazing by Kygo
-A sky full of stars by Coldplay
-Starman by David Bowie
-Fireflies by Owl city
-Counting stars by One Republic
Poems :
-Star light, star bright
-The man in the moon
Of course lets not forget the ultimate primary school anthem for the cosmos -“Twinkle, twinkle little star”!!!
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Siobhan, I would have to agree that ‘The Starry Night’ by Van Gogh is an excellent resource to use in art for reference to the night sky. Not only does it inspire teaching for the skills you mentioned but it is a captivating masterpiece and I have seen children create some wonderful work when using it as a reference.
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Hi Siobhan, using music, poetry and art together is a great way to make the topic interesting for children and gives them lots of different ways to learn. I think Twinkle, Twinkle Little Star would be a big hit with younger classes, and I also like the idea of using The Starry Night to inspire an art lesson, this would be suitable for a lot of classes. You shared some lovely ideas that would work really well in the classroom.
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For thousands of years, people have looked at the night sky for inspiration. Stars, the Moon, and the heavens have inspired poems, songs, books, and paintings that help us feel connected to nature and to each other.
President Michael D. Higgins’ poem Stardust reminds us that we are all made from the same elements as the stars. It is a powerful way of showing that we are part of the universe.Many well-known works share this idea, including poems by W.B. Yeats and Walt Whitman, songs such as Starman by David Bowie and A Sky Full of Stars by Coldplay, books like Cosmos by Carl Sagan, and paintings such as Van Gogh’s The Starry Night.
Together, these works remind us that looking up at the night sky can fill us with wonder, hope, and a sense that we all share the same home beneath the stars. -
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Option 1: Describe how you could implement a version of “Design Your Own Dark Sky Place” in your school/classroom.
As a teaching principal in a small rural primary school, I think this would be a lovely project to do with the children as it links so many areas of the curriculum. I would begin by taking the class outside to explore the school grounds and look at where artificial lighting is needed and where it could be reduced without affecting safety. This would help the children understand the importance of protecting both wildlife and our dark skies.
The children would then work in groups to design their own dark sky place. They could take on different roles, such as local residents, conservation rangers or planners, before creating maps, posters and models of their ideas.
To finish, each group would present their design to the class and explain their thinking. I think this type of hands-on learning gives children a real sense of ownership while encouraging teamwork, creativity and respect for the environment. It would also encourage them to think about how their own actions can help protect nature for future generations.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The Starry Night – Vincent van Gogh
Twinkle, Twinkle, Little Star
The Stolen Child by W.B. Yeats
The Skylight by Seamus Heaney
Moonlight Sonata by Beethoven
Clair de Lune by Claude Debussy
The Owl and the Pussy-cat – Edward Lear
Northern Lights by Philip Pullman
Star of the County Down!-
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I really enjoyed reading your list. It reminded me just how often the night sky appears in music, poetry and art. As I teach Junior and Senior Infants, I also started thinking about the nursery rhymes and picture books that introduce young children to the stars and moon. Along with Twinkle, Twinkle, Little Star, we often sing Hey Diddle Diddle, I See the Moon and Star Light, Star Bright. Books like Goodnight Moon by Margaret Wise Brown and How to Catch a Star by Oliver Jeffers are lovely ways to spark children’s curiosity about the night sky.
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Hi Niall, I really enjoyed reading your list. It shows how the night sky has inspired people across music, poetry and art for generations. I hadn’t thought of including Star of the County Down—that’s a lovely Irish connection. I also like how you’ve included works from different cultures and time periods, showing that our fascination with the night sky is something we all share.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The suggested poems, ‘The Wound at the Side of the House’ by John O ‘ Donoghue and ‘Aedh Wishes For the Cloths of heaven’ by Yeats are lovely examples of poems which connect us to the night sky. I also loved the version of Bowie’s ‘ Starman’ which would be lovely to do with the children. Others that came to mind were Don Mc Clean’s ‘Starry Starry Night’ and Coldplay’s ‘A Sky Full of Stars’
Niki Purcell’s painting ‘The Mystery Moon and the Midnight Sea’ is lovely and James Crombie has a lovely photograph called ‘Aurora Borealis at Lilliput’ . The visibility of the Northern Lights in many areas earlier this year was a perfect example of the impact of light pollution. They were much more visible and vibrant in the darker countryside than in towns/cities.I also follow Johnwalshastro on Instagram, who posts amazing astrological photography. He cane to mind as he had a post about light pollution in the suburban area where he lives and the difference in quality of photographs he can get when photographing in his family home in the countryside.
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The Northern Lights were incredible this year. I was lucky to have had a fantastic display where I live. But unfortunately the children that I teach did not manage to see them due to living in the city. I had one child who actually cried as he had quite an interest in the lights and was devastated to have missed them!
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Thank you for all the lovely ideas.Starry Starry night as both music and then Van Gogh painting would be a great starting point for a creative activity .We could also look at other poems , song eg Twinkle , Twinkle and poem The Moon might also grab the attention of the pupils and make them think about light in a different way
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
This is a lovely topic to integrate with songs, poems and art. Simple rhymes such as ‘Twinkle, Twinkle’ and ‘I see the Moon’ introduce the night sky to child from a very young age. During the dark evenings I love to wrap up my 2 year old before she goes to bed and bring her outside to say goodnight to the stars and see if the moon is around. My older kids get very excited when they spot the moon in the sky in the early morning. On another note I think it’s a comforting notion when explaining death to children to say that when someone dies they become a star. In the past year we used a lovely book called ‘My Grandad is a Star’ to help them when their grandad died.
Robert Louis Stevenson’s ‘The Moon’ is a poem that we studied this year. It creates beautiful imagery of the creatures that come out during the night and are visible by the ‘light of the moon’. It gets the children to think about what happens at night and the whole other world that comes alive when they are going to sleep.
Aboriginal Sky Star Art: Explain to the children that Aboriginals are among the world’s cultures who have used the stars for navigation, storytelling, calendars and teaching for tens of thousands of years. Show the children a selection of Aboriginal inspired star art and let them explore and create their own star art using black paper, paint and cotton buds.
This can also be linked to the story of the Nativity which they learn about at Christmas when the Three Wise Men followed a star to guide them to where Jesus was born.
Sky full of Stars, Coldplay: This is a song about unconditional love. But the lyric that stands out to me is the most is ‘Cos you get lighter the more it gets dark’. And this is something that can be observed by the children if they have the opportunity to stay up late stargazing.
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Hi Catriona,
These are all great ideas. I actually found it quite hard to think of artwork that might have space or stars as a main feature but that’s a great idea to include aboriginal artwork and would be a really nice relaxing activity to create their own artwork inspired by these gorgeous pieces. Also great idea linking it into the nativity, we generally use November to teach about space in school so that would be the perfect time to link into the next months theme of Christmas. -
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1. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
This was a really fun question to answer and had to really think about it at first. There are actually so many that connect us with the Night Sky. The most obvious to me was the good ole classic “”Twinkle, twinkle little star.” I remember my own child learning the song “Mr. Moon,”when he was in pre-school. There’s another one called “Mr. Sun.” “Catch a falling star” is a really nice song. Raglan Road and the Voyage have references to the moon and nature.
The most obvious art to me “Starry Night” by Vincent Van Gough. Not too sure of any others but it would be an idea to keep an eye out for modern day artists that connect with the Night Sky.
There are also fab stories for younger children in the “Adam’s cloud Adventure” linked to space and written like poetry. I think “Star light, star bright” is very simple, but nice poem.
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Really nice range of connections here between music, art and stories linked to the night sky. I like how you’ve included both familiar children’s songs like Twinkle Twinkle Little Star and Mr Moon, as well as more artistic links like Van Gogh’s Starry Night. It’s a great reminder of how the night sky can be used across different areas of the curriculum, especially in early years and primary settings.
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I would introduce “Design Your Own Dark Sky Place” by first exploring what a dark sky is and why it is important for seeing stars and protecting wildlife. We would look at simple examples of bright city nights versus dark rural skies and discuss what is different.
In groups, pupils would then design their own dark sky space (e.g. a park or school area) using drawings or simple maps. They would think about where lights should and should not be used, how to reduce unnecessary lighting, and how to protect nature and nocturnal animals while still keeping people safe. To deepen the cross curricular links, I would encourage them to include ideas from history or local heritage, such as thinking about how people in the past viewed the night sky. Each group would present their design and explain their choices, and we would finish by discussing how we could apply some of these ideas in our own school environment.
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Some lovely ideas for designing our own dark sky space would be great to do with a class.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
This is such a fun activity there are so many songs, poems and art that are a direct connection to the night sky and have been since the start of time.
It has been one of the most enduring sources of inspiration across music, poetry, painting, mythology and literature. People feel a direct and deep connection to the stars, moon, planets and cosmos. Some of my favourite.Songs: Starman, Fly me to the moon, A sky full of stars, Moon River
Poems: Stars, Twinkle Twinkle,
Paintings: The Starry Night, Starry Night
Before modern art all cultures embedded the night sky into stories and art. We belong to something larger than ourselves and the night sky is one of the oldest shared works of inspiration for humanity.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs: Twinkle, Twinkle, Little Star; Sky Full of Stars – Coldplay; Star Star – The Frames; Space Oddity – David Bowie; Starman – David Bowie; Moon River – Audrey Hepburn, Clocks – Coldplay; The Moon Song – Sesame Street; Catch a Falling Star – Perry Como; Fly me to the Moon – Frank Sinatra; Moonlight Sonata (kids adaption) – Beethoven.
Poems: Stars by Sara Teasdale; The Moon and the Stars by Mary Howitt; The Moon by Robert Louis Stevenson; A Visit from St. Nicholas by Clement Clarke Moore.
Art: Starry Night – Vincent van Gough; The Night Cafe by Vincent van Gough; Star Lanterns, Night Sky Silhouette Art; Moonlight by Winslow Homer; Under the Stars by Henri Rousseau.-
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I think these songs, poems and works of art provide excellent opportunities to integrate the theme of the night sky across the curriculum in my 5th class classroom. They would allow pupils to explore science in a creative and meaningful way while making links with music, visual arts and English. I particularly like the idea of using Twinkle, Twinkle, Little Star or A Sky Full of Stars to introduce a lesson on stars and constellations before discussing the scientific facts behind them. Pupils could also read and analyse poems about the Moon and stars before writing their own descriptive poems inspired by the night sky. Studying Vincent van Gogh’s The Starry Night would encourage pupils to explore colour, texture and mood before creating their own night sky artwork, which I have done before with a previous class. These activities would appeal to a wide range of learning styles and encourage creativity alongside scientific understanding. I think this cross-curricular approach would make learning about the night sky enjoyable, engaging and memorable for a 5th class!
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There are so many cross-curricular activities.
Songs: Twinkle, Twinkle, Little Star; Mr Moon, Mr Moon; Hey Diddle Diddle; Goodnight Moon; Catch a Falling Star; When you wish upon a star; Zoom, Zoom, Zoom, we’re going to the Moon; Star man; The Planet song; Moon River; Walking on the Moon; A Sky full of Stars, Star, Star; Counting Stars; Fly Me to the Moon
Poems: Twinkle, Twinkle, Little Star; Bed in Summer; The Moon and the Stars; The Moon; Creating their own acrostic poem; The Moon Landing; Leisure; An Spéir San Oíche
Art: The Starry Night; students creating constellation art. Northern Lights art and Moon art; Nocturne in Black and Gold – The Falling Rocket; Light pollution comparison art; Kerry Dark Sky landscape – inspired by the Kerry International Dark Sky Reserve -
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Picture books I use in the Junior Class are:
1. Papa, Please Get the Moon for Me by Eric Carle – A lovely story about a little girl who wishes she could play with the moon.2. Goodnight Moon by Margaret Wise Brown – A classic bedtime story that introduces the night sky in a calm, comforting way.
3. How to Catch a Star by Oliver Jeffers – A charming story about imagination, curiosity, and reaching for the stars.
4. The Darkest Dark by Chris Hadfield – A story about overcoming fear of the dark and discovering a love of space. – He is an astronaut and has previously captured pictures of Ireland from space. I think his daughter may have been studying in Ireland at the time!
Nursery Rhymes
Twinkle, twinkle,
Hey diddle, diddle
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I would introduce this by showing the children 2 images on the interactive board – one of a star filled dark sky and another one of a city sky with very little stars. We will discuss what we see and I will introduce the term ‘Dark Sky Place’ and how we can protect the dark skies by reducing unnecessary lighting. We will do an investigation into light pollution, where we put a flashlight inside a darkened container, which has star stickers on it. We will observe what happened when the light was on, compared with the light off. In groups we will design our school’s Dark Sky Place. The students will think of a suitable location and what features should it include, for example, minimal lighting, seating, star observation area. As a whole class we would discuss how will it help nocturnal animals if we created this space in our school and what kind of actions do we need to do, as a school to reduce our light pollution. The children will then reflect on our lesson by doing Think-Pair-Share on what we have learned today.
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Implementing a “Design Your Own Dark Sky Place” in my First and Second Class Classroom
I would implement a “Design Your Own Dark Sky Place” project with my First and Second Class over one week. I would begin the lesson by reading ‘Night Monkey, Day Monkey’ by Julia Donaldson to introduce the idea that some animals are active during the day while others are active at night and to explain why darkness is important for nocturnal animals. Following the story, the class would identify animals such as bats, owls, hedgehogs and moths, and discuss how bright artificial lights can affect their ability to find food, travel and stay safe.
The class would take a walk around the school grounds to identify different light sources and discuss which lights are necessary and which could disturb wildlife.
Working in small groups, pupils would design and create their own Dark Sky Place using recycled materials such as cardboard, paper, sticks, leaves and bottle tops. Their models could include features such as trees, ponds, bat boxes, owl nesting areas, streetlights and green spaces where nocturnal animals can live safely.
At the end of the week, each group would present their Dark Sky Place to the class, explaining how their design protects biodiversity. This project gives children the chance to learn through creativity and teamwork while helping them understand that simple actions, like turning off unnecessary lights, can help protect wildlife and care for the environment.
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Assignment 5: Consider how many songs/poems/art can you think of to connect us with the Night Sky?
Songs:
Catch a falling star, Moon River, Fly me to the Moon, Starman, What a wonderful World, Sign of the times.
Poems:
The Moon, Silver, A million little diamonds, Stars.
Art:
The starry night, Starry night over the Rhone, Nocture in Black and Gold,
Books:
Papa, please get the moon for me, Kittens first full moon, Moonshot, Zoo in the sky, How to catch a star.
My favourites from the list are The Moon by R.L. Stevenson, I love the imagery and there is so much you could do with a class to expand upon the poem. My other favourite is the book How to catch a star by Oliver Jeffers as I used to read it to my children when they were small and it was a firm favourite and again you could get lots of ideas for working with your class from it. The illustrations are also very beautiful. This would be lovely to work on for art, literacy, science and would also be an opening to the authors other books for those pupils who have not yet come across him.
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Hi Sinéad, I really enjoyed your post. You shared an excellent range of songs, poems, books and artwork that would engage children across different curriculum areas. I especially liked your recommendation of *How to Catch a Star*, as it provides wonderful opportunities to link literacy, art, science and imagination in a meaningful and enjoyable way.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
This topic would give great scope for home/school links.
I would begin the project after we have looked at poems, songs etc known to the children and after we have engaged in a lesson on light pollution and the invention of the lightbulb.
We would look at Dúchas in the classroom but then move this activity to grandparents or older people in the family.
We would prepare an interview sheet to be used for a face to face, facetime interview.
Q1 Did you have electricity growing up? Do you remember getting electricity?
Q2 What did you use electricity for when you are young? What do you use it for now
Q3Did you see and know some stare and planets in the sky when you were young? Can you see them all now ?
Q4Did you have traditions around light and dark when you were small?eg ghost stories in the dark/weather lore/moon phases
Q5.Do you remember any stories about light /dark eg Jack O Lantern, Christmas candle in the window?
Q6:Did you learn about The Celts and their Otherworld and Samhain traditions?
Q7 What else can you tell me about beliefs, stories , poems about light /dark/sun /moon that you know of? -
Songs that come to mind which connect us with the Night sky are: Twinkle, twinkle, little star, Star Star by the Frames. We had the pleasure of singing in the national childrens choir and one of my most favourite pieces was Starman by Bowie. More popular songs the children might know are: Counting Stars by One Republic, A Sky Full of Stars by Coldpay and Written in the stars by Tinie Tempah.
Van Goghs Starry Night is powerful art and always a popular one to explore and complete with a class. The poem Star light, Star bright is a nice short one for younger classes and my most favourite song from my childhood movies is “when you wish upon a star” from the Pinocchio film and of course “rewrite the stars” by the Greatest Showman would be an unbelievable, powerful and relevant song for kids in primary school. This has been one of my favourite assignments as I love music and endless amounts of gorgeous songs are linked to the night sky.
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For my 2nd class, I would love to use songs, poems and art to help the children develop a sense of wonder about the night sky.
I would begin by reading “Stardust” by Michael D. Higgins and discussing the imagery it uses to describe the stars and our place in the universe.
Some other texts and songs I could use include:
Twinkle, Twinkle, Little Star
When You Wish Upon a Star
The Owl and the Pussy-cat
Can’t You Sleep, Little Bear?
Goodnight MoonIn Art, I would encourage the children to create chalk pastel night skies, silhouette paintings of trees beneath a star-filled sky, or moon collages using different textures. We could also listen to calming music while they work and display their artwork alongside lines from the poems we have read.
I think these activities would help my class appreciate that the night sky has inspired artists, musicians and poets for generations, while also reinforcing the Science concepts we have been exploring in a fun and meaningful way.
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2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I would begin by reading an extract from President Michael D. Higgins’ poem Stardust, which reminds us that we are all connected to the universe. We could then explore other examples before creating our own artwork or simple poems about the night sky. Bringing together poetry, music, art and science helps make learning more meaningful and integrated. It encourages children to look up, ask questions and develop a sense of wonder about the universe while expressing their own ideas creatively.
Depending on the class and ability levels of the pupils, some resources I could use include:
Stardust – Michael D. Higgins
Twinkle, Twinkle, Little Star
Mr Moon
Hey Diddle Diddle
Star Light, Star Bright
The Owl and the Pussy-Cat – Edward Lear
The Starry Night – Vincent van Gogh
Moon and Stars collage artI could also incorporate the following classroom art activities:
Northern Lights silhouette paintings
Constellation dot-to-dot or chalk pastel night sky art-
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Hi Caoimhe, I really enjoyed reading your post. You included a lovely variety of songs, poems and artwork that make meaningful connections with the night sky. I especially liked how you integrated literature, music, art and science to inspire curiosity and creativity. Your classroom activity ideas are engaging and would encourage children to explore the wonders of the night sky in a fun, cross-curricular way.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky…
Starry Night – Vincent Van Gogh
The Starry Night helps us connect with the night sky by showing its beauty and mystery in an emotional way. Instead of painting the sky exactly as it looks, Vincent van Gogh used bright colors and swirling shapes to show how the night made him feel.
