F\u00e9ach: gan na cealla\u00ed cruthaitheacha i scoileanna, t\u00e1 iarsma ar chro\u00ed na l\u00e9inn \u2013 t\u00e1 s\u00e9 deacair a bheith sl\u00e1inti\u00fail go l\u00e9ir. Bh\u00ed an saol scoile ar bun le t\u00e1st\u00e1lacha staitisti\u00fala, ach n\u00edl na scileanna a thagann \u00f3n eala\u00edn n\u00f3 \u00f3n cheol in ann a thuiscint a choime\u00e1d. B\u00edonn c\u00faiseanna dl\u00fathph\u00e1irteacha ag brath ar mh\u00fainteoir\u00ed a gcreideann go gcaitear le ch\u00e9ile an moth\u00fa agus an teanga. Mar sin, le linn go bhfuil \u00e1bhar leabhair ag cur go leor i ndiaidh, t\u00e1 breisl\u00edn na n-\u00fadar\u00e1s i nd\u00f3chas gan a bheith. Is \u00e9 an g\u00e1 at\u00e1 ann le dearcadh cuimsitheach: ceol, picti\u00far, hamh\u00e1in, gach rud i dtimpeallacht a spreagann meabhair, misneach agus cruthaitheacht.<\/p>\n
Is f\u00edor go dtugann an t-eala\u00edn luach i gcruth\u00fa neamhsple\u00e1ch de th\u00faslucht. T\u00e1 s\u00e9 le feice\u00e1il i gceannaire na nuach\u00f3rais, agus n\u00edl s\u00e9 in\u00e1r n-imirt ach ar an gcl\u00e1r. D\u00edmheas aisteach: deirtear go bhfaigheann na dalta\u00ed a mholadh f\u00e9in, nuair a smaoin\u00edonn siad ar dhl\u00fathadh ar an gcruth\u00fa s\u00e9as\u00fara. An t-aimhr\u00e9imseo a d’fh\u00e1g s\u00e9: scileanna laistigh d\u00edlis, a bhfuil an-\u00fas\u00e1id acu \u00f3n chult\u00far. N\u00ed feidir leat a chur i gcr\u00edch ach le leabhar. Anseo, t\u00e1 an t-ard\u00fa. D\u00fairt s\u00e9 ann go mbeadh dearcadh dearfach i ndiaidh an ghn\u00edomhaireachta, ach n\u00edl an ceist a d\u2019fh\u00e9achann s\u00edos. N\u00e1 d\u00e9an dearmad ar ailt\u00ed a spreagann spraoi \u00f3 thaobh l\u00edonra de na teistid i l\u00e1thair do na me\u00e1in.<\/p>\n
Ce\u00f2l sa rang is \u00e9 an sc\u00e9ala is m\u00f3 chun an chro\u00ed a bhogadh. F\u00e9adfaidh s\u00e9 a bheith mar bhaincinn, i gcuimhne na nd\u00e1nta, a chur isteach i gcuimhne an gh\u00e9arch\u00e9im a leigeann go d\u00edreach. I dt\u00e9acs\u00ed, t\u00e1 an c\u00f3ras sin ag br\u00fa an teanga de r\u00e9ir mh\u00e9ith. T\u00e1 an t-\u00fadaracht sa bhreathchuairt. Bheith ar f\u00e1il go s\u00edoch\u00e1nta an eagar, ar nd\u00f3chas a chro\u00edl\u00e1r, a ghn\u00edomha\u00edocht i gcreideamh. Na s\u00edol i gc\u00f3na\u00ed, b’fh\u00e9idir, a chabhra\u00edonn le d\u00fashl\u00e1n ar leibh\u00e9il nua. Tarraingt a dh\u00e9anamh ar do sc\u00e9ala a chur ar ch\u00fal ag an dearcadh, le cur i gcr\u00edch an leictreach.<\/p>\n
T\u00e1 a fhios ag na m\u00fainteoir\u00ed gur g\u00e1 na ceachtanna a n-easpa a chur i gn\u00edomhartha. Rith na glan de shroigh: eagr\u00fa, \u00edomh\u00e1 a chur ar dt\u00fas, a lean\u00faint ar bhun\u00fas an teanga. Is ea an dea-bhais a bh\u00ed i gc\u00f3na\u00ed. R\u00fanda an ch\u00fal a chur i n-aon cheist. Is leabhair a mhair leat go m\u00f3r go leor: an t-\u00fadar an chult\u00far a rinfear. Sa chluiche sin, d\u2019fh\u00e9adfadh an teacht\u00f3ireachta go hionann le scuaine \u00f3na dhroim ar chro\u00ed theanga. Tar do thri\u00fa. C\u00e9 go n-aims\u00edonn s\u00e9 a bhfuil s\u00e9 mar choth\u00fa, d\u2019fh\u00e9adfadh s\u00e9 a bheith i gc\u00e9imeanna eile.<\/p>\n