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Personalized Learning at a Fine Arts School of Choice

Personalized Learning at a Fine Arts School of Choice. John Churchley, EdD Assistant Superintendent – Human Resources School District #73 (Kamloops/Thompson) Barb Hamblett, MET Principal, Beattie School of the Arts. Context:. Research Context.

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Personalized Learning at a Fine Arts School of Choice

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  1. Personalized Learning at a Fine Arts School of Choice John Churchley, EdDAssistant Superintendent – Human ResourcesSchool District #73 (Kamloops/Thompson)Barb Hamblett, METPrincipal, Beattie School of the Arts

  2. Context:

  3. Research Context • Societal and economic demand for 21st Century skills • (the Knowledge Society) • creativity • flexibility • problem-solving • ingenuity • collective intelligence • professional trust • risk-taking • continuous improvement • (Hargreaves, 2003)

  4. Research Context The arts do not have a monopoly on creativity. However, they can be leveraged to teach this skill by teaching through the arts. The need for creativity is not new, nor is approaching it through the arts: - Sir Ken Robinson, a major scholar in creativity in the context of 21st Century skills, was writing about “learning through drama” as early as 1977. - Herbert Read suggested learning through art in 1958.

  5. Beattie’s philosophy (K-12): Integration of the arts with all subject areas and development of skills in the arts WHY? • The arts are important • The arts make learning deeper, meaningful, and sustained WHAT? • We learn the arts (arts skills) • We learn through the arts (arts integration)

  6. Beattie’s motto: learn through the arts learn the arts LOVE the arts!

  7. Learning through the arts(Arts integration) is… • crossing the boundaries of subject areas • different ways of knowing, understanding, and expressing • both processes and products

  8. Arts integration is… Learning about mathematics through art (3 way symmetry)

  9. Arts integration is… …Learning about the circulatory system through creative movement …Expressing comprehension of a novel study by creating dramatic tableaux …Learning about the digestive system through a play (“Mom, I get to play a spleen!!”) …Learning phonemic awareness through songs and chants ….

  10. Arts integration is… • …Learning about World War I by writing “letters from the Front” and building them into a play • …Learning about wave diffraction through creative movement • …Practicing oral French through role-plays • …Learning about the Industrial Revolution through dramatic tableaux • …

  11. The goal for Beattie graduates: • life-long learners that are well-rounded in all aspects of the curriculum, and especially skilled in the visual & performing arts • students that have the skills for the 21st Century: • creativity, ingenuity • collaboration - working in teams and networks • problem solving, risk-taking • able to thrive in highly changing environments • communication – technical, relational, and aesthetic (Hargreaves, 2003) • citizens who will embrace diversity in a global world • citizens who will enjoy and support the arts for a lifetime • students that have enjoyed coming to school!

  12. The goal for Beattie graduates: Our students will have experienced learning through the arts; Our students will have a wide variety of arts skills; …therefore, our students will be able to do their own “arts integration”.

  13. Beattie’s structure Elementary “pods” • Grouped by grade levels • Each pod has a specialist in each arts discipline • Pod teachers meet weekly to collaboratively plan • Each pod develops themes from which to integrate curricula Secondary structure • More traditional secondary structure • Evolving to pod structure (Jr’s and Sr’s) • Arts integration happens in individual classes and in school-wide projects

  14. Beattie’s Structure • Elementary • “regular” learning with the classroom/subject teacher • “integrated” learning with the classroom/subject teacher based on pod themes • “integrated” and “skill” learning in each of the arts with the other teachers from the pod during arts “rotations” based on pod themes • Secondary • a “major” program with “minor” arts electives • integrated learning in non-arts subject areas • Juried Portfolio as exit course

  15. …so what makes Beattie different from other schools? • Elementary • arts integration in all subject areas • dedicated arts studios (visual art, music, drama, dance