The glowing stars and moon remind us to look up and appreciate the wonders of the universe. The moving sky makes us imagine that space is full of energy and life. The quiet village below contrasts with the dramatic sky above, showing how nature can make us feel both peaceful and amazed.
The tall cypress tree reaches toward the sky, linking the earth with the stars. This reminds us that people are connected to the natural world and the universe.
Overall, *The Starry Night* encourages us to enjoy the night sky with curiosity, imagination, and wonder, helping us see it as both beautiful and meaningful.
Don McClean’s Vincent song can also be linked. -
Design your own dark sky space lesson
Learning Objectives
By the end of the lesson, children will:Understand what a Dark Sky Site is
Learn who uses these areas (e.g. stargazers, campers, wildlife, farmers, rangers)
Work together in role-play to discuss different ideas
Create a group “Dark Sky Site” using art, storytelling, and imaginationMaterials Needed
Starry sky photos or videos
Toy binoculars/telescopes
Role play props: ranger hats, animal masks, maps, camera, clipboard
Art materials: cardboard, black paper, yellow chalk/stickers, glue
Large poster board or wall display area
Flashlights (with covers to show light pollution vs good lighting)1. Introduction: What is a Dark Sky Site?
Show a photo or short video of a starry night sky.
Ask: “Have you ever seen stars at night? Were there lots of lights around?”
Explain in simple terms:“A Dark Sky Site is a special place where it’s dark at night, so we can see lots of stars! Too many lights from towns or buildings can make it hard to see them.”
Ask: “Why do you think people like it when it’s dark at night?”2. Role Play: Who Uses a Dark Sky Site?
Set up role play stations. Each group pretends to be a different “user” of the Dark Sky Site:Stargazers: Want it to be dark to see stars and planets.
Wildlife (Owls, bats): Need dark to sleep and hunt.
Park Rangers: Keep the area safe and clean.
Families/Campers: Like to enjoy quiet and dark nights outdoors.
Farmers: Don’t want animals disturbed by bright lights.
Give each group 2–3 minutes to talk:“What do you want in a Dark Sky Site?”
Children can act out, draw, or share with the class.3.Discussion Circle: What Should Our Dark Sky Site Look Like?
As a class, bring everyone together and record their ideas on a board:“No big lights at night!”
“A quiet camping spot”
“Places for animals to sleep”
“A telescope area!”
Introduce the idea of “light pollution” using a flashlight:Shine it directly = too bright!
Cover or point it down = better!4.Create Our Dark Sky Site (Art Activity) (12–15 min)
Children work in small groups to create parts of their “Dark Sky Site”:Black sky with stars using chalk/stickers on paper
Draw or cut out animals, tents, telescopes, and signs like “Keep It Dark!”
Help them label or describe what they made: “This is the bat’s cave!”
Display the finished pieces on a wall titled “Our Dark Sky Site”.5.Conclusion & Sharing
Walk around the display and let children explain what they made.
Ask reflective questions:“What did we do to help the stars shine brighter?”
“How did we work together?”
Optional: Sing a star-related song like “Twinkle Twinkle Little Star.” -
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Q2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Songs:
‘Vincent’ (Starry, Starry Night) by Don McLean which is a heartfelt tribute to Vincent van Gogh, celebrating the beauty of his artwork while reflecting on his loneliness and emotional pain.
‘Sky Full of Stars’ by Coldplay is about the joy and hope that love can bring, comparing someone special to a sky filled with bright stars. The song also makes reference to a sky full of starts being a heavenly view
‘Stand by Me’ uses the image of the night sky—”when the night has come and the land is dark and the moon is the only light we’ll see”—.
‘By the Light of the Silvery Moon’ uses the moonlit night as a romantic setting. The song celebrates the beauty of the night sky.
‘How Far I’ll Go’ from Moana refers to the stars and the horizon as symbols of adventure, guidance, and the desire to discover what lies beyond the familiar. The song suggests you should use the vast night sky to help you explore.
Poem
Do not go gentle into that good night by Dylan Thomas
“Star light, star bright,”
Lullaby
Twinkle Twinkle Little Star -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There is an abundance of music, art and poetry associated with the “Night Sky”.
Poetry:
William Wordsworth, ‘The Stars are Mansions Built by Nature’s Hand’.
John Keats, ‘Bright Star’.
Music/Songs:
“A Sky Full of Stars” by Coldplay.
“Midnight Sky” by Miley Cyrus
“Skyfall” by Adele
“Mr. Blue Sky” by Electric Light Orchestra
“Counting Stars” by OneRepublic
“Fly Me to the Moon” by Frank Sinatra
Fly me to the moon
Let me play among the stars
Let me see what spring is like on
A-Jupiter and Mars.“Lucky Star” by Madonna
Art:
The night sky was a favourite subject for Vincent van Gogh. His painting The Starry Night (1889) is very well known.
Moonlight – Winslow Home
Boulevard Montmartre; Night Effect – Camille Pissarro
Starry Night Over the Rhône – Vincent van Gogh
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Before completing this course, I had never really considered the impact that light pollution has on biodiversity or the importance of protecting our night skies. The fourth class, in particular, highlighted how excessive artificial lighting affects nocturnal animals such as bats, frogs and owls, and it made me reflect on how this topic could be explored meaningfully in my own classroom.
I would implement a version of “Design Your Own Dark Sky Place” as part of a cross-curricular unit on biodiversity for my class. I would begin by showing photographs of nocturnal and diurnal animals and using a Think, Pair, Share activity to encourage pupils to discuss how these animals rely on natural light and darkness. After watching short video clips explaining the effects of light pollution, pupils would identify the main challenges faced by wildlife and discuss practical ways that people can help.
The main project would involve children working in small groups to design their own Dark Sky Place. They would create maps showing where lighting should be reduced, identify habitats that need protection and include ideas such as using downward-facing lights, turning off unnecessary lights and preserving natural habitats. Each group would explain how their design supports biodiversity while also considering the needs of the local community.
To extend the learning beyond the classroom, pupils would complete a homework activity with their families, identifying ways to reduce unnecessary lighting around their homes. They could present their findings through a written report, artwork, poem or poster. These could be displayed in the classroom or used as the basis for a class presentation or debate, providing valuable links with literacy, geography, science and visual arts while encouraging environmental responsibility and community involvement.-
Hi Sharon! Like you, I also hadn’t fully appreciated the impact that light pollution has on biodiversity before completing this course. I think your idea of linking the topic to a cross-curricular biodiversity unit is an excellent way to make the learning relevant for the children.
I also think the homework activity involving families is a great one.
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Module 5 Assignment – Design Your Own Dark Sky Place
For this assignment, I would implement a “Design Your Own Dark Sky Place” project with Senior Infants and First Class. The lesson would begin by discussing why dark skies are important for people, wildlife and the environment. Pupils would explore how artificial light affects our ability to see the stars and how reducing light pollution can help protect nature and save energy.Working in small groups, children would design a model or drawing of a Dark Sky Place using recycled materials. They would include features such as shielded lighting, trees, open viewing areas and signs encouraging responsible lighting. Pupils would explain how their design supports biodiversity and sustainability while allowing people to enjoy the beauty of the night sky.
This activity integrates Science, Geography, Visual Arts and STEM while promoting creativity, teamwork and problem-solving. Using ESERO Ireland resources, pupils would develop an appreciation of the night sky and understand the importance of protecting dark skies for future generations.
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“Silver” by Walter de la Mare, “The Moon” by Robert Louis Stevenson, “Star Light, Star Bright”, “The Owl and the Pussycat” are some of the poems that immediately come to mind. Also, “Twinkle, Twinkle Little Star” is known by nearly every child. It can be a song as well. Soe other songs are – Catch a Falling Star, Fly Me to the Moon can’t beat a bot of Frank Sinatra! When You Wish Upon a Star (all the Disney stuff will be useful with the kids) and Clair de Lune.
You also have Van Gogh, and he had a few painting that had a night sky focus. He used his talents to really convey the beauty of the night sky, and his painting techniques really helped with the subject matter. His bold colours match the expressive style children naturally use. The swirling skies he painted can be said to echo the movement of Irish weather — wind, clouds, changing light. Also, his paintings match up great with with lessons on constellations, auroras, and moon phases. Children can try and recreate his style using oil pastels, chalk, or paint, and this makes it suitable for all class groupings. -
A project to collect piseogs and traditions and stories of the night would be a wonderful activity for the children to connect with their local area and with the past. It is also a great link with history. My father used to tell a story about a man coming home late one night and spotted two groups of fairies from local townlands playing football in a field. He shone the light of his bike in to get a better view and the fairies all dispersed – an early effect of light pollution maybe! Some of the stories from the collection could be a great way to act as a stimulus along with a discussion and questions as to what we might find out, particularly from our students’ families.
As well as collecting piseogs and stories from home and from older relatives, the class could explored the schools heritage collection on duchas.ie. The stories contained in the schools heritage collection are a great link between the ancient past and our modern day. Stories of traditions, piseogs and superstitions about full moons, shooting stars, eclipses can be found as well as getting an understanding of life in Ireland long ago. I would love for the class to collect these piseogs as part of a project and present them to be made available to the wider community, it would be a very beneficial experience for all.
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I really enjoyed reading your post Gary, especially the story your father used to tell about the fairies. It really shows how local folklore can spark children’s curiosity and imagination. I also like your idea of using Dúchas, as it would help pupils make meaningful connections between the stories they hear at home and the history of their own locality. Creating a collection to share with the wider community would be a lovely way to preserve these traditions while linking STEM with History, Irish culture and Oral Language.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
When thinking of music and songs that the children can engage in for this theme of dark skies, ‘Counting Stars’ by OneRepublic (Instrumental version) would be great for gentle rhythm to keep the children focused and on theme while doing fine-motor work such as making their own dark sky space or model or planets/constellation models.
‘Fly Me to the Moon’ by Frank Sinatra or ‘Twinkle, Twinkle Little Star’ for younger pupils, would be great in background as the children complete fun moon and star inspired activities.
The song ‘Rocket Man’ by Elton John is a rock song that would be perfect for playing during group brainstorming on the topic of night skies or an introduction to a dark skies lessson.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
The night sky appears in music, poetry and art. I think it is something that we all connect with, whether we are young or old. There was great excitement in my own home a few months ago when we got to see the Northern Lights from our own back garden. I looked at the Stardust poem as suggested. It reminds us that we are all part of something bigger in this universe and this would be a lovely poem to share with the class.
Teaching 4th, 5th and 6th in a small country school means that most of the children live in an area with very little light pollution so they have a great chance to spot stars and the moon in the sky.
There are lots of songs such as:
Catch a falling star
Twinkle twinkle little star
A sky full of stars
Counting stars
Rewrite the stars.And also poems like:
The song of the wandering aengus by WB Yeats
The moon by Robert Louis Stevenson
Stardust by Michael D Higgins.For Art ‘The Starry Night’ by Van Gogh. A painting that many chilren are already familiar with.
There are also some native Australian art that shows the night sky which could be great for cross curricular activities.-
Hi Siobhan! What a beautiful, rich collection of connections. Seeing the Northern Lights from the garden was unforgettable! With your students enjoying such clear country skies, blending Van Gogh’s textures, Australian indigenous astronomy art, and President Higgins’ “Stardust” is a wonderful way to inspire their cosmic creativity.
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Bringing “Design Your Own Dark Sky Place” to St. Ita’s and St. Joseph’s is all about turning our classroom into a magical, sensory-friendly evening sanctuary.
Since deep concepts of light pollution can be hard to visualize, we can let our students physically build their very own miniature dark sky park right inside the room! We can start by taking a large cardboard appliance box and painting the inside a deep, midnight black. Together, the students can press tactile, glowing star stickers and textured felt planet shapes onto the inner walls. To bring in the local Kerry wildlife, they can hang plush toy bats and owls from the ceiling of our box.
We can then give the students small torches and ask them to design “animal-friendly” lights. They can experiment with shielding the torches using cardboard caps so the light only points straight down at the floor, keeping the “sky” inside the box perfectly dark for the toy bats. It is a wonderful, hands-on way for them to see how we can protect our real Tralee skies, giving them total control over creating a calm, beautiful space.
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I love the idea of linking in Science with other curricular areas and I think that this helps children remember the content of what they have learned, especially because a piece of art work or a song that they know may trigger their mind to think back to a time when this topic was covered during a Science lesson.
Some ideas for art work is Vincent Van Gogh’s ‘Starry Night’. This piece of work could be used as a stimulus to explore light in the night sky and the different shades of blue can be darker or lighter depending on the light pollution around the village landscape.
Some songs that could be used in my 6th class could be-
Here Comes the Sun by the Beatles
A Sky Full of Stars by Coldplay
Rocketman by Elton John
Stargazing by Myles Smith
Counting Stars by One Republic
What a Wonderful World by Louis Armstrong -
President Michael D. Higgins’ poem “Stardust” beautifully captures how stars are made and reflecting on how humans are “forged from vapours and particles.” The night sky has always inspired artists, offering brilliant ways to connect human creativity with space.
In literature, Gerard Manley Hopkins’ poem “The Starlight Night” vividly describes the dark sky as a glittering citadel filled with “diamond delvings.” For a simpler piece, the lesser-known, original 1806 verses of Jane Taylor’s “Twinkle, Twinkle, Little Star” celebrate the stars as comforting guides for travellers walking through the dark.
In visual arts, Vincent van Gogh’s masterpiece “The Starry Night” uses swirling, vibrant brushstrokes to capture the emotional power of the night sky, while Paul Klee’s abstract painting “The Great Bear” re imagines the Ursa Major constellation using bold geometric shapes. In music, Claude Debussy’s piano piece “Clair de Lune” captures the soft glow of moonlight, while David Bowie’s “Starman” is a fun song with uplifting lyrics.
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Hi Kaytlyn,
Thanks for sharing such a rich selection of poems, songs and artworks connected to the night sky. I really like the range of examples you have included, especially beginning with such a recognisable Irish figure like Michael D. Higgins. Gerard Manley Hopkins’ “The Starlight Night” and Jane Taylor’s “Twinkle, Twinkle, Little Star” could open up lovely discussions around how people have responded to the night sky in different ways, from wonder and comfort to imagination and curiosity, and how these works have stood the test of time.
The visual art examples, such as Van Gogh’s “The Starry Night” and Paul Klee’s “The Great Bear,” would also provide strong opportunities for art integration. Learners could create their own night-sky artworks inspired by constellations, mood, colour and movement. To extend this further, pupils could choose one poem, song or artwork and create a personal response through writing, drawing, music or storytelling.
I hope you enjoyed the course.
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In my 5th class, I would implement a “Design Your Own Dark Sky Place” project as a cross-curricular STEM activity. I would begin by introducing the concepts of dark skies and light pollution through class discussions, photographs and light pollution maps of Ireland. Pupils would explore why dark skies are important for astronomy, wildlife and human wellbeing before discussing ways that unnecessary artificial light can be reduced.
Working in small groups, pupils would design their own Dark Sky Place on large sheets of paper or using digital design software like Google drawing. They would include features such as homes with downward-facing lights, protected wildlife habitats, walking trails, green spaces and viewing areas where people could safely enjoy the night sky. Pupils would be encouraged to explain how each feature helps reduce light pollution while protecting biodiversity.
To extend the activity, groups would create a labelled map and a short presentation describing their designs. They would explain the choices they made and identify how their Dark Sky Place benefits both people and wildlife. As part of the art curriculum, pupils could build a three-dimensional model using recycled materials, demonstrating creativity alongside scientific understanding.
The project would conclude with a classroom exhibition where groups present their work and reflect on what they have learned. This activity would develop collaboration, creativity, problem-solving and communication skills while linking science, geography, maths, art and technology. I believe this project would be highly engaging for my 5th class because it allows pupils to apply their knowledge to a real-world environmental issue and encourages them to think about how they can help protect dark skies in their own community.
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I think the addition of a classroom exhibition is a lovely way for pupils to celebrate their learning and develop confidence in presenting their ideas. It gives them an opportunity to explain their thinking, share their ideas with others and reflect on what they have learned about astrology, light pollution and how it impacts plants and wildlife. Providing the children with these opportunities is crucial for them in taking responsibility for their learning, while also enabling them to learn from one another. It sounds like a creative and engaging activity that brings together a range of curriculum areas while helping pupils develop a deeper understanding of the importance of protecting our dark skies and biodiversity.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
I think that this idea of linking the night sky through songs/poems and art that the children may already be familiar with is a great idea. It will get them thinking of songs and lyrics that they might already be familiar with and will be able to suggest many more that I may not have thought of myself.
There has been lots of interest in the night sky over the past few years with the prevalence of the Northern Lights, children in Ireland have become used to looking to the night sky, particularly during the winter months.
Poems:
The Stolen Child- W.B. Yeats
The Moon- Robert Louis Stevenson
An Ghealach
Music:
The Star of the County Down
Shepherds Moons- Enya
Harvest Moon- Neill Young
Sky Full of Stars- Coldplay
Here Comes the Sun – The Beatles
Rocketman – Elton John
Stargazing – Myles Smith
Counting Stars – One Republic
What a Wonderful World – Louis Armstrong
Art Ideas:
Solar-Tri spirals at Newgrange (3rd class history)
Starry Night scratch art- Vincent Van Gough
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<span style=”text-decoration: underline;”>Songs:</span>
Vincent – Don McClean
Starman – David Bowie
Twinkle Twinkle
When you Wish Upon a Star
Moondance – Van Morrison
Moon River – Audrey Hepburn
Lovely – Billie Eilish & Khalid
Dark Side of the Moon – Pink Floyd
Don Oíche Úd i mBeithil
Oíche Chiúin
<span style=”text-decoration: underline;”>Poems:</span>
Sonnet 14 – Shakespeare
The Stars are Mansions Built by Nature’s Hand – Wordsworth
Bright Star – John Keats
The Night before Christmas – Clement Clarke Moore
The Star – J.R.R. Tolkein
The Nighttime Sky – Walt Whitman
<span style=”text-decoration: underline;”>Art:</span>
https://darksky.org/news/7-pieces-of-art-inspired-by-the-night-sky/ This link has some lovely pieces of art associated with the night sky including Starry Night over the Rhone by Van Gogh and The Great Comet of 1680 by Verschuier.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Exploring songs, poems, and artworks that connect us with the night sky can provide a rich and inspiring context for understanding the importance of dark skies and the impacts of light pollution. There are so many songs, poems and artworks that come to my mind when I think of the night sky. Yellow by Coldplay contains the famous line “Look at the stars, look how they shine for you,” celebrating the wonder of the night sky. Space Oddit by David Bowie captures the imagination of space exploration and the vastness of the universe. Counting Stars by OneRepublic uses the imagery of stars to convey hopes and dreams. These are songs that frequent my Spotify playlist. As a first time mother, Twinkle Twinkle Little Star is now a frequent tune in my home also. The Starry Night by Van Gogh is one of the most famous depictions of the night sky in art. Starry Night by Edvard Munch is a different artist’s interpretation of the night sky. These are two pieces of artwork I explore each year with my 6th classes. Stardust by President Michael D. Higgins reflects on our connection to the universe and the stardust that makes up all of us. The Starlight Night by Gerard Manley Hopkins celebrates the beauty of the night sky. Stars by Sara Teasdale is a short poem that marvels at the beauty and tranquillity of the night sky.
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Songs/Poems/Stories/Art that connect us to the Night Sky.
I decided to focus on traditional folk tales from around the world. As with all folk tales there are many different versions. I tried to vary the location of these folk tales to engage pupils and to show diversity for pupils who families may not originate in Ireland. Below is a list of some folk tales I thought were beneficial and engaging, along with associated learning.
Folk Tale – The Wild Hunt
Culture – Celtic
Night theme – A ghostly procession said to ride across the night sky.
Classroom link and potential learning – How dark skies benefit nocturnal animals.
Folk Tale – The Púca
Culture – Irish
Night there – A mysterious shape-shifting creature that appears after dark.
Classroom link and potential learning – Irish habitats at dusk
Folk Tale – Anansi and the Stars
Culture – West African
Night there – Stories linking Anansi with the stars and the night sky.
Classroom link and potential learning – Navigation using the stars
Folk Tale – The Rabbit in the Moon
Culture – Japanese (although there are many different versions)
Night theme – Explains the markings on the Moon through the tale of a rabbit.
Classroom link and potential learning – Moon phases and how moonlight affects animal behaviour. Sketches of the moon and the maria (ancient lava plains)
Folk Tale – Coyote Places the Stars
Culture – Native American
Night theme – Explains the creation and patterns of the stars.
Classroom Link and potential learning – Investigation of constellations and their patterns.
Folk Tale – Maui Slows the Sun
Culture – Polynesian
Night theme – Explains the length of daylight and the cycle of day and night.
Classroom Link and potential learning – Day and night: How Earth’s rotation creates the daily cycle of sunlight and darkness. Light pollution: Why natural patterns of light and darkness are important for wildlife.
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I really enjoyed reading your post. I liked how you included stories from different cultures and linked each one to a science topic. It was a lovely way to combine storytelling with learning and would help to engage a wide range of children. I especially liked the idea of using The Rabbit in the Moon to explore the Moon and its features.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? <i>For example: Look up President Michael D Higgins’ “Stardust”</i>
There are a vast number of songs, stories, poems and artwork in which artists and musicians have been inspired by the night sky. It also allows us as teachers to integrate the arts into thematic lessons relating to stars and the night sky and STEM education.
Songs which come to mind when I think of the night sky are nursery rhymes like ‘Twinkle Twinkle Little Star’, ‘Star Star’ by the Frames, ‘Sky Full of Stars’ by Coldplay, ‘Dream a Little Dream’ by The Mamas and Papas, ‘City of Stars’ from the Lalaland soundtrack, ‘Rocketman’ by Elton John, ‘Starman’ by David Bowie among many others.
Oliver Jeffers has written many children’s books about the night sky, including ‘How to Catch a Star’ and ‘The Way Back Home’. ‘The Iron Giant’ is another fantastic book and movie linking to the night sky.
There are so many artworks inspired by the night sky, the most famous probably being ‘Starry Night’ by Vincent van Gogh.
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There are lots of songs, poems, and art that connect us with the night sky. I tried to focus on ones that kids in my ASD class would be familiar with.
Twinkle Twinkle Little Star
Under The Sea- The Little Mermaid
When You Wish Upon a Star- Pinocchio
Reach For The Stars- S Club 7
Fireflies- Owl City
Counting Stars- One Republic
We could also use the art piece “Starry Night”- Vincent Van Gough and the children’s book “How to Catch a Star”- Oliver Jeffers as ways to engage the children at the beginning of a lesson on the night sky.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
For my 3rd class, I would adapt “Design Your Own Dark Sky Place” into a collaborative STEM challenge where pupils create a Wildlife-Friendly Night Garden. I would begin the lesson by showing the children a video of a Dark Sky Place, before any discussion. Following the video, the children will discuss in pairs what they noticed from the video and make predictions based on the purpose of the video. Following on, we will explore the importance of dark skies through photographs and short videos, followed by a discussion about how artificial light can affect nocturnal animals. Together, we would identify the features these animals need to thrive and consider what we can do in the community and in our school to balance artificial outdoor lighting with protecting nature. In small groups, the children would design and build a model of a wildlife-friendly night garden using recycled materials, natural objects and craft resources. Their designs would include habitats such as trees, hedgerows, wildflower patches and ponds, while also carefully planning and explaining where lighting would be placed. We will discuss how using low-level, downward-facing lights only where necessary helps protect wildlife and reduces light pollution. Once the models are complete, each group will use a torch to investigate how light spreads across their garden, while demonstrating to the rest of the class. Each group will carry out various experiments on their wildlife friendly night garden by changing the position of the torch to see which area of the habitat remains dark and which become illuminated. This would encourage pupils to think critically about how lighting choices can affect nocturnal species and identify ways to improve their designs.-
I really like how your project is focused on being child led. There are so opportunities for children to explore and be creative. I like how you start the lesson with a video and let pupils notice things for themselves before any teaching happens. The model night garden is something I would like to try with my 4th class too. Using recycled materials and letting children decide where light should go is very clever as pupils must think critically and be able to justify their reasoning. The torch investigation is also a nice idea to test and check how light spreads.
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I would love to create a school project based on collecting local piseógs, traditions and stories about the night. As our school building has entries in the Dúchas Folklore Collection, this would be our first port of call. I think the children would really enjoy discovering stories connected with their own school and local area before talking to parents, grandparents and other family members to find out what traditions they remember about the Moon, the stars or the night sky. We could compare the stories we collect, discussing how some are based on folklore while others can be explained through science. This would provide lovely opportunities to link Science with History, Gaeilge and Oral Language. The children could record or illustrate their favourite story and create a class book or display celebrating our local folklore. I think this project would be a meaningful way to involve families in learning while helping children appreciate both our cultural heritage and our growing scientific understanding of the night sky. We have already looked at the Dúchas collection with 6th class when they were looking for information on the history of our town for a Heritage in Schools project. It will be great to go back and look at it from a different angle. If we don’t find anything connected to the night in our school we can widen the search.
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Question 3;
This is a really nice activity to help keep stories/piseógs alive and remembered. It’s also a nice way for children to chat to older generations about the past. I’ve outlined below the approach we would take.
1. Explore examples on Dúchas Folklore
We would start by looking at stories about warnings, beliefs and night‑time creatures. This would help children see how the night was once viewed in so many ways often associated with curiosity, mystery and sometimes fear.2. Interview older generation
Each child would then interview a parent, grandparent or neighbour to gather any local stories or piseógs connected to the night such as tales of wandering lights to beliefs about owls, bats or certain stars.3. Book creator
Back in the classroom, children would share their findings, compare themes, and create a small digital class collection using Book Creator. -
I would prepare the project by introducing pupils to the idea that the night sky is part of our culture, history, and storytelling. We would begin by sharing examples of piseogs, traditions, and stories connected with the night, such as folklore, poems, songs, and family memories.
Next, I would invite children to collect stories from home, older relatives, and the wider community. They could interview a parent, grandparent, or neighbour and record what they heard in notes, drawings, or simple audio clips. This would help them see how night stories are passed down through generations.
In class, we would sort the stories into themes such as stars, the moon, navigation, weather, or Halloween traditions. I would also connect the project to Irish astronomy and dark sky heritage so pupils understand that the night sky has inspired both science and culture.
Finally, the children could create a class display, booklet, or digital presentation to share their collected stories with others.-
I really enjoyed reading your ideas. Collecting stories from family and community members is a wonderful way to connect children with their local heritage while developing their communication skills. I also like how you link folklore with Irish astronomy and dark sky heritage, showing that the night sky is important in both science and culture. Creating a class booklet or digital presentation is an excellent way to celebrate the children’s work and share it with the wider school community.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night.<i></i>
Multiple times trying to post this – long post written the last time, frustrating!
The school I am presently teaching in is unfortunately not listed on the Dúchas folklore collection, but my own school that I attended is, and has many fascinating entries, many related to night time, Halloween and spooky themes. Some of the families are still in the parish. I would print off the entries, the handwritten ones, and explain primary and secondary sources in history. Then we would have a session reading them and perhaps sending them home to read with families connected with the entries, or the houses even. Many of the places listed as connected to the stories are still standing and in the parish so I would use Google Maps to create a project with them all mapped and put that on the school website. Finally I would ask the children to interview their own parents and grandparents to see have they any stories from their own childhood connected to myths and folklore and especially Halloween or dark themes.
It really is a great resource and I’m glad to be re-introduced to it – I found a listing in it written by my own Grandmother in 1937!
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Consider Songs, Poems and Art which connect us to the dark skies.
When I stopped to consider songs which connect us to the dark skies, I realised that music across the centuries has reflected and captured the essence of dark skies
Classical
- Overture ToIl Mondo Della Luna (The World On The Moon) – Haydn:
- Clair de la lune -Claude Debussy
- Lullaby -Johannes Brahms –
Crooners
- Moon River – Andy Williams
- Fly me to the moon
- Blue Moon -Mel Tormé
Pop
- Walking On the Moon. The Police. …
- Man on the Moon. R.E.M. …
- Moon Dance – Van Morrison
- Sky full of stars – Cold Play
- The whole of the moon-The Waterboys
Many of the worlds most renowned artists have also reflected the night skies in their compositions.
- Witches’ Sabbath -Francisco Goya, 1797–1798
- Nocturne in Black and Gold – The; Falling Rocket, James Whistler c. 1875
- The Boulevard Montmartre at Night, Camille Pissarro1897
I particularly like Pissarro’s canvas as it could be seen as capturing early light pollution!
When considering suitable poems for Primary school at the junior level (where I will be teaching next year), several nursery rhymes fitted the brief
- Twinkle Twinkle
- Hey Diddle Diddle
- The Owl and the pussy cat
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- Prepare a school project to collect Piseógs/Traditions/Stories of the Night. <i>For Example: </i><i>Dúchas</i><i> Folklore Commission</i>
Unfortunately there is no Dúchas listing for my present school, but my own primary school where I went to school has a significant listing with a massive amount of stories and folklore connected to the night – so I was in that school I would I think print the actual handwritten account and use it as a primary source in history. Some of the family names are still living in the Parish which would be an incredible link to the past. Many of the features mentioned are still standing in the parish, including a tale or two about the púca. It would be great to tell some ghost stories maybe under the parachute or even just in the classroom with the lights off (depending on age level and maturity of class of course!) or even just bring them home to their own families. I would use Google Maps to anchor the places mentioned in the stories to the local parish. Then I would use this as an impetus for the children to collect their own ghost stories from their parents or grandparents and perhaps do a side by side collection or place on a Google slides. It would be obviously a great project to do at Halloween. It would be fantastic to do.
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Hi Edwin, I really enjoyed reading your post. I think using the Dúchas stories from your own local area would be such a meaningful way to explore local history and folklore. I especially liked your idea of linking the stories to Google Maps, as it would help the children see that these places are part of their own community. Collecting stories from parents and grandparents would also be a lovely way to involve families and keep those traditions alive. I can imagine this being a really enjoyable project around Halloween.
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Working in small groups, the children would design their own dark sky place and decide what facilities, habitats and information it should include. One idea that I have seen work really well is to finish with a gallery walk, where each group displays their design and explains the thinking behind it while the rest of the class asks questions and offers suggestions. I think this gives every child a chance to share their ideas and often leads to even better discussions.
To extend the activity, I would ask the children to talk to a parent or grandparent about what the night sky was like when they were growing up. They could find out whether they remember seeing more stars, if there was less street lighting or if there were any stories or traditions connected with the night sky. Bringing these conversations back into the classroom would help the children see how our environment has changed over time and would create lovely links with History, Geography and oral language.
I like that this activity combines creativity with real-life problem solving. It encourages children to listen to different opinions, work together and think about simple ways we can protect our night skies for future generations. -
2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Songs:
• Starman – David Bowie
• Across the Universe – The Beatles
• Twinkle, Twinkle, Little Star
• When You Wish Upon a Star (Disney)
• Fly Me to the Moon – Frank Sinatra
• A Sky Full of Stars – Coldplay
Poems:
• The Moon – Robert Louis Stevenson
• Silver – Walter de la Mare
• Stars – Sara Teasdale
• A Night-Piece – William Wordsworth
• How the Stars Came Down – John Ciardi
Art:
• The Starry Night – Vincent van Gogh
• Starry Night Over the Rhône – Vincent van Gogh
• Nocturne in Black and Gold – James McNeill Whistler
• The Astronomer – Johannes Vermeer -
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I would adapt the ‘Design Your Own Dark Sky Place’ activity to reflect our own school and local community. After learning about light pollution and biodiversity, I would ask the children to work in small groups to design a dark sky area for our school grounds. Before planning, we would walk around the school to identify existing lighting, wildlife habitats and spaces that could be improved. As we already have wildlife cameras, bird boxes with cameras, bug hotels and a wormery, pupils could consider how these habitats could be protected while still ensuring the school remains safe and welcoming.
The children could then create maps, drawings or models of their ideas and explain the thinking behind their designs. I like that this activity naturally integrates Science, Geography, Art and Oral Language while encouraging teamwork and problem-solving. It also helps children see that they can make a positive contribution to caring for their local environment and protecting the night sky. I also think it would be a nice addition for the children to present their ideas to the Green Schools Committee or Student Council, giving the children a voice in improving their school environment.
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I really like how you’ve linked the activity to your own school environment and the fantastic biodiversity resources you already have. Presenting the children’s ideas to the Green Schools Committee or Student Council gives the project a real purpose and lets them see that their voices matter which having just had a WSE is really pertinent at the moment from the inspectorate.
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I would implement a version of “Design Your Own Dark Sky Place” by creating a cross-curricular project that combines Science, Geography, Art and STEM. I would begin by discussing what a Dark Sky Place is and why protecting dark skies is important for wildlife, the environment and our enjoyment of the stars. Pupils would investigate how artificial lighting affects biodiversity and identify examples of good and poor lighting around the school.
Working in groups, the children would design their own Dark Sky community using drawings, maps or digital design tools. They would include features such as shielded outdoor lighting, green spaces, wildlife habitats and safe stargazing areas. Each group would explain how their design reduces light pollution, saves energy and supports nocturnal animals such as bats and moths. We would display the completed projects around the school and invite other classes to view and discuss the ideas.
This project would encourage creativity, teamwork, critical thinking and problem-solving while helping pupils understand that everyone has a role in protecting the night sky. It would also provide meaningful links across the curriculum and promote environmental awareness and responsible citizenship.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I think that linking Steam with the arts is perfect for the classroom and the Night Sky is a super theme to do this with. I think that this would work for any class grouping in a school. From Twinkle Twinkle Little Star in junior infants to “He Wishes for the Cloths of Heaven” by the Irish poet W. B. Yeats.
Other ideas are;
Star Light Star Bright
Moondance by Van Morission
Fly Me to the Moon” by Frank Sinatra
A Sky Full of Stars” by Coldplay
Silver by Walter de la Mare
Van Gogh’s “The Starry Night
Starry Night Over the Rhone by Vincent van GoghI would usw these two Van Gogh pieces as an art lesson as part of a unit of work on the Nigjt Sky. I would explore both pictures with my class. We would discuss both pictures, comparing and contrasting them. I would then ask the children to use these as inspiration for their own work. I would encourage the children to use their own imaginations and not just copy what they see.
I teach in West Cork where a variety of artists live I would try and focus on the works of sone of these including artist Sheila Murphy and poet Annette Skade who both live in the local area and are well known to the children. -
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I have made a list of songs, poems, art (paintings and ideas) and also books that are child friendly and connect us with the Night Sky.
Poems/Nursery Rhymes:
Twinkle, Twinkle, Little Star
The Moon – Robert Louis Stevenson
Star Light, Star BrightSongs:
A Sky Full of Stars by Coldplay
Zoom, Zoom, Zoom, We’re Going to the Moon by The Kiboomers
Starman by David Bowie
Across the Universe by The Beatles
Fly Me to the Moon by Frank Sinatra
Rocket Man by Elton JohnBooks:
How to catch a star by Oliver Jeffers
Papa, Please get the Moon for me by Eric Carle
The Darkest Dark by Astronaut Chris Hadfield
On the Moon by Anna MilbourneArt:
Vincent van Gogh — The Starry Night ~ Sponge – paint a starry night sky.
Create constellations using stickers or cotton buds dipped in paint.
Make a moon collage with silver paper.
Scratch – art night skies using colourful crayons and black paint.-
When I read the question, Van Gogh’s The Starry Night was the first thing that came to mind. It captures the beauty and mystery of the night sky and would be a great starting point for exploring stars, star gazing and the science behind our universe. I love the lovely link between art and science and how both can spark curiosity and imagination in children.
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When I started thinking about the night sky, I was surprised by how many songs, poems and works of art have been inspired by it. Things like Twinkle, Twinkle, Little Star, The Starry Night by Vincent van Gogh, and Michael D. Higgins’ Stardust all show how people have looked up at the same sky and found different meanings in it.
Teaching 3rd class, I can already imagine the conversations this could start, it’s a great topic for this age. Children are naturally curious, and I think looking at the night sky gives them a chance to ask questions and wonder and imagine things. It could lead to art, poetry, science, storytelling or even just taking a few minutes outside to notice what’s above us.
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The night sky has inspired artists, poets, musicians, and storytellers for thousands of years.
Here are some examples:Songs
“Twinkle, Twinkle, Little Star”
“Vincent (Starry, Starry Night)” by Don McLean – Inspired by The Starry Night.
“Fly Me to the Moon” – Frank Sinatra.
“Across the Universe” by The Beatles
“A Sky Full of Stars” by Coldplay.
“Starman”,”Moonage Daydream”, “Space Oddity” by David Bowie.
Traditional Irish songs that reference the moon, stars, and night, such as The Moonshiner and The Star of the County Down.
Poems.
“Stars” by Robert Frost.
“The Lake Isle of Innisfree” by W. B. Yeats
“Aedh Wishes for the Cloths of Heaven” by W. B. Yeats (“embroidered cloths… with golden and silver light”).
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The Owl who was Afraid of the Dark -
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I really enjoyed looking for poems, songs and art connected to the night sky. This will be so useful in the classroom next year.
Poems:
The Moon – Robert Louis Stevenson
Silver – Walter de la Mare
The Star – Jane Taylor
Escape at Bedtime – Robert Louis Stevenson
The Night Sky – Anon
Songs:
Starman
Moon river
Twinkle twinkle
A Sky Full of Stars
Art:
Starry Sky – Van Gogh
Flight into Egypt – Elsheimer
Starry night over the Rhone – Van Gogh
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I have gone a little outside the assignment descriptor here and selected pieces of classical music that would be useful to use with my mixed 3rd/4th class when working on this topic.
I would choose short excerpts rather than complete works and ask pupils to describe the colours, movements, shapes or stories suggested by the music.
Claude Debussy, The Terrace of Moonlight Audiences
This quiet piano prelude creates a mysterious moonlit atmosphere. Children could respond using chalk, pastels or descriptive vocabulary.
Jean Sibelius, Nightride and Sunrise
The music travels from a rhythmic night journey towards sunrise. Pupils could identify where they believe dawn begins and explain how the instruments create that change.
Joseph Haydn, “The Heavens Are Telling” from The Creation
This lively chorus celebrates the Sun, Moon and stars and would work well for drawing, movement or comparing choral and orchestral sounds.
Karlheinz Stockhausen, Tierkreis (“Zodiac”)
Stockhausen composed twelve short melodies, one for each sign of the zodiac, originally for music boxes. Pupils could compare “Leo,” “Gemini” and “Aquarius,” then design a melody for their own constellation.
Thomas Adès, Polaris: Voyage for Orchestra
Polaris is the North Star, so the piece could introduce navigation and explain why Polaris appears almost fixed in the northern sky. Its gradually building orchestral texture could inspire pupils to create star patterns through movement.-
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Hi Anne,
Welcome to the course, and thank you for sharing.
This is such a beautiful and creative response to the theme, and you have outlined some lovely opportunities to develop STEM links here too. For example, pupils could listen to Nightride and Sunrise while discussing the rotation of the Earth and why we experience night and day, and Polaris could link very naturally to navigation, compass directions and why the North Star appears almost fixed in the sky.
I also love the possibility of creating a simple “sound map” of the night sky, where pitch, rhythm or volume represents star brightness, distance or movement. This would make a wonderful project combining music, movement, visual art, astronomy and scientific observation.
Well done, and I hope you enjoyed the course.
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Describe how you could implement a version of “Design Your Own Dark Sky Place” in your school/classroom.
I would introduce this activity by getting the children to think about what the night sky looked like before we had so much artificial light. We could begin with a class discussion about what they notice in the sky at night and how street lights and buildings can affect what we see. We would also look at how light pollution can impact animals that are active at night.
The children could then work in small groups to create their own idea of a Dark Sky Place for the school or local area. They could use drawings, maps or models to show where they would place paths, lighting, wildlife areas and places for people to look at the stars. I would encourage them to think about different viewpoints, such as a visitor who wants to stargaze, a person who lives nearby, or an animal that depends on darkness.
After creating their designs, each group could share their ideas with the class and explain the choices they made. We could finish by looking at small changes we could make in our own school, such as reducing unnecessary lighting or creating spaces that encourage wildlife.
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I like how you begin by encouraging children to imagine what the night sky looked like before widespread artificial lighting. This provides an excellent starting point for developing awareness of light pollution and its impact on both people and wildlife. The emphasis on discussion and inquiry allows pupils to share their own experiences and observations, making the learning more meaningful and relevant. The group design task is especially effective because it combines creativity, problem-solving, and environmental awareness. I also like how you encourage learners to consider different perspectives, including those of local residents, stargazers, and nocturnal animals. This helps develop empathy and a deeper understanding of the balance required between human needs and environmental protection.
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I like how you begin by encouraging the children to think about what the night sky looked like before artificial lighting became so common. This would be a great way to spark discussion and get the children thinking about how much our environment has changed over time. I also think it is a lovely idea to have the children consider different viewpoints when designing their Dark Sky Place, particularly from the perspective of local wildlife. Allowing the groups to share and explain their designs would encourage plenty of discussion and creativity. Finishing with practical changes that could be made in the school grounds is also a great way to help the children see that even small actions can make a positive difference.
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I would choose the project of collecting piseógs, traditions and stories about the night. I think this would be a lovely activity for a 4th class as it gives the children an opportunity to learn about local history while also making links with science. I would begin by asking the children what stories or sayings they have heard from parents or grandparents about the Moon, stars or the night sky. As homework, they could interview a family member and record a story, piseóg or memory connected to the night. We could also use the Dúchas Schools’ Collection to compare the stories they collect with traditional folklore from other parts of Ireland. Back in the classroom, we would share our findings and discuss which ideas are based on tradition and which can be explained through science. This would lead to conversations about the Moon, constellations and why the night sky looks different throughout the year. The children could then create an illustrated class book or display combining their family stories with the scientific facts they have learned. I think this project would really engage my 4th class because it values their own family experiences and encourages them to talk to older relatives. It also shows them that science and Irish culture can be explored together, helping them appreciate both our traditions and our understanding of the natural world.
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Hi Mikey,
Welcome to the course. Your project idea is a tangible and meaningful way to connect science with local heritage, family knowledge and Irish folklore. I really like the idea of pupils collecting piseógs, traditions and stories about the Moon, stars and night sky from relatives. It gives great value to the children’s own family experiences and helps them see that knowledge can come from many different places.
Using the Dúchas Schools’ Collection as a comparison is a fantastic addition, as pupils could explore similarities and differences between their own local stories and traditions recorded in other parts of Ireland. I also like how you would gently open up discussion around tradition and scientific explanation, rather than dismissing either one.
As an extension, pupils could record the phases of the Moon over the same period as their folklore collecting, linking their family stories with real observations of the night sky. The illustrated class book or display would then be a beautiful way to bring everything together and celebrate science, storytelling and Irish culture.
Hope you enjoyed the course, and thanks for your contributions.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
Introduction stimulus looking at artist work Vincent Van Gough’s “Starry Night”. Pose questions to the children , what do you see, what is the artist trying to demonstrate, What do the colours suggest? Would our sky look like this? Look back on previous lessons on the importance of dark skies for nocturnal life. Link back to previous lessons on the investigation of areas around the school where outdoor lighting is present and consider options if light can be reduced. Children will then be asked to work in groups and design their own Dark Sky place for the school grounds. Children can present their project as a 3D model on where outdoor lighting is used and demonstrate in model where this can be reduced. Each group will be given the opportunity to explain their model and how it supports biodiversity. This fosters collaboration and environmental responsibility for children.It also promotes childrens appreciation of the importance of protecting the dark skies for all stakeholders.
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If I was creating a version of ‘Design Your Own Dark Sky Place’ in my school, I would make it a whole school project that encourages children to appreciate the beauty of the night sky. We would begin by learning about light pollution and discussing simple ways we can reduce it at school and at home, such as switching off unnecessary lights. Each class could create artwork, poems or stories inspired by the stars, moon and planets to display around the school. We could organise an evening ‘Star Watch’ where families are invited to observe the night sky together using binoculars or a telescope borrowed from a local astronomy group. Older children could teach younger classes about constellations, while younger children could enjoy songs and picture books about space. We could also plant a quiet outdoor area where children can sit and observe nature during the day and imagine the night sky. This project would help pupils develop curiosity, creativity, and a greater appreciation of our natural environment. As the Green Schools Co-Ordinator in our school, I would love to link this to Green Schools and would talk to our Green Schools Committee about this in September.
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Hi Fiona,
This is a lovely whole-school approach. I especially like the mix of art, stories, peer teaching and the family Star Watch, as it would make the project accessible to all age groups. Linking it with the Green Schools Committee is also a great way to turn learning about light pollution into meaningful action across the school.
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I really like the idea of making this a whole-school project, as it would encourage children of all ages to engage with the importance of dark skies. Linking it with the Green Schools programme is a great way to promote environmental awareness, and the evening Star Watch would be a fantastic opportunity to involve families and the wider community.
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I think the incorporation of Art into a lesson is a beautiful and engaging way to introduce children to many different topics, particularly for SESE. What I love about this idea is the fact that Art has always been up for interpretation and can mean something different to each individual. The night sky has been a popular theme in Music and Art and I think this would be a really fun and engaging lesson for children of all ages. Here are some ideas that could be used in the classroom:
“City of Stars” – La La Land
“Sky full of Stars” – Coldplay
“The Light of Stars” – Henry Wadsworth Longfellow
“Twinkle, Twinkle Little Star”
“California Stars” – Billy Brag and Wilco
The Starry Night – Vincent Van Gogh
“Fly me to the Moon” – Frank Sinatra
‘Stars, I Have Seen Them Fall’ – A. E. Housman
“Countig Stars” – One Republic
“Starman” – David Bowie -
How many songs/poems/ art can you think of to connect us to the night sky?
The night sky has inspired people for thousands of years, and it is reflected in many songs, poems, and works of art. In primary school, exploring these creative works can help children develop curiosity about nature, science, and imagination.
There are many well-known songs about the night sky, many suitable for infants, such as “Twinkle, Twinkle, Little Star,” “Star Light, Star Bright,” “When You Wish Upon a Star,” and “Catch a Falling Star.” These songs encourage children to look up at the stars and wonder about the universe.
Poems also celebrate the beauty of the night sky. Robert Louis Stevenson wrote the poem “The Moon,” which describes the moon watching over the world. Walter de la Mare’s poem “Silver” paints a magical picture of moonlight shining over the countryside. Many traditional nursery rhymes also mention the moon and stars, helping young children enjoy rhythm and language while learning about the sky.
Artists have also been inspired by the night sky. As discussed in Module 5, one of the most famous paintings is “The Starry Night” by Vincent van Gogh, which shows a swirling sky full of bright stars. Children can create their own starry sky paintings using paint, chalk, or collage, inspired by this artwork. Aboriginal dot paintings, constellation drawings, and space-themed crafts are also wonderful ways to connect art with the night sky. -
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”.
Songs:
Twinkle, Twinkle, Little Star
Hey Diddle Diddle
Zoom, Zoom, Zoom, We’re Going to the Moon
Five Little Men in a Flying Saucer
The Man in the Moon
Star Light, Star Bright, the first star I see tonight
I See the Moon
Mr. Sun
The Moon Song from Bear in the Big Blue HouseArt:
Van Gogh-inspired swirling night skies
Chalk-and-pastel moon pictures
Foil-star constellations on black card
Sponge-painted galaxies
Paper-plate Moon phases
Salt-painted stars
Scratch-art night skies
Glow-in-the-dark constellation pictures
Collage rockets and planets
Silhouette landscapes under a starry skyBooks:
How to Catch a Star – Oliver Jeffers
The Way Back Home – Oliver Jeffers
Papa, Please Get the Moon for Me – Eric Carle
Draw Me a Star – Eric Carle
Owl Moon – Jane Yolen
Goodnight Moon – Margaret Wise Brown
The Moon Keeper – Zosienka
The Smeds and the Smoos – Julia Donaldson
The Dinosaur That Pooped a Planet – Tom Fletcher and Dougie Poynter
Man on the Moon: A Day in the Life of Bob – Simon Bartram
Here We Are – Oliver JeffersI struggled to think of poems that’s why I did books instead.
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<p class=”isSelectedEnd”>Wow Orla this is a fantastic collection of ideas! I love how you have included such a wide range of songs, art activities and books that would really help children connect with the night sky in different ways. The art ideas in particular would work so well in a classroom display and allow children to explore their creativity while learning about space.</p>
There are some brilliant book choices here, especially How to Catch a Star and Papa, Please Get the Moon for Me, which would be perfect for younger children. I will definitely be taking some of these ideas and adapting them for my 1st/2nd class next year. They would be a lovely way to combine literacy, art and science while encouraging children’s curiosity about the night sky. -
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As a teacher of 3rd to 6th class, I think the Design Your Own Dark Sky Place activity would be a fantastic way to help children understand the importance of reducing light pollution and protecting biodiversity. I would begin by discussing what makes a place suitable for stargazing and why some areas have darker skies than others. We would look at photographs of dark sky reserves and identify features that make them special, such as limited artificial lighting, open spaces and habitats for wildlife.
The children would then work in groups to design their own dark sky place. They would be encouraged to think about both people and wildlife when creating their designs. For example, they might include walking trails, viewing areas for observing the stars, bat boxes, ponds, trees and hedgerows. They would also need to consider how to minimise light pollution by using motion sensor lighting, shielding lights and creating dark zones where animals can move safely at night.
Once the designs are complete, each group would present their ideas to the class and explain how their dark sky place protects nocturnal animals and encourages people to appreciate the night sky. As an extension activity, the children could create a model using recyclable materials or compare their designs with existing dark sky reserves in Ireland.
I think this activity would be a wonderful way to combine Science, Geography and Art while encouraging creativity, teamwork and environmental awareness. It would also help children understand that even small changes can have a positive impact on wildlife and our view of the night sky.
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Michelle, I really enjoyed reading this idea because it encourages children to think creatively while developing a genuine appreciation for the natural world. I especially like how the activity asks pupils to consider the needs of both people and wildlife, helping them understand that protecting the night sky also means protecting the habitats of nocturnal animals.
I think the group design element would really engage children, as it gives them the opportunity to share ideas, solve problems together and take ownership of their learning. The focus on practical solutions, such as reducing unnecessary lighting and creating safe spaces for wildlife, helps children see that small actions can make a real difference.
I also like the strong cross-curricular links between Science, Geography and Art. Presenting their designs to the class would give pupils the chance to develop their communication skills while explaining the thinking behind their ideas.
Overall, I think this is a meaningful and enjoyable activity that would inspire curiosity, teamwork and environmental awareness. It would help children develop a lasting appreciation for both the beauty of the night sky and the importance of protecting it for future generations.
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I think songs, poems and art are wonderful ways to help young children connect with the night sky. Children at a young age learn best through stories, music and creative activities, so I would use these as a starting point to spark their curiosity about the stars and the Moon.
I would begin by reading simple poems and picture books about the night sky and discussing what the children can see when they look out of their windows at night. We could learn songs such as Twinkle, Twinkle, Little Star and Mr Moon, Mr Moon, using actions and instruments to make the songs more engaging. I would also introduce the children to Van Gogh’s painting The Starry Night and encourage them to talk about the colours and shapes they notice.
As a follow up activity, the children could create their own night sky artwork using black paper, chalk pastels and paint. They could add stars, planets and the Moon and explain their pictures to the class. We could also work together to create a simple class poem using words the children associate with nighttime, such as sparkling, glowing and shining.
I think these activities would help the children to develop an appreciation for the beauty of the night sky while also integrating oral language, music and art in a fun and meaningful way. They would encourage imagination and creativity while helping children to make connections with the world around them.
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As our school is very multicultural, this project will celebrate the different traditions, stories and piseógs connected to the night from the many cultures represented in our school community. Pupils will be encouraged to talk to their parents, grandparents or family members to collect a story, belief or tradition about the night, the Moon, stars or darkness. We will especially encourage families from different countries to share stories from their own cultures, helping us learn about the rich diversity within our school.
Pupils can present their story through writing, drawings, artwork or a digital recording. Each class will create a display area in the school hall to showcase their work. Every class will have a dedicated space to share their learning with the wider school community.
This project will encourage pupils to value their own heritage and the cultures of others. It will strengthen links between home and school while helping children discover the many fascinating stories and traditions connected to the night sky.
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Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
Discuss:
What is a tradition?
What is a piseóg?
Why do people tell stories?
Why were stories often told at night?Introduce the Dúchas Schools’ Folklore Collection and explain how Irish schoolchildren interviewed older people nearly 90 years ago to preserve Ireland’s traditions.
Explain that the class will carry out a modern version of this project.
Children investigate stories relating to:
The Moon
Full moon beliefs
Moon planting traditions
Weather predictions
Stars
Wishing upon stars
The Evening Star
The Milky Way
Fairies
Fairy forts
Fairy paths
Fairy trees
Animals at Night
Bats
Owls
Foxes
Hedgehogs
Dogs howling
Crows
Weather
Red sky at night
Halo around the moon
Mist and fog beliefs
Saints’ Days
Halloween traditions
St. Brigid
Christmas Eve customs
Good Luck and Bad LuckExamples:
Never whistle at night.
Don’t sweep after dark.
Leaving milk for the fairies.
Closing curtains before dark.Children will interview older family members base don the above topics. Questions will be brainstormed with the whole class. They will share their findings with the class and discuss similarities and differences in their interviews. Children will create a night folklore exhibition and invite parents in. They will choose how to display their findings for example story books, art, map, audio recordings.
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Hi Ciara,
Thanks for sharing. This sounds like a wonderful project that prioritises inquiry-based and cross-curricular learning.
Introducing the Dúchas Schools’ Folklore Collection is a lovely way to connect the project to Irish history and show your pupils that children play an important role in preserving local stories and customs. Interviewing older family members would also create lovely home-school links. I especially like the idea of a night folklore exhibition where pupils can choose how to present their findings. This would be a wonderful way to give your class agency in the final shape of the project, while also celebrating oral history, creativity and local heritage.
Hope that you enjoyed the course.
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When I think about helping children connect with the night sky, I think of using a mix of poems, songs, stories and art to inspire curiosity, imagination and a sense of wonder.
A lovely starting point is President Michael D. Higgins’ poem “Stardust”, which reminds us that we are all connected to the stars and the universe. Other poems such as The Star by Robert Louis Stevenson and Silver by Walter de la Mare also capture the beauty and mystery of the night sky in a way that children can enjoy.
For music, familiar songs like Twinkle, Twinkle, Little Star, Fly Me to the Moon, and Catch a Falling Star are enjoyable and help children make meaningful connections with the topic.
In Art, I would introduce Vincent van Gogh’s The Starry Night and encourage the children to create their own paintings of the night sky or make constellation pictures using black card and white paint.
I would also include stories and myths about constellations, such as Orion or the Plough, to show how people have looked at the stars, shared stories and found inspiration in the night sky for generations.
Using poetry, music, stories and art alongside Science helps children see that the night sky is not only something we study, but also something that sparks creativity, curiosity and a lifelong sense of wonder.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
There are so man brilliant songs that refer to the night sky in their lyrics. These are all suitable for school and there’s a variation of songs for different age groups. These songs would be a great hook to introduce the stars, the moon, the night sky or space.
Songs
Starry Starry Night- Don McClean
Twinkle Twinkle Little Star
Hey Diddle Diddle (The cow jumped over the moon)
Starman- David Bowie
Never Enough- The Greatest Showman Cast (All the stars we steal from the night sky)
Rewrite The Stars- The Greatest Showman Cast
Sky Full Of Stars- Coldplay
Rocket Man- Elton John
Fly Me To The Moon- Frank Sinatra
Counting Stars- One Republic
Rule The World- Take That (All the stars are coming out tonight, they’re lighting up the sky tonight)
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? <i>For example: Look up President Michael D Higgins’ “Stardust”</i>
– Light up, Snow Patrol
– Starry Starry Night, Vincent Van Gogh
-Rule the World – Take That
– Stand by Me – Ben E King
-Dancing in the Moonlight – Toploader
– Can’t fight the Moonlight
Night and Day
On my own – Les Mis
Defying Gravity
Harvest Moon
Angels, Robbie Williams
Patrick Kavanagh – Canal bank walk
Anything Jack B Yeats, some Heaney and definitely some WB Yeats!
Could look into Newgrange, and could look into Summer/Winter Solstice
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The night sky has long inspired artists across music, literature, and visual art. Examples include Chris Martin and Coldplay in A Sky Full of Stars, Don McLean’s Vincent, Paul Oakenfold’s Starry Eyed Surprise, Toploader’s Dancing in the Moonlight, Bruce Springsteen’s Dancing in the Dark, and Florence + the Machine in Cosmic Love. It also appears in Twinkle, Twinkle, Little Star, W.B. Yeats’ poetry, Oliver Jeffers’ How to Catch a Star, Vincent van Gough’s The Starry Night, Georgia O’Keeffe’s starlight paintings, and Henri Rousseau’s Under the Stars. Together, these works show how the night sky continues to inspire reflection, wonder, and creativity.
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As I teach Junior and Senior Infants in Kerry, I would adapt this project through play-based learning. I would introduce it by leaving a letter from Kerry County Council asking the children to help design a new Dark Sky Place that would be enjoyable for visitors while also protecting wildlife. This would give the children a real-life purpose for their learning and encourage discussion, creativity and problem-solving. Living in Kerry gives us a wonderful opportunity to connect our learning to the Kerry International Dark Sky Reserve. Throughout the project, the children would explore how we can enjoy the night sky while caring for nocturnal wildlife and reducing unnecessary light. The activities would integrate Science, Geography, Art and oral language while promoting collaboration, creativity and an appreciation of our local environment.
Activities I could do:
Role play as park rangers, stargazers, local residents and wildlife carers.
Working in small stakeholder groups to discuss what each group would need in their Dark Sky Park.
Building a Dark Sky Park using blocks, LEGO, loose parts and small world resources.
Creating a class map showing stargazing areas, walking trails and wildlife habitats.
Designing starry sky artwork.
Exploring nocturnal animals through sensory play, small world play and tuff trays.
Going on a biodiversity walk around the school to look for habitats and discuss why darkness is important for wildlife.
Deciding where dark sky-friendly lighting is needed for safety and where lights should be reduced to protect nocturnal wildlife.
Creating a simple visitor brochure and an equipment checklist to help families plan a visit.
Presenting each group’s Dark Sky Park to the class and explaining their design choices.
Sharing information about the annual Skellig Star Party which is our nearest dark sky event, through the Aladdin app before the summer holidays, encouraging families to visit and experience the Kerry International Dark Sky Reserve together.
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What a rich tapestry of culture we have in Ireland. The stories and customs from the past were really interesting, and I think my pupils would love project work on a topic like this.
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Songs, poems and art works linked to the night sky.
As I think about this, it becomes so clear how much influence the stars have had on artists through out the ages, after all as they say ‘it’s written in the stars’.
The painting that springs straight to mind is Van Goughs Starry Night, a fabulous painting that has been used as inspiration for art classes in schools for a very long time. Another by Van Gough is Starry Night Over the Rhône, a beautiful painting of the night sky with the plough in the sky.
Nursery rhymes, Twinkle, Twinkle, Hey Diddle Diddle, and Star light, star bright are classics used in junior infants. Lovely rhymes we always say with our children.
Songs that come to mind are Nightswimming by REM, Fly me to the Moon by Frank Sinatra, Sky Full of Stars by Coldplay, City of Stars by Ryan Gosling and Emma Stone.
The night sky has long fascinated people, its beauty, wonder and the unknown has captured the imagination forever. The romance of a stroll under the stars or the glint of the moon reflecting on water is also an inspiration to artists.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
To bring a dark sky place to life, I would challenge the students to design a “Dark Sky Zone” right inside our own classroom.
First, we could transform a corner of our classroom into an indoor dark sky sanctuary. The children can create a dark canopy using black fabric, hanging their 3D straw models of constellations underneath. We can use a projector or the Stellarium app on a tablet to display the night sky on the ceiling, creating a quiet space where students can read about space and stars.
Second, the children could act as “town planners” to design a miniature, dark-sky-friendly cardboard town. They will design tiny streetlights out of paper cups and straws, learning how to add “shields” to the lights so they only shine downwards, keeping the miniature sky dark.
I think that these activities are a good way to make learning about light conservation highly visual and fun!
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
This is a very interesting topic, as there are a multitude of songs or poems that children could explore. For younger children, something as simple as Twinkle Twinkle Little Star could be a nice little nursery rhyme to learn. For older classes, Sky Full of Stars by Colplay could be a nice song to learn for assembly, alongside the Irish version by TG Lurgan. To tie in with the idea of dark skies and nature, Blackbird by The Beatles could also be a good option to learn. Fly Me to the Moon by Frank Sinatra could lend itself to a lovely art lesson where children create a picture in response to the song.
In terms of art, an obvious example of what could be done is a looking and responding activity with Starry Night by Van Gogh, alongside a suitable verse of Starry Starry Night by Don McClean.
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1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
My class could take part in a “Design Your Own Dark Sky Place” project by imagining how we could create a space in our local community where people can enjoy and protect the night sky. Being only an hour from a Dark Sky Reserve (https://www.kerrydarkskytourism.com/) gives pupils a real-life example to learn from and visit. We would begin by exploring why dark skies are important for wildlife, people, and astronomy, before looking at how too much artificial light affects our environment. Pupils could then work in groups to design their own dark sky space using maps, drawings, or simple models. They might include wildlife-friendly lighting, safe walking paths, stargazing areas, and signs explaining how everyone can help reduce light pollution. By comparing their ideas with the nearby Dark Sky Reserve, pupils would see how small changes can make a big difference. This project would encourage creativity, teamwork, and environmental responsibility while helping pupils feel more connected to their local area and its natural beauty.
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I think this idea is so fantastic. It really would ignite so much pride and sense of belonging and connectivity in the children to their local area and encourage loads of collaboration between the local community, the school and parents / families. They would be responsible in making such an effective and lasting environmental improvement in their homeplace which is so special and memorable.
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I have been teaching Junior and Senior Infants for the last number of years and my classes have engaged so brilliantly and imaginatively with any activities linked to the Night Sky. Stories we’ve done include Owl Babies by Martin Waddell, helping Junior Infants adjust to separation on the first day of school and which has led to so many follow up activities in Art – creating their own owls, Literacy – oral language and comprehension, Numeracy – counting and size, Music/ Rhymes – A Wise Old Owl/ 5 little Owls, Science – learning about owls and nocturnal animals etc. Other stores include I love you to the Moon and back by Amelia Hepworth, also Room on the Broom by Julia Donaldson. Some rhymes include Twinkle, Twinkle, and I have used The Moon by Robert Lewis Stevenson in Senior Classes. Michael D. Higgin’s poem Stardust is just beautiful. I have also used Van Gogh’s starry night at various levels for looking and responding and each class would have designed their own version either by painting, printing or drawing. I also got the idea here of using this as an introduction to the topic of light pollution as it shows the stars so vividly in a dark, natural sky.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
This is a fun activity to engage children and jogged my memory of some songs, poems and pieces of art and music I hadn’t thought of in a while.
Songs: Vincent by Don Mc Lean, Pocahontas by Neil Young, A Sky Full of Stars by Coldplay, Twinkle Twinkle, Kelly Watch the Stars by Air, Skyfall by Adele, Fly Me to the Moon by Frank Sinatra, Mr. Blue Skies by Electric Light Orchestra, Lucy in the Sky With Diamonds by The Beatles.
Classical Music: Claire de Lune by Claude Debussy, Nuages by Claude Debussy, The Planets. by Gustav Holst
Poems: Night Sky by Don Bogen, The Plough and the Stars (play), The Nighttime Sky by Walt Whitman
Art: The Starry Night by Vincent Van Gogh, The Great Comet of 1680 over Rotterdam by Lieve Verschuier, Starry Night by Edvard Munch.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
This lesson is aimed at 5th and 6th class. We would initially look at Starry Night by Van Gogh and discuss it in terms of Dark skies and light Pollution, and then in terms of our local area.
We would then move on to investigating the Dark Sky Reserve in Kerry and discuss why the reserve is located there.
Next, we would move on to finding an area in our vicinity that might be a good choice for a Dark Sky Place. We would discuss areas where the children have been able to see the Aurora Borealis previously in particular. Students would use Google Earth and the light pollution mark to examine the suitability particular areas. Groups of students could select a preferred area and then create a presentation on why their site is most suitable.
Finally, students would be encouraged to maybe visit these areas with family on a suitable night and report back to class.
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I think these are great ideas. By using the pupils own locality, it would be far more interesting and memorable for them. By studying the Dark Sky Reserve in Kerry, this would indeed help them to choose a suitable location. I can imagine it would spark interest at home aswell and many families would travel to the chosen site to observe the sky by night.
It would be lovely to share their work and finding to other classes or perhaps at assembly also to spark interest in the whole school community.
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I would choose the Design Your Own Dark Sky Place activity as I think it would be a really engaging way to bring together everything the children have learned about dark skies throughout the topic. I like that it encourages teamwork, creativity and problem-solving while helping children think about how we can better protect our environment.
I would begin by discussing what makes a good dark sky area and why these places are important for both people and wildlife. We would then look at examples of Dark Sky Parks before working in small groups to design our own dark sky space for the school or local community. The children could decide where lighting should be placed, how it could be made more wildlife friendly and what features could encourage people to enjoy the night sky.
At the end of the lesson, each group would present their design and explain the choices they made. I think this activity would work really well because it links Science, Geography, Art and SPHE while encouraging children to think about sustainability and caring for the environment. It also gives them an opportunity to work together and realise that even small changes can make a positive difference.
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Hi Laura
I agree that creating a design for a dark sky palce is a great opportunity for cross curricular learning and could also be a great way opportunity for integrated STEM by including opportunities for some of the following: scientific investigation of widllife in the locality and types of lighting, engineering design of lighting infrastructure and shielding, exploration of lighting technologies, digital design programmes or methods of presentation and the use of maps, scales and co-ordinates to draw up plans. The children will ahve opportuinties for collaboration and critical thinking as they work together to design their place and present their work.
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There are a wealth of different songs/poems and some art pieces that could be incorporated into lessons to utilise integration of the subjects. As a school we teach the children about space and the nights sky thematically in November which is a great way to get all children interested in space and chatting about it in the yard etc. It would be great to have a working list of artistic pieces we can incorporate into lessons. Here are some I can think of.
Songs or poems – Twinkle, twinkle little star, fly me to the moon, star light star bright, I see the light, when you wish upon a star, all the story-bots space themed songs, Zoom, zoom, zoom, were going to the moon etc.
Art work – Starry, starry night and the Starry night by Vincent Van Gogh.Although it is not a painting or star related specific song as such there is a beautiful video created by three astronauts from the international space station featuring the song ‘The sound of Silence’ that the children in my class have been obsessed with every year I show it. It features images and videos taken from the ISS and its just beautiful. We use it as inspiration every year https://www.youtube.com/watch?v=rgBKFEeXfww
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In my 6th Class, I would implement “Design Your Own Dark Sky Place” as a real world STEM design challange based around our own school grounds. Pupils would first investigate light pollution by exploring the small garden between the main yard and the carpark and identifing the plants, insects and birds that use this area. They would discuss how the bright lights from the neigbouring restraunt carpark could effect local biodiveristy and make it harder to see the night sky.
Working in groups, pupils would research examples of good outdoor lighting and use this knowlege to redesign the space. They would create maps, posters or simple 3D models showing improvments such as downward facing lights, pollinator friendly planting and darker wildlife areas. Each group would explain there ideas and why they think they would help.
The project would finish with pupils creating a Dark Sky School Improvement Plan and presenting it to the principal and Board of Management. Some ideas could also be shared with the restraunt, giving pupils a real oppertunity to make a possitive change in there local area.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs that are connected to the night Sky are: Twinkle, Twinkle Little Star, Hey Diddle Diddle, the cat and the fiddle, Fly me to the Moon, Songs about the Planets, Sky full of Stars.
Poems: Acrostic poems, Stardust by Former President Michael D Higgins, lui na greine, In the SkyWeather, The Wound at th eside of the House by John O’ Donoghue
Art connected to the night sky: Starry night by Van Gogh, The Scream by Evard Munch, The Northern Lights, The Moon by William Morris, Paintings done by kids inspired byth ebook Room on the broom,
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Describe how you could implement a version of “Design Your own
Dark Sky place” in your school/classroom?After looking at the ‘Dark Sky Place’ lesson plan, I can only really see our school area as the biggest open place where the children could design a darksky park/site and so I think it would be best to focus on our school area for that lesson activity.
Following on from a lesson on light pollution and how it impacts human health/nocturnal wildlife, I would do a walk around our school environment with my class (just like I mentioned in the previous module’s assignment). We would complete an audit of the light sources already in use in our school and see if they are dark sky friendly lights. We could plan ways that we could change/fix our current lighting so that it is in line with the principles of responsible lighting. I would then divide the class into groups and challenge them to redesign the schools outdoor lighting or coming up with a way to create a mini dark sky friendly area in our quad area, Once we have a solid plan in place, we would present out ideas to the principal and hopefully with their agreement we could get work underway for our very own ‘Dark SKy Place’ while also conserving energy as part of our Green School initiatives.-
Hi Aoife
Using your school as a location for designing a dark sky place is a great idea. You have mentioned in previous posts that you have some trees and wildlife and planting areas that already make your school more suitable for wildlife than the surrounding built up urban area and your class last year have already experienced the effects of light pollution in not being able to see the Northern lights. Using that idea of creating a small oasis of darkness in the midst of a brightly lit urban area is a great way to get the children involved in thinking about the problem and its solutions and I love the idea of presenting their ideas to the principal and combining with energy saving initiatives for Green schools.
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- Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
This is such an interesting prompt. The sky has always been fascinating to me and lots of other people. It has provided a constant source of wonder, investigation and inspiration for many forms of art and poetry. People feel very connected through these mediums of art. I started by looking up “Stardust” by Michael D Higgins – It’s such a lovely piece of writing. I think that it really captures the importance of and the wonder it inspires. Some of my favourite pieces are as follows:
Songs: Starman, A sky full of stars, Moon River, I Can See Clearly Now, Fly me to the Moon, Rocket Man
Poems: Stars, Twinkle Twinkle, Star Light, Star Bright,
Paintings: Starry Night, Starry Night – Vincent Van Gogh, Starry Night and the Astronauts – Alma Thomas, Starry Night Over the Rhone – Vincent Van Gogh, Starlight Night – Georgia O’ Keefe
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I also looked up ‘Stardust’ by Michael D Higgins and really enjoyed it. Fantastic piece of writing by him. I feel it would be more suitable for older classes if used in the classroom, the language is quite complicated and would need much explaining. Children could draw what they feel as you read the poem or write their own versions of the poem.
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The first art that comes into my mind and was mentioned in this module is of course Vincent Van Gogh’s ‘Starry night.’ I know it has been used many a time in schools all over the country but it is clear to see why as it has so many cross curricular links. Along with literacy and science it can be used for art, history, music, mindfulness and well-being and even maths while looking at shapes, lines, counting and patterns.
Some songs/rhymes for younger classes would include:
Twinkle, Twinkle Little Star
Zoom, zoom, zoom, we’re going to the Moon
The Man on the Moon
Star Light, Star BrightAnd some slightly more modern one for older classes
Sky full of Stars (Coldplay)
Talking to the Moon (Bruno Mars)
Fly me to the Moon (Frank Sinatra)
Moon River (Andy Williams)Poems
Bright Star (John Keats)
Ah Moon -and Star (Emily Dickonson) -
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
There are many songs/poems and art that can encorporated into lessons about the night sky. Any of these could be used as a stimulus to spark interest in exploring the night sky – constellations, light pollution, studies on the moon, space, nocturnal animals etc.
Song:
twinkle twinkle little star
star light, star bright
I see the moon and the moon sees me
zoom zoom zoom we’re going to the moon
A Sky full of Stars (Colplay)
Fly me to the moon
Walking on the Moon
counting stars
Nocturnes (Chopin)
Moonlight Sonata (Beethoven)
Poems:
The Moon by Robert Louis Stevenson
Silver by Walter de la Mare
Art:
Starry Night (van Gogh)
Cafe Terrace at night (van Gogh)
Moonlight night (Kandinsky)
Night landscape (Pierre Bonnard)
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Firstly, following the ESERO framework, I would teach what are ‘dark sky places’ and what are their uses and benefits in terms on Biodiversity. Use trigger questions such as what is special about these places? I would focus in on the Mayo dark sky park and the Kerry dark sky park.
I would put the children into groups. Ask them to consider factors when planning a dark sky park? Is there light pollution in the area? Are there viewing sites and what facilities do you think are essential? Building on previous lessons; what activities would you include to promote biodiversity at night? E.g bat walks etc What astronomy activities could there be? Recap on stargazing tips from previous lessons.
When the key facilities and activities have been established, the children can plan a map detailing the layout of the dark sky park.
The next lesson would be to create a brochure detailing all the facilities and activities of the park.
I would put evaluation to the children to allow for reflection on their work – is our plan realistic? Does it have a positive effect on our environment? -
2. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Artists of various different genres and mediums have been impacted and influenced by nature throughout history. The night sky has had a big impact on a number of them.
Some songs that come to my mind that have been influenced by the night sky include:
– ‘A sky full of stars’ by Coldplay
– ‘Rocket Man’ by Elton John
– ‘Dancing in the moonlight’ by Toploader
– ‘Moonlight Sonata’ by BeethovenArtists have utilised the night sky in their artwork all through out history. There are some very famous paintings and pictures that often influence and stimulate art lessons in school. They include:
– The Starry Night by Van Gogh
– The Night Watch by RembrandtA very famous poem/song that we are all familiar with is ‘Twinkle, Twinkle, Little Star’ that we would all have heard when we were little children.
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Poems
Children of the Sun by Brod Bagert.
I’m Building a Rocket by Kenn Nesbitt
The Man from Planet X by Kenn Nesbitt
Moon-Catchin’ Net by Shel Silverstein
Art
Vincent van Gogh’s The Starry Night 1889
Chesley Bonestell’s iconic Saturn as seen from Titan 1944
Georgia O’Keeffe, Starlight Night 1963
Andy Warhol’s Moonwalk 1987
Joan Miro, Full Moon Over The Earth 1961
Johannes Vermeer, The Astronomer 1668
Lieve Vershuier, The Great Comet Of 1680
Songs
Space Race!” Planet Dance Song Solar System Brain Break Danny Go! Songs for Kids
Happy Moon” Outer Space Dance Danny Go! Songs for Kids
What If the Universe Had a Theme Song?
Owl City – Fireflies
Dua Lipa – Levitating -
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? <i>For example: Look up President Michael D Higgins’ “Stardust”</i>
These examples are a lovely way to create interest at the start of a lesson. A book I have would also be a lovely introduction to a lesson is ‘The Way Back Home’ by Oliver Jefferys and it has some lovely illustrations to accompany the story also.
Songs
- Twinkle twinkle little star
- Counting Stars-One Republic
- Space Oddity David Bows
- A Sky Full of Stars-Coldplay
- Moon River
- Fly me to the Moon
- Starman
- When you wish Upon a Star
- Nightswimming REM
- Mr. Blue Skies by Electric Light Orchestra
- Lucy in the Sky With Diamonds by The Beatles.
Poems
- The Dark-Lemony Snicket
- The Owl and the Pussycat
- Stars Sra Teasdale
- The Moon Robert Louis Stevenson
- Bright Star John Keats
- I loved the Stars too Fondly Sarah Williams
- Bed in Summer Robert Louis Stevenson
Art
- The Starry Night and Cafe Terrace at Night Vincent Van Gogh
- Falling Stars Franz Von Stuck
- Moonlight Night Kandinsky
- Starlight Night Georgia O Keeffe
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1. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs
Space Race!” Planet Dance Song Solar System Brain Break Danny Go! Songs for Kids
Happy Moon” Outer Space Dance Danny Go! Songs for Kids
What If the Universe Had a Theme Song? https://www.youtube.com/watch?v=V_DWYbq8oJU&list=RDV_DWYbq8oJU&start_radio=1 This is my favourite song teaching about the planets but is quite funny.
Owl City – Fireflies
Dua Lipa – Levitating Featuring DaBaby (Official Music Video)
Europe The Final Countdown
Starlight” by Taylor Swift
Yellow – Coldplay Animated Version for Kids https://www.youtube.com/watch?v=oF6Zo9YxFjw&list=RDoF6Zo9YxFjw&start_radio=1
Counting Stars” by OneRepublic this version by children’s voice choir
“A Sky Full of Stars” by Coldplay but my class might prefer this version ‘Sky Full of Stars’ By Johnny (Taron Egerton) Sing 2 (2021) TUNE: Kids https://www.youtube.com/watch?v=7Z6G9g5s3bA&list=RD7Z6G9g5s3bA&start_radio=1
Defying Gravity Wicked (2024) https://www.youtube.com/watch?v=0HQbKRqdRD8&list=RD0HQbKRqdRD8&start_radio=1
Dancing in the Moonlight” by Toploader
Space Oddity” by David Bowie
Poems
“Children of the Sun” by Brod Bagert.
“Sailing out to Space” by Gareth Lancaster
“The Falling Star” by Sara Teasdale.
“The Milky Way Disco” by Camellia Stafford
I’m Building a Rocket by Kenn Nesbitt
The Man from Planet X by Kenn Nesbitt
Moon-Catchin’ Net by Shel Silverstein
Art
Vincent van Gogh’s The Starry Night 1889
Chesley Bonestell’s iconic Saturn as seen from Titan 1944
Georgia O’Keeffe, Starlight Night 1963
Andy Warhol’s Moonwalk 1987
Joan Miro, Full Moon Over The Earth 1961
Johannes Vermeer, The Astronomer 1668
Lieve Vershuier, The Great Comet Of 1680 -
1. Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Songs
Space Race!” Planet Dance Song Solar System Brain Break Danny Go! Songs for Kids
Happy Moon” Outer Space Dance Danny Go! Songs for Kids
What If the Universe Had a Theme Song? https://www.youtube.com/watch?v=V_DWYbq8oJU&list=RDV_DWYbq8oJU&start_radio=1 This is my favourite song teaching about the planets but is quite funny.
Owl City – Fireflies
Dua Lipa – Levitating Featuring DaBaby (Official Music Video)
Europe The Final Countdown
Starlight” by Taylor Swift
Yellow – Coldplay Animated Version for Kids https://www.youtube.com/watch?v=oF6Zo9YxFjw&list=RDoF6Zo9YxFjw&start_radio=1
Counting Stars” by OneRepublic this version by children’s voice choir
“A Sky Full of Stars” by Coldplay but my class might prefer this version ‘Sky Full of Stars’ By Johnny (Taron Egerton) Sing 2 (2021) TUNE: Kids https://www.youtube.com/watch?v=7Z6G9g5s3bA&list=RD7Z6G9g5s3bA&start_radio=1
Defying Gravity Wicked (2024) https://www.youtube.com/watch?v=0HQbKRqdRD8&list=RD0HQbKRqdRD8&start_radio=1
Dancing in the Moonlight” by Toploader
Space Oddity” by David Bowie
Poems
“Children of the Sun” by Brod Bagert.
“Sailing out to Space” by Gareth Lancaster
“The Falling Star” by Sara Teasdale.
“The Milky Way Disco” by Camellia Stafford
I’m Building a Rocket by Kenn Nesbitt
The Man from Planet X by Kenn Nesbitt
Moon-Catchin’ Net by Shel Silverstein
Art
Vincent van Gogh’s The Starry Night 1889
Chesley Bonestell’s iconic Saturn as seen from Titan 1944
Georgia O’Keeffe, Starlight Night 1963
Andy Warhol’s Moonwalk 1987
Joan Miro, Full Moon Over The Earth 1961
Johannes Vermeer, The Astronomer 1668
Lieve Vershuier, The Great Comet Of 1680 -
- Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I really like the idea of incorporating songs/poems/art into lessons about the sky. A memorable way to spark children’s curiosity. There are so many ways that these songs, poems and pieces of art can be used in the classroom to inspire children. I’ve added some books also as I think these really engage children.
Songs: Fly me to the Moon (Frank Sinatra), A sky full of stars (Coldplay), Don’t stop me know (Queen), Moon River (Andy Williams), Space Oddity (David Bowie), The whole of the Moon (The Waterboys)
Rhymes: Twinkle, Twinkl, The Owl and the pussy cat, Hey Diddle Diddle
Poems: The Moon (Robert Louis Stevenson), Bright Star (John Keats), The Moon and the Stars (Mary Howitt)
Art: The Starry Night (Vincent Van Gogh), The Scream (Edvard Munch), Under the Stars (Henri Rousseau)
Books: How to catch a star (Oliver Jeffers), Goodnight moon (Margaret wise Brown), There’s no place like Space (Dr. Seuss)
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Poems and Rhymes for younger kids:
1. Twinkle Twinkle Little Star
2. Star Light, Star Bright
3. Mr. Sun
4. Zoom, Zoom Zoom, We’re Going to the Moon.Songs:
1. Bruno Mars: Talking to the Moon
2. Coldplay: Sky Full of Stars
3. Katy Perry: Firework
4. When you wish upon a star : Pinocchio
5. Moon River
6. One Republic : Counting StarsArtists:
Vincent Van Gough : Starry Night
Henri Matisse: Stars Moons -
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Describe how you could implement a version of “Design Your own
Dark Sky place” in your school/classroom?This lesson is ideal to use as a theme for our STEM ‘Lego League’ style projects we complete each year in 5th Class in my school.
The children would begin by investigating the impact of light pollution on humans and wildlife and the environment.
We would complete a light pollution survey on our school and surrounding areas with some activities to be completed with parents/ guardians after dark in their local areas.
We would research dark skies places in Ireland using Mayo darks kies website to learn about what is required for a real dark skies area. We would also research the stakeholders that will need to be involved.
The children will then work in groups playing the role of lighting planners, visiting stargazers, conservation rangers and local residents and discuss how to care for the needs of the groups that will benefit most: wildlife, scientists, visitors
The children would create a collage of ideas for their Lego designs for the park.
Once all ideas have been agreed upon the children will then decide which elements will be coded and motorised for the Lego STEM project.
Once all Lego projects are completed and coded the children will present their projects and design/ reseach boards to parents at a Showcase Day. This serves the purpose not only for allowing the children to show off their hard work but also as a way of raising awareness of the need for Dark Sky areas within our locality .
We could go one step further again and invite our local newspaper photographers to highlight our concerns and ideas caring for our locality to the wider community.
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I would implement a “Design Your Own Dark Sky Place” project by encouraging students to work together to create a model of a local dark sky park. First, we would learn about light pollution, biodiversity, and why dark skies are important for wildlife, astronomy, and our environment. Students could role-play different stakeholders, such as local residents, conservation rangers, stargazers, and planners, to understand different viewpoints when designing the space.
Each group would design a map showing viewing areas, safe pathways, information boards, and habitats for nocturnal wildlife. They could also create a visitor brochure with stargazing tips, an equipment checklist, and ways to reduce unnecessary lighting. Finally, the class would present their designs and explain how they support sustainable development and protect the night sky for future generations.
This project would combine science, geography, art, and teamwork while helping students appreciate the beauty of the night sky and understand their role in protecting it. It would also inspire creativity and encourage everyone to value Ireland’s dark sky heritage.
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Hi Blaithin,
I think it is a great idea to use all the information and knowledge from the different activities across this module in designing a model of a dark sky place. I can see how the information on light pollution and biodiversity for nocturnal animals along with star gazing and spotting planets is brought together by the learners in a meaningful way in designing their dark sky place.
I like how you will integrate with literacy in creating stargazing tips and checklists too. As you have mentioned creating this plan will allow for creativity and will help learners appreciate the beauty of the night sky. Thanks for sharing, I hope you have enjoyed the course.
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I like this idea Blaithín ‘Design your own dark sky place’. This project could be rolled out across the school where each class creates a model of a local dark sky park. There could be multiple models with a design map to show safe pathways, habitats, nocturnal wildlife, information boards and a visitors brochure for stargazing tips locally.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
I love the idea of using the theme Dark Skies as opposed to Space as I think it opens the topic up more completely to incorporate folklore, mythology and the arts such as music, poems, visual art etc. Children at the senior end of the school may be more interested in the topic when it includes a wider variation of topics.
Some art and music could include:Vincent – by Don McLean which can be used to create a whole lesson plan linking the song to the piece of art Starry Night by Vincent Van Gogh. This creates interest for children as it gives them interesting background information of the artist, they enjoy the song and it brings the piece of art to life. Children can then create their own version of the art.
Some more modern songs include:
A Sky Full of Stars by Coldplay – children could create their own night sky artworkFor younger children I would use Twinkle Twinkle,
Star Light, Star Bright and
Zoom Zoom Zoom, We’re going to the Moon. -
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think this would be a really engaging project for primary school children because it combines science, geography, art, music and literacy. I would begin by asking the class what makes a good place to see the stars and why dark skies are important. We would then explore our school grounds and identify areas that are bright, dark or suitable for wildlife.
Working in small groups, the children would take on different roles such as conservation rangers, local residents, stargazers or planners. Each group would discuss what their stakeholder would want in a Dark Sky Place before sharing their ideas with the class.
To make the project more cross-curricular, we would learn songs such as Twinkle, Twinkle, Little Star, Mr. Sun and Starman by David Bowie. We would also read poems inspired by the night sky, including President Michael D. Higgins’ Stardust, and look at Vincent van Gogh’s Starry Night to inspire our own artwork. These activities would encourage children to think about how the night sky has influenced music, poetry and art throughout history.
Finally, the children would design their own Dark Sky Place by creating maps, posters and visitor leaflets showing stargazing areas, wildlife habitats and ways to reduce unnecessary lighting. Presenting their ideas to the class would help them understand that protecting dark skies benefits both people and nature. -
I chose to plan a project for senior classes collecting Ireland’s píseogs, traditions and night stories
Curriculum Links
English: Oral language, interviewing, report writing, storytelling.
History: Local history and folklore.
Geography: Sense of place and community.
Visual Arts: Illustration and design.
Drama: Storytelling and performance.
SPHE: Respect for older generations and community traditions.
Project Overview:
Students become folklore collectors, interviewing parents, grandparents, neighbours or family friends to discover traditional Irish beliefs (píseogs), stories, sayings and customs connected with the night.
The emphasis is on preserving local culture rather than proving whether stories are true. I would envisage this being a lovely thing to get started around Halloween time and continue throughout the year.
Learning Objectives:
By the end of the project pupils will:
understand what folklore and píseogs are
develop interviewing skills
collect oral history respectfully
compare traditions from different counties
recognise how stories were used to teach, entertain and explain the unknown
produce a class folklore collection.
Explain to pupils that a píseog is an old Irish belief, superstition or tradition passed from one generation to another.
Examples include:
Never whistle at night.
Seeing the new moon over your right shoulder brings luck.
Knock on wood for good fortune.
A robin visiting the garden brings good news.
Stimulus questions could be:
Why were nights different before electricity?
What sounds would people hear?
What frightened children?
How did families entertain themselves?
Talk about:fairy forts, banshees/ghosts, strange lights, lucky and unlucky signs, and weather signs seen at night.
Interview Task:
Each pupil interviews an older person in their family or wider community.
Questions could include:
Were there stories people told after dark?
Were there places you avoided at night?
Did people believe in ghosts or fairies?
Píseogs
What beliefs did people have about night-time?
Was there anything you should never do after dark?
Did anyone say special prayers before bed?
Sounds
Were there sounds people thought meant something?
Were owls, dogs or birds considered lucky or unlucky?
Nature
Did the moon have any special meaning?
Were there signs in the stars or weather?Classroom Activities could include: Story Map- add each tradition to the county where it came from, a night timeline comparing long ago and today, look at answers to interview questions and compare traditions in each area/county, art activities such as drawing the moon, imagining a fairy fort or banshee, an owl/bats etc, perform a story using teacher in role or still images, creative writing using prompts from interview questions.
The project could be ongoing for the year, culminating in a class “Night Folklore Scrapbook” including collected interviews, illustrations, county map, pupil reflections etc or the children could create a digital slideshow or short podcast where pupils retell selected stories.
A nice way to end the project would be to invite a local storyteller or historian to visit the class or even visit a local heritage centre or library to explore collections of Irish folklore.
I like the creative aspect of this project-linking the unknown and the unproven aspect of folklore and píseogs with the knowns of science, maths and technology. -
<span style=”font-weight: 400;”> Lesson 5: Songs, poems and art</span>
<span style=”font-weight: 400;”>There are many songs, poems and art that are connected with the night sky, such as Starry Night and Stardust. The night sky theme is reflected in many Irish creative works also through the images of stars, night, mystery and nature. The traditional Irish song “Raglan Road”by Patrick Kavanagh uses the evening sky to symbolise love, loss and reflection. For my 4th class lesson, the children would listen to the song “Raglan Road” , identify words that describe the sky before drawing the scene they imagine. The poem “The Great Hunger”also by Patrick Kavanagh explores the quiet Irish countryside, where the dark sky creates a feeling of peace and loneliness. The children could discuss how the night sky makes them feel and write a short acrostic poem using the word STARS. The Irish artist Paul Henry captured Ireland’s beautiful landscape in paintings such as “The Bog Road” where wide twilight skies create a calm atmosphere. The children could paint a simple sunset or starry sky using cool colours and compare it to the work of Henry. Looking at these Irish works help children appreciate the beauty of the dark night skies through music, poetry and art. </span>
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I think using songs, poetry and artwork is an ideal way to introduce a theme on the night sky because it allows children to respond emotionally and creatively before exploring the scientific concepts.
Michael D. Higgins’ poem Stardust, encouraging the children to listen with their eyes closed and imagine the images created by the words. We would discuss what the poem suggests about our connection with the stars and the universe and create a class mind map of words and feelings that the poem evokes. This could then lead into descriptive writing where pupils write their own short poem beginning with “I wonder…” or “When I look at the stars…”
Music also provides wonderful opportunities to engage children. Familiar songs such as Twinkle, Twinkle, Little Star, Mr Moon, Fly Me to the Moon, Moon River, When You Wish Upon a Star, Walking on the Moon, A Sky Full of Stars by Coldplay can all be used depending on the age of the class. Younger children could sing, perform actions and discuss the words, while older pupils could compare how different songs describe the stars and the moon. They could identify descriptive language, create storyboards inspired by the lyrics or even compose their own class song about space.
Artwork offers another powerful stimulus. Van Gogh’s The Starry Night immediately captures children’s attention with its swirling stars and bold colours. I would invite pupils to spend time simply looking at the painting before asking open-ended questions such as “What do you notice?”, “How do you think the artist felt?” and “What sounds might you hear if you were standing in this picture?”. Children could then experiment with oil pastels, chalk or paint to create their own expressive night sky, using movement and texture rather than trying to make it realistic. We could also compare The Starry Night with photographs of the Aurora Borealis and discuss how nature itself creates spectacular artwork in the sky.
Reading picture books such as Papa, Please Get the Moon for Me by Eric Carle, How to Catch a Star by Oliver Jeffers and The Darkest Dark by Chris Hadfield would provide further opportunities for prediction, comprehension and creative response. -
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I really loved thinking of songs, stories and art to connect with the Night Sky. Songs, stories and art are a massive way of introducing topics in our special school. Our students really engage with them.
Nursery Rhymes and Preschool songs-Twinkle, Twinkle Little Star, Five Little OWls, We’re going on a bat hunt, zoom, zoom, we’re going to the moon, starlight, starbright
Pop Songs- A Sky Full of Stars: Coldplay, Mr Blue Sky:ELO, Counting Star:One Republic, Starman:Bowie, When you Wish Upon a star: Disney, Lucy in the Sky with Diamonds-The Beatles.
Stories I would and have used-Papa, Please Get the Moon by Eric Carle, How to Catch a Star by Oliver Jefferies, The Darkest Dark by Chris Hadfield, Zoo in the Sky by Christina Balit (Nat Geo) and a lovely sensory book-Crinkle, Crinkle Little Star.
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The night sky has inspired artists across centuries because it connects wonder, mortality, memory, love, distance, creation and our place in the universe. President Michael D. Higgins’ poem ‘Stardust’ reflects the idea that humanity is literally formed from cosmic history, while my favourite band, Pearl Jam’s, lesser known but amazing song ‘Light Years’ turns starlight into a metaphor for how someone’s presence can continue after they are gone.
See some examples below of songs that could be included in a ‘Night Sky’ collection:
* David Bowie — ‘Starman’
* David Bowie — ‘Life on Mars?’
* Bonnie Tyler – ‘Total Eclipse of the Heart’
* Coldplay — ‘A Sky Full of Stars’
* Elton John — ‘Rocket Man’
* Frank Sinatra — ‘Fly Me to the Moon’
* Yungblud – ‘Falling Skies’
* Yungblud – ‘ Mars’
* The Waterboys – ‘The Whole of the Moon’
Pearl Jam’s ‘Light Years’ is a profound song about absence, memory and how a person’s ‘light’ can transform us. My absolute favourite line, ‘We were but stones, your light made us stars’, captures that idea of another person giving meaning and brightness to our lives.
Michael D. Higgins’ poem, ‘Stardust’, is rooted in the idea that we are made from the remnants of cosmic events: ‘stardust’ as both science and metaphor. Here are some other poems that fit the theme:
* Walt Whitman — “When I Heard the Learn’d Astronomer’
* Emily Dickinson — ‘Ah, Moon—and Star!’
* William Blake — ‘The Tyger’
* Dylan Thomas — ‘Do not go gentle into that good night’
In terms of visual art, the following stand out to me:
* Vincent van Gogh — ‘The Starry Night’
* Caspar David Friedrich — ‘Wanderer above the Sea of Fog’
* Ansel Adams — night sky photography
* Georgia O’Keeffe — celestial-inspired works exploring abstraction and vastness.
A thread tying them all together is that we look upward and see not emptiness, but memory: the light of stars that may have travelled millions of years to reach us, and the light of people whose influence continues long after they are gone.
The pairing of Michael D.’s ‘Stardust’ with one of my favourite songs ‘Light Years’ is especially powerful: one says we come from the stars, the other suggests we can become stars to one another
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Describe how you could implement a version of “Design Your Own Dark Sky Place” in your school/classroom.
This activity would encourage my 2nd Class pupils to learn about the importance of dark skies and how they help protect plants, animals and the night sky. I would begin the lesson by asking the children simple questions such as, “Can you see lots of stars where you live?” and “Why do some animals come out only at night?” We would then discuss light pollution in simple terms, explaining that too much artificial light can make it difficult to see the stars and can disturb animals such as bats, owls, moths and hedgehogs.
Next, I would introduce the idea of a Dark Sky Place by showing photographs of places with very little artificial light. Together, we would identify the features of these places, such as fewer bright lights, trees and native plants, safe homes for wildlife and outdoor lights that shine downwards instead of into the sky. I would explain how these features help both people and wildlife.
The children would then work in small groups to design their own Dark Sky Place using large sheets of paper and art materials. They could draw trees, flowers, ponds, insect hotels, bird boxes and gentle outdoor lighting that protects the night sky. As they worked, I would encourage them to talk about how each feature would help animals and people.
When the designs are finished, each group would share their poster with the class and explain some of the ideas they included. This would give the children an opportunity to develop their oral language skills while learning from one another.
To finish the lesson, we would discuss simple ways our own school could help protect biodiversity, such as planting more flowers for pollinators, looking after bird boxes and insect hotels, and turning off unnecessary outdoor lights when they are not needed. This would help the children understand that even small actions can make a positive difference for wildlife and the environment.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The mixture of Song, Art and literature is wonderful for conducting an all encompassing lessons which really awakens the curiousity and imagination of a child. They would be wonderful at the engagement part of the lesson and again during reflection at the end of the lesson – to wrap up the lesson with an idea or a concept, song or a picture. Songs and picture appeal to multiple senses making the lesson more engaging overall. They are a welcome addition to lesson planning. Here are some examples relating to the night sky:
Twinkle, Twinkle, Little Star
Star light, star bright…Northern Lights by Philip Pullman
David Bowie – Starman
Starlight – Taylor Swift
Coldplay – Light will guide you home
Portis Head – wandering Star
Yeats – He wishes for cloths of Heaven
The Skylight by Seamus Heaney
The Starry Night – Vincent van Gogh
Moonlit Shipwreck at Sea – Thomas Moran
The Stolen Child by W.B. Yeats
John O’Donoghue – The wound at the side of the house.
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Thank you for sharing these suggestions. I really like the idea of using songs, poetry and artwork to introduce and conclude lessons about the night sky but I didn’t think I’d be able to come up with a very long list. I especially like the inclusion of Irish writers such as W.B. Yeats, Seamus Heaney and John O’Donohue, as they help children see how the night sky has inspired generations of Irish artists and storytellers. The Starry Night by Van Gogh is another fantastic choice, as it encourages close observation and conversations about light, colour and the beauty of the night sky.
Another piece that could work well is “The Owl and the Pussy-cat” by Edward Lear, which has lovely night time imagery.
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I have something very similar to a dark night sky space in my school building as part of our calm room set up. It is a fantastic space that mimics a natural night sky and it has also been used to teach science, biodiversity, and light pollution.
Blackout blinds or dark fabric are used to block windows. String warm, dim fairy lights or a star projector across the ceiling. Add floor cushions and red-light torches so pupils can see without ruining “night vision.”We have a projector with space constellations on one wall that rotates and changes the images and can provide ample teaching opportunities where students can record star counts, and discuss how darkness supports wildlife. Pupils can write reflective pieces or do art under the stars.
This “Dark Sky Place” turns abstract ideas into experience, helping children value darkness as a habitat worth protecting. And it is a multi use space which is beneficial to the entire school community.
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This is a lovely activity to reflect on how the night sky links to music, art and poetry.Vincent Van Gogh’s The Starry Night is always a good stimulus to use for an art lesson with this topic in mind.This would link well with the song ‘Starry, Starry Night’ by Don McLean and the connection between the painting and the song. You could also tap into more popular music such as “Across the Universe” by the Beatles and “A Sky Full of Stars’ by Coldplay. You could explore a more classical genre such as “The Planets” (Suite) by Gustav Holst which is fantastic for discussing how tempo, rhythm, and dynamics capture the feel of different celestial bodies.
For younger children, poetry and picture books are a gentle way to introduce the theme. Simple poems like “O, Look at the Moon” by Eliza Lee Follen, “Star light, Star bright”, “Twinkl, Twinkl, Little Star” and “Mr Golden Sun” work great. Margaret Wise Brown’s Goodnight Moons and John Boyne’s The Dog who danced on the Moon are lovely books to captivate young minds.
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So many songs and poems and music to inspire us.
I think most learners when they start an instrument learn ‘Au Clair de la Lune’ and ‘Twinkle Twinkle’.
AS I mentioned in a previous post Coláiste Lurgan do a fabulous version of Sky full of Stars called Faoi na Soilse – it’s class.
Big Bang Theory theme song.
The Galaxy song – Monthy Python – just change the last line and don’t show the video!
Solar System by the BEach Boys
The Planets song- Story Bots (reminds me of lockdown!)
Starman – by David Bowie
Space Oddity – by David Bowie and performed by Chris Hadfield on the International Space Station.
A Spaceman Came Travelling – Chris de Burgh – Celtic Woman do a better version.There are so many fabulous classical pieces and instrumentals in other genres that would work beautifully as well!
X Files theme tune
Close Encounters of the Third Kind
ET The Flying Theme – John Williams
Chopin – Nocturne no.11
The Planets – Holt – much like Vivaldis Four Season’s but for the planets and could tie in nicely with any research the children might be doing on the names of the planets.
The Imperial March – Star Wars, John Williams
Moonlight Sonata – Beethoven.
Cornfield Chase – Interstellar, Hans Zimmer-
This is a great list with lots of ideas I hadn’t thought of. I especially like the mix of modern songs and classical music, as there is something to suit every class. I think ‘Twinkle Twinkle’ and ‘A Sky Full of Stars’ would really engage younger children, and using music is a lovely way to link the topic across different curriculum areas.
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The nights sky, stars and space has always been a popular learning theme for the students in my class. Typically I have taught it in the month of June as it is a nice end of year theme that the children enjoy and leave my class with great learning memories. This module has inspired me to think about the time of year in which I cover this learning theme. Would it be better to have it at the beginning or middle of the year, or would it be best to keep an eye on astrology calendars and cover content as it is relevant throughout the year based on what is happening in the real world. Nonetheless, in my class I would use Michael D Higgins’ concept as a starting point – looking up into space, remember we are all connected to the universe and look to the stars in wonder. I would cover simple, familiar songs with the children like Twinkle Twinkle Little Star, The Smeds and The Smoos, Mr Moon, and Zoom Zoom Zoom we are going to the moon. We would also look to inspiring art work like ‘A Starry Night’ BY van Gough – encouraging the children to then create their own variations.
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Art, songs, and poetry provide a wonderful opportunity to help children develop a sense of wonder and connection with the night sky. After reading Michael D. Higgins’ ‘Stardust’, I would encourage pupils to discuss the emotions and images that the night sky creates for them. They could identify descriptive language, create their own space-themed poems, or produce artwork inspired by constellations and galaxies. This would allow children to combine creativity with scientific learning about the universe.
One song I could use would be ‘Fly me to the Moon’ by Frank Sinatra. I would use this song as a stimulus to introduce a lesson on the Moon and space exploration. Before listening to the song, I would ask pupils what images or ideas come to mind when they hear the title and encourage them to make predictions about the song’s meaning. After listening, we could discuss how the Moon has inspired people through music, art, and science. Pupils could identify words and phrases linked to space and explore how the song reflects human curiosity and the desire to explore beyond Earth. This could lead into a science lesson about the Moon’s phases, the Apollo missions, or how astronauts travel into space. Pupils could also create their own Moon-inspired artwork, poetry, or short pieces of writing based on the emotions and images the song creates. Using music in this way makes science more creative and helps children develop a sense of wonder about the night sky. -
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- Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
If I was doing a “Design Your Own Dark Sky Place” project with my class, I would begin by talking about what makes a place a good dark sky area. We would look at pictures of different places and discuss how too much artificial light affects our view of the stars and also impacts wildlife.
The children could work in small groups to design their own dark sky place using art materials. They would include ideas such as limiting unnecessary lighting, protecting habitats for nocturnal animals and creating spaces where people can enjoy looking at the night sky
To finish the project, each group could present their design to the class and explain the choices they made. It would also be nice to display the finished work in a display area that we have in the hall in our school so that the other classrooms can see their work. I think this type of activity would help children to understand that small changes can make a positive difference to biodiversity and our environment. It would also encourage them to appreciate the beauty of the night sky, something many children may not have had the chance to experience fully.
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Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would use a role play design challenge to implement my version of “Design your own Dark Sky place”. We would discuss the ‘problem’/challenge as a group and explore some of the resources together. Then, each child or group would be assigned a role as a ‘stakeholder’, e.g. light designers, local residents, conservation rangers, and visiting stargazers, and explore different perspectives on night-time illumination and biodiversity.
Next, working in small groups, pupils would map out an idealised Dark Sky site. They would design fully shielded, warm toned lighting, construct visitor information brochures detailing nocturnal wildlife, and write stargazing equipment lists.
Finally, the class would evaluate their designs against sustainability goals, considering how shielded lighting reduces energy waste and restores natural day-night cycles.
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Festivals inspired by the night sky include my favourite “Tanabata” which is celebrated in Japan and I was lucky enough to be there during it! It celebrates the meeting or Orihime and Hikoboshi (they are represented by the stars Vega and Altair). Orihime and Hikoboshi are lovers separated by the Milky Way and are only allowed meet on the seventh day of the seventh month. We’re not in school on the 7th July but it would be lovely to celebrate by writing our wishes on colourful paper and tying them to a branch (should be bamboo but oh well) situated in the classroom. It’s such a lovely colourful celebration and brings new meaning to wishing upon a star. I know a festival is technically not art, poetry or music but it is such a colourful time in Japanese towns.
As for songs, some of my favourites include:
Starman by David Bowie
Space Oddity by David Bowie
Sky Full of Stars by Coldplay
Superstar by Beach House (maybe not for students but good none the less)
Vincent (starry starry night) by Don McLean
And of course art works would include Starry Night and Starry Night over the Rhone by Vincent Van Gogh
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I loved reading this! I’d never heard of the Tanabata festival before, but it sounds like such a lovely way to connect children with the night sky through storytelling and culture. I think the wish tree activity would be a really engaging classroom idea, even if it’s not on the exact date. I also love your selection of songs, especially <em data-start=”411″ data-end=”432″>A Sky Full of Stars and <em data-start=”437″ data-end=”469″>Vincent (Starry, Starry Night). They would be great starting points for integrating music, art and literacy while encouraging children to think about how the night sky has inspired people across different cultures and throughout history.
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I think the Design Your Own Dark Sky Place activity would work really well with my 3rd class as it is creative, collaborative and encourages children to think about caring for their local environment. First I’d introduce what makes a good place to stargaze and introduce the concept of dark sky parks. We would look at the importance of dark skies for people, wildlife and the environment, before looking at the various stakeholders involved such as local residents, conservation groups, planners and visitors.
The children would work in small groups and imagine they had been asked to design a dark sky space for the Lucan area. They would draw a map of their park, deciding where to put viewing areas, walking trails, information boards and habitats for nocturnal wildlife. They would also look at ways to reduce unnecessary lighting, while keeping the area safe and welcoming for visitors. Finally, each group would create a brochure or poster to advertise their dark sky place, and explain why it is important to protect the night sky.
This project would be a great way to integrate Science, Geography, Visual Arts and English. It would also promote teamwork, creativity and problem-solving, while helping children to understand their role in protecting biodiversity and encouraging more sustainable communities.
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If I were implementing the “Design Your Own Dark Sky Place” project in my classroom, I would encourage pupils to work collaboratively to design a local dark sky area that balances environmental protection with community needs. We would begin by exploring the effects of light pollution and discussing why dark skies are important for wildlife, astronomy and people’s wellbeing. Pupils would investigate the roles of different stakeholders, including local residents, conservation rangers, planners and visiting stargazers, before working in groups to create their own dark sky park. They would design maps, information boards and brochures highlighting viewing areas, nocturnal wildlife, safe access and stargazing tips. The project would integrate Science, Geography, English and Visual Arts while promoting teamwork and critical thinking. As my school is located in County Cork, pupils could also identify local places with darker skies and compare them with more built-up areas. This activity would help pupils appreciate the importance of protecting dark skies while developing creativity, environmental awareness and problem-solving skills
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The night sky has inspired countless songs, poems, and works of art that help learners develop an emotional connection with nature and the universe. President Michael D. Higgins’ poem Stardust reflects on humanity’s place in the cosmos, encouraging wonder, reflection, and our shared connection with the stars. Other examples include Van Gogh’s The Starry Night, which captures the beauty and mystery of the night sky, and songs such as Twinkle, Twinkle, Little Star, Fly Me to the Moon, and Across the Universe by The Beatles. Poetry by W.B. Yeats, including The Song of Wandering Aengus, also uses stars and the night as symbols of hope and imagination. Using these creative works alongside science activities can encourage learners to appreciate both the artistic and scientific significance of the night sky. Integrating literature, music, and art promotes curiosity, creativity, and a deeper understanding of our place within the natural world.
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Q1. Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
To implement a “Design Your Own Dark Sky Place” project in my primary classroom, I would first introduce pupils to the concept of dark skies and explain how excessive artificial light can affect people, wildlife, and the environment. We would discuss simple ways to reduce light pollution, such as using shielded lighting, switching off unnecessary lights, and directing light only where it is needed. I would then divide the class into small groups and ask each group to design their own Dark Sky Place using maps, drawings, recycled materials, or digital tools. Pupils would include features such as wildlife habitats, safe walking paths, and carefully planned outdoor lighting. They would explain how their design protects biodiversity while meeting the needs of the local community. At the end of the project, groups would present their designs to the class and reflect on what they learned. This activity would encourage creativity, teamwork, critical thinking, and environmental responsibility while developing pupils’ understanding of sustainability and caring for their local environment.
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There has been an abundance of music, poetry and art inspired by the night sky. Some that come to mind are:
Harvest Moon- Neil Young
A Sky Full of Stars – Coldplay
Counting Stars- One Republic
Fly me to the Moon- Frank Sinatra
Super massive black hole- muse
Harvest Moon- Neil YoungTwinkle twinkle
Star Light, Star BrightPoetry: Stardust by Micheal. D. Higgins
Paintings: The Starry Night- Van Gough
Nocturne in black and white- WhistlerMany children’s books were also inspired by the night sky:
Laura’s Star
How to Catch a Star
I love you to the Moon and BackPeople’s musings, study of, and enjoyment of the night sky has in turn led to the creation of many beautiful works for others to enjoy and study.
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School Project: Collecting Piseógs, Traditions and Stories of the Night
Inspired by the Dúchas Schools’ Folklore Collection
For this project, you will become a folklore collector, just like the children who took part in the Dúchas Schools’ Folklore Collection in the 1930s. Your job is to talk to an older person in your family or community, such as a grandparent, parent, neighbour or family friend and collect the stories, traditions and piseógs (Irish superstitions) that they remember from when they were growing up. Many of these stories were told in the evenings around the fire or before bedtime and have been passed down from one generation to the next. By writing them down, you are helping to keep an important part of Ireland’s history and culture alive.
Start by asking your interviewee about where they grew up and what life was like when they were a child. Then ask them about the stories they remember hearing at night. These could include stories about fairies, ghosts, the Banshee, the Púca, haunted houses, fairy forts or other local legends. You might also ask if there were places that people avoided after dark and why they were believed to be mysterious or unlucky.
Next, ask about any piseógs or old beliefs that people followed. These might include things people did to bring good luck or avoid bad luck, such as throwing salt over their shoulder, never cutting down a fairy thorn bush or greeting a magpie. Find out if there were traditions connected with important events like weddings, births, funerals or farming, and whether certain animals, birds or sounds were believed to be signs of something good or bad.
You can also ask about special nights during the year, such as Halloween (Oíche Shamhna), Christmas Eve, May Eve or St. John’s Eve. Many families had traditions or customs for these occasions. Ask if there were any bedtime routines or things that people believed should or should not be done after dark.
Write down any local sayings, rhymes or expressions that your interviewee remembers. These often tell us a lot about how people understood the world around them. If they have a favourite story or one that really stands out, record it in as much detail as possible.
When you have finished your interview, write a short paragraph about what you learned. Think about which stories you enjoyed most, whether any of the traditions surprised you and why you think it is important to keep these stories alive. Every story you collect becomes part of Ireland’s rich tradition of folklore, helping future generations to learn about the beliefs, customs and everyday lives of people in the past. -
I would adapt the “Design Your Own Dark Sky Place” activity into an engaging design challenge called “Mission: Save the Stars!” for my 9-year-old pupils. This would be the last lesson/activity under this theme and I would aim to cover the topics of light pollution, biodiversity, safety and the importance of protecting the night sky in Autumn or Spring. This project would act as an assessment of what the children have learned.
Each child would be assigned the 4 roles as outlined in the Design your Own Dark Sky Place lesson plan. I would add a 5<sup>th</sup> ‘Safety Officer’ role. We would make a comprehensive list of design elements that could be included in the plan. The children will rank the list of elements according to importance High/Medium/low, making a visual representation of how important they feel each element is.
I will award each child (stakeholder) 3 design tokens that they can use to demand that a design element be included, remembering the needs of their representative group. After all tokens are used the group can chose 1 last element as long as they can all agree.
The children will then set about drawing a map of their park, making sure to label each design element they have included. They will then present their design to the class, where children will use the TAG feedback strategy, telling one thing they liked, Asking a clarifying question and giving one piece of advice.
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Following investigations into light pollution and biodiversity, pupils would work collaboratively to design their own Dark Sky Place. I would begin by discussing what makes an area suitable for stargazing and exploring photographs of Dark Sky Reserves, identifying features such as low levels of artificial lighting, open spaces and rich wildlife habitats. Using maps of the local area, pupils would select a suitable site, such as the school grounds or a nearby park, before designing an outdoor space that balances the needs of people, wildlife and the environment.
Working in groups, pupils would apply their learning across Science, Geography, Mathematics and Visual Arts to produce scaled plans or 3D models. Their designs could include shielded or motion-sensor lighting, walking trails, stargazing areas, native planting, ponds, hedgerows and bat boxes. They would explain how these features reduce light pollution, protect nocturnal species and create safe, enjoyable spaces for the community.
Each group would present their design to the class, justifying their decisions and responding to peer feedback. As an extension, pupils could build models using recycled materials or compare their ideas with existing Irish Dark Sky Reserves. This cross-curricular project would foster creativity, teamwork, critical thinking and environmental stewardship while demonstrating how thoughtful planning can benefit both biodiversity and people’s connection with the night sky.
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Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
Songs: Nightswimming- REM, Star Star – The Frames, Rocketman – Elton John, Space Oddity – Bowie, Fly me to the Moon- Sinatra, The Whole of the Moon- Waterboys, Talking to the Moon- Bruno Mars…
Once I began listing examples of songs and thinking of the poetry and artwork, I realised the examples were endless! I think it could be a good project for my 6th class next year to choose their own inspirational art piece to inspire their creative project. For example, someone might choose to recreate Starry Night, learn to play Clair Du Lune or create a piece of art showing “Fly me to the Moon”. In the past my classes have always enjoyed having creative choice and it could open up so many discussions on the impact of the night sky on our creativity.
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Hi Laura
Well done on completing this course.
I really like how you are planning to let the 6th class choose their own inspirational art piece for project based learning next year. This is something I might try with my own class as it allows for lots of choice to support UDL and as you have mentioned it would allow for lots of discussion too.
Thanks for sharing and I hope you enjoy the holidays.
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School Project entilted: Piseógs, Traditions and Stories of the Night. I would complete this lesson in the run up to Hallowe’en and link the unit of work into the history of Hallowe’en.
I would begin this lesson by getting the children to complete a homework task and talk to an older person at home about traditional Irish stories and tales that they grew up, stories about the night and their hallowe’en traditions. The children could then use ‘Dúchas’ website to further research similar stories. I would then ask the children if they experience darkness like they hear about it in the stories. I would guess a lot of children wouldn’t as many of them live in a village and housing estates with street lamps.
Next, I would get the children to compare and contrast hallowe’en then with the hallowe’en they experience and discuss how different hallowe’en would have been before the introduction of electricity. Finally, the children would complete a STEM challenging by asking them ‘how could we reduce light pollution while also keeping safe while trick or treating’ and see what the children come up with! -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
In my autism class, I would use songs, stories, art and short cartoons to make learning about the night sky engaging, predictable and accessible for all pupils. I would begin with the familiar song “Twinkle, Twinkle, Little Star”, using actions, visuals and Makaton/Lámh signs to encourage participation. [Twinkle, Twinkle Little Star (British Council)](https://learnenglishkids.britishcouncil.org/listen-watch/songs/twinkle-twinkle-little-star?utm_source=chatgpt.com) We would then watch Sesame Street: “Twinkle Twinkle” with Julia and Elmo, which is particularly suitable for autistic learners as it promotes inclusion while encouraging children to observe the stars. [Sesame Street – Twinkle Twinkle with Julia and Elmo](https://sesameworkshop.org/resources/twinkle-twinkle/?utm_source=chatgpt.com)
For literacy, I would read picture books such as Whatever Next! by Jill Murphy, where a young bear imagines travelling to the Moon, and Papa, Please Get the Moon for Me by Eric Carle. These stories encourage imagination while introducing vocabulary such as Moon, stars, space and planets. Pupils could then create their own starry sky artwork using black paper, paint, glitter and sponge printing or make constellations with stickers.
To reinforce learning, we would watch short CBeebies Stargazing clips and complete simple matching and sequencing activities using visual symbols. We would also explore the ESERO Ireland Primary Space Resources, which provide practical, hands-on astronomy investigations suitable for primary pupils. [ESERO Ireland Classroom Resources](https://esero.ie/classroom-resources/?utm_source=chatgpt.com) [ESERO Ireland](https://esero.ie/?utm_source=chatgpt.com) Finally, pupils would create a class “Night Sky Wall” using photographs, artwork, symbols and simple sentences to celebrate their learning. This multi-sensory approach supports communication, creativity and scientific enquiry while ensuring every pupil can participate successfully.
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Hi Karolina
Well done on completing the course I hope you enjoyed it. Again, thanks for sharing your perspectives of all the different activities and resources in this course and how you would use them in your specific setting. Incorporating Lámh signs is a fabulous idea and so inclusive, something we could all consider.
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In my autism class, I would use songs, stories, poetry and art to make learning about the night sky engaging, accessible and cross-curricular. I would begin with familiar songs such as Twinkle, Twinkle, Little Star and Mr Sun, using actions, visuals and Lámh signs to encourage communication and participation. We would read picture books including Whatever Next by Jill Murphy and Papa, Please Get the Moon for Me by Eric Carle to introduce vocabulary such as Moon, stars, planets and space. Pupils would also explore Irish folklore connected to the Moon and stars and create simple poems using symbols, pictures and key words.
For art, pupils would produce starry night paintings inspired by Vincent van Gogh’s The Starry Night, create constellations using stickers, chalk or glow-in-the-dark stars, and make Moon collages using a variety of textured materials. We would watch short clips from CBeebies Stargazing, Sesame Street and use ESERO Ireland and Blackrock Castle Observatory resources to reinforce learning through videos and practical investigations. These activities provide multiple means of representation, engagement and expression, allowing every pupil to participate according to their strengths while developing language, creativity and scientific understanding in a meaningful and enjoyable way.
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For my senior class, I would use the “Design Your Own Dark Sky Place” activity as an opportunity to combine creativity with scientific investigation and problem-solving. I would begin by exploring what light pollution is, its different forms and how it can affect wildlife, people and our ability to enjoy the night sky. Pupils could examine photographs of urban and rural areas at night and discuss the features that make a place more or less suitable as a Dark Sky Place.
Working collaboratively in small groups, pupils would design their own Dark Sky Place for our local community. They would create a map or model showing key features such as habitats for nocturnal wildlife, walking trails, viewing areas, shielded lighting, and outdoor spaces where people can safely enjoy the stars. I would encourage pupils to justify their design choices by considering how they reduce unnecessary light while still ensuring public safety and accessibility.
To deepen the learning, pupils could research local wildlife, such as bats, moths, hedgehogs and owls, and explain how their designs would support biodiversity. They could also investigate ways that homes, schools and businesses can reduce light pollution by using timers, motion sensors and downward-facing lights. This would encourage pupils to apply their learning to real-life situations.
Each group would present their Dark Sky Place to the class, explaining how it balances the needs of people, wildlife and the environment. The activity could conclude with a class discussion comparing the different designs and identifying the most effective ideas.
This project would integrate Science, Geography, Visual Arts, Maths and SPHE while developing pupils’ creativity, collaboration, critical thinking and communication skills. It would also encourage them to recognise that thoughtful planning and responsible lighting can protect biodiversity, conserve energy and help everyone appreciate the beauty of our night skies.
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Q2:
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust
The beauty of the night sky has inspired artists, poets, musicians and storytellers for generations. This provides a wonderful opportunity to make learning about dark skies meaningful across a range of curriculum areas. By exploring how people have celebrated the stars through art, poetry, music and folklore, pupils can develop a greater appreciation of the night sky and understand why it is worth protecting for future generations.
Some examples that could be explored include:
- President Michael D. Higgins’ poem Stardust. Children can deeply discuss the deeper meaning within the poem
- W.B. Yeats’ The Song of Wandering Aengus, with its references to the moon and the natural world.
- Traditional Irish folklore surrounding the Milky Way (Bealach na Bó Finne) and Irish constellations.
- The ancient passage tomb at Newgrange, whose alignment with the winter solstice sunrise reflects our ancestors’ deep connection with the sky.
- Vincent van Gogh’s The Starry Night, one of the world’s most recognisable paintings.
- Twinkle, Twinkle, Little Star, introducing younger children to the wonder of the stars.
- A Sky Full of Stars by Coldplay, which can prompt discussion about the emotions and inspiration the night sky evokes.
- Gustav Holst’s orchestral suite The Planets, linking music with astronomy and imagination.
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How many songs / poems / art to connect us to dark skies?
Poems
• The Night Sky by Val Harris
• Henry Wadsworth Longfellow’s The Light of Stars
• The Moon by Robert Louis StevensonArt
• Peter Paul Rubens’s Landscape by Moonlight.
• Starry Night Over the Rhône by Vincent van Gogh (1888)
• The Moon-Woman Cuts the Circle by Jackson Pollock (1943)Songs
• A sky full of stars by Coldplay
• Mr. Blue Sky by Electric Light Orchestra
• Man on the Moon by R.E.M.
• Moonlight Sonata by Beethoven
• Clair de Lune by Claude DebussyThe arts are an amazing way of bringing a different perspective to science, and connect the existence of the night sky with our own existence and humanity. I included Pollock’s “The Moon Woman Cuts the Circle” abstract on the list because it reminds me of the abstract nature of space and the composition of the universe. There is so much potential for cross curricular study and exploration when using the Arts.
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– Songs
Twinkle, Twinkle, Little Star – A classic song about the stars.
Vincent (Starry, Starry Night) – Don McLean, inspired by Van Gogh’s painting.
A Sky Full of Stars – Coldplay.
Counting Stars – OneRepublic.
Fly Me to the Moon – Frank Sinatra.
– Poems
Bright Star – John Keats.
The Star – Jane Taylor.
Stars – Robert Frost.
When I Heard the Learn’d Astronomer – Walt Whitman.
– Art
The Starry Night – Vincent van Gogh.
Starry Night Over the Rhône – Vincent van Gogh.
Ancient cave paintings showing the stars.
Constellation maps created by ancient Greeks, Egyptians, and Chinese civilizations.
Indigenous artworks inspired by the Milky Way and constellations. -
- <p align=”LEFT”><span style=”color: #163c42;”><span style=”font-family: Bahnschrift Light, sans-serif;”><span style=”font-size: medium;”>Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? <i>For example: Look up President Michael D Higgins’ “Stardust”</i></span></span></span></p>
<span style=”font-family: Bahnschrift Light, sans-serif;”><span style=”font-size: medium;”>There were many great examples of night inspired songs, poems and art in the Forum. I thought I would look for some more unusual examples to add to these. Joseph O Connell an American sculptor has some beautiful kinetic sculptures inspired by the night sky, stars and planets. I found a website 9 Creations Inspired by Van Gogh’s Starry Night | Bromleys Art Supplies which has different interpretations of Vincent Van Goghs Starry Night. I think it would be good for the children to see a famous piece of art inspire and be interpreted in different ways. Of course there are Van Goghs other night time paintings like Cafe Terrace at Night and Starry Night over the Rhone. Not quite night inspired art but I came across pictures of cave paintings illuminated at night by torches which were quite evocative. I suppose it is artwork done at night time. The shadows and illumination really give a sense of living by the cycle of day and night and being enveloped in darkness at night with only moonlight and starlight. I looked up Aboriginal star art as suggested by one of the forum posters and came across this site. The Significance of Stars and the Sky in Aboriginal Art and Stories – Mandel Aboriginal Art Gallery </span></span>
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Hi Niamh
Thanks for sharing the two sites linked in your post. I think that the Van Gogh one is great to inspire multimedia responses to his work rather than everyone creating a painting. I really like the Aboriginal Art also and would be a lovely one to explore with the class for another perspective on the night sky.
Thanks for sharing, I hope you enjoy the summer break.
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I think my 4th class would really enjoy a “Design Your Own Dark Sky Place” project as it combines Science, Geography and Art in a creative way. We would begin by discussing what makes a good Dark Sky place and why darkness is important for people, wildlife and our view of the stars. We would also talk about how the Firhouse and Rathfarnham area has changed over the years. Not that long ago, much of the area was countryside with far fewer houses, roads and streetlights. Today, the area has grown significantly, bringing more traffic and brighter lighting, making it much harder to enjoy the night sky and observe stars and planets.Working in small groups, pupils would design their own Dark Sky community. They would include homes, parks, roads and wildlife areas, while thinking carefully about where lighting is needed and where it could be reduced. I would encourage them to think about practical solutions such as downward-facing streetlights, motion sensors and lighting that is only as bright as necessary, helping to reduce unnecessary light while still keeping people safe.
Each group would present their design to the class, explaining the choices they made and how these would help protect the night sky and local wildlife. We would compare the different designs and discuss which ideas could work in our own community. I would also encourage pupils to think about who is responsible for reducing light pollution. While families can make small changes at home, local councils and planners also have an important role in providing lighting that is safe, energy efficient and designed to minimise light pollution. The aim of this activity is not to place responsibility on children, but to help them understand how communities, local authorities and individuals can all contribute to protecting our environment and preserving our dark skies. Perhaps as a class we could write to the local council and ask them what they are doing in terms of light pollution and how they are trying to preseve our night sky.
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As we are a city school, the options for a school project to explore traditions/piseaóg’s stories etc. is vast. We have many stories and tales from the Vikings, monasteries and different folklore for many areas of the city. To plan a school project we would need one class to lead the way and this would be my class. We can prepare different areas for different class groups suitable for all ages and abilities. We could have some classes speaking to local residents with families of older generations. This would give us a direct link to the area and all the tales that come with it. We can also research all the local landmarks such as the local market, the Gaol, Cathedral where each and many more tell their own stories. Some classes can draw theirs as a story, some can write reports, some could gather audio recordings and some could draw pictures. There are many different ways to record such interesting accounts and information.
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Hi Laura
It is great that you can see so many opportunities for gathering stories and traditions of the night sky and you have a great plan for gathering and recording some of these stories. I like the idea of making it a whole school project with you and your class leading the project and assigning different areas and different methods of collecting information to other classes. Class visits to some of the local sites could be arranged to gather any previously recorded stories or accounts and provide inspiration for further research. Expanding out beyond the written accounts used in the Dúchas collection into audio recordings and pictures is a great way to give the children ownership of the project.
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Some rhymes for younger children, connected to the night sky, include:
Twinkle, twinkle;
Star light, star bright;
The evening is coming;
Hey Diddle, Diddle.Some popular songs, which the students may already know and connected to the night sky, include:
“A Sky Full of Stars” by Coldplay;
“Fly Me to the Moon” by Frank Sinatra;
“Constellations” by Jack Johnson.Some poems, connected to the night sky, include:
“Stars” by Sara Teasdale;
“Ode to a Nightingale” by John Keats;
“Stars” by Marjorie Pickthall;
“When I See the Stars in the Night Sky” by Joy Priest;
“The Stars and the Moon” by Grace Schulman;
“The Moon and the Stars” by Frances Lennon;
“The Freedom of the Moon” by Robert Frost;
“The Moon and the Yew Tree” by Sylvia Plath;
“Wind and Silver” by Amy Lowell;
“Evening Star” by Edgar Allan Poe.Some famous artwork, connected to the night sky, includes:
“The Starry Night” by Vincent van Gogh (1889);
“The Sleeping Gypsy” by Henri Rousseau (1897);
“Starry Night Over the Rhône” by Vincent van Gogh (1888);
“The Constellations” Series by Joan Miró (1940–1941);
“The Nebra Sky Disk” (c. 1600 BCE). -
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
I love the cross curricular learning opportunities that can be achieved by bringing the arts and literacy into our studies of the night sky. While a YouTube video from NASA, for example, could be very engaging for some students, it might be the poem “Silver” by Walter de la Mer that piques other students’ interest in the night sky.
I’m surprised how many songs, poems and artwork I could think of that are related to the night. For example, one of the first songs that many children learn is Twinkle Twinkle Little Star. Then there are classics that the children’s parents and grandparents might know and love like Frank Sinatra’s Fly Me To The Moon. Many of the children themselves will be familiar with the particularly relevantly titled Sky Full of Stars by Coldplay.
It would be lovely to combine this with an art lesson on Van Gogh’s Starry Night or some Aboriginal Australian sky paintings and stories about the night sky, for example.
I think these songs poems etc. have the potential to reach children on a different level to a PowerPoint presentation or a video. W.B. Yeats’ He Wishes For The Cloths of Heaven wouldn’t have quite the same impact if it went something like “Had I the heaven’s embroidered cloths, enrought with an orangey glow and maybe the odd star visible”. This juxtaposition could be used to highlight the impact of light pollution and what we are missing out on as a result of it.
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I would use the design your own dark sky place activity with my second class because I think they would enjoy being creative. I would start by asking the children what they think a dark sky place is. We would look at some pictures and talk about why it is important to have places where we can see the stars. We then might create a mind map and add to it.
We would talk about what we would like to have in our own dark sky place. The children might suggest trees, flowers, benches, walking paths and places to look at the stars. We would also discuss why we should not have too many bright lights and how this helps animals that come out at night.
The children would then draw their own dark sky place and label the different parts. They could work in pairs and explain their ideas to the class.
At the end of the lesson, we would talk about simple ways we can help protect the night sky, such as turning off lights when they are not needed. I think this would be a fun activity that encourages children to use their imagination, work together and learn about looking after the environment. -
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The night sky has inspired much are throughout the ages, I think this activity is a lovely way to blend the scientific with the artistic. I will outline some songs that come to mind when thinking of the night sky:
Black Treacle by the Artic Monkeys.
Starman by David Bowie
From a children point of view I would think of twinkle Twinkle Little Star or when you wish upon a star
With Regards to Art I instantly think of Starry Night by Vincent Van Gough
A poem that stands out for me is Slyvia Plath Stars Over the Dordgone
I had not read the poem star dust by Micheal D Higgins until I saw it mentioned in this forum. I thoughorly enjoyed it and will be adding it to my list of poems anout the night sky.
The possibility of linking the night sky to the arts is endless and I think many creative lessons could be inspired by the night sky for children to complete.
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After reading this module, I realised there are so many creative ways to help children learn about the night sky. I particularly liked the idea of designing a Dark Sky place because it combines Science, Art and creativity while encouraging children to think about the importance of protecting our environment.
I would begin by showing the class photographs of Dark Sky places and discussing what makes them different from brightly lit areas. We would talk about why dark skies are important for people, wildlife and our environment. The children could then work in small groups to design their own Dark Sky place. They could include features such as limited outdoor lighting, green spaces, walking trails and habitats for nocturnal animals like bats and hedgehogs. They could label their designs and explain why they included each feature.
To finish the project, each group could present their design to the class and explain how it helps protect the night sky. This would encourage discussion and allow the children to compare their ideas. I think this would be a very engaging activity because it gives pupils the opportunity to be creative while also developing their understanding of sustainability and biodiversity. It also links well with Science, Geography, Art and SPHE and encourages children to think about how small changes can have a positive impact on the environment.
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Hi Eve,
Thanks for sharing such a thoughtful idea for designing a Dark Sky place. I really like how you have identified this as a creative way to bring together science, art, sustainability and environmental awareness.
Beginning with photographs of Dark Sky places would be a lovely visual prompt and would help pupils compare darker areas with places affected by artificial lighting. Discussing why dark skies matter for people, wildlife and the wider environment would also give the design task a clear purpose.
I really like the group design element. Asking pupils to label and explain their choices would encourage reasoning, teamwork and communication. To extend this further, pupils could include a simple lighting plan showing where lights would be needed and where darkness should be protected.
Thanks for sharing, and hope you enjoyed the course.
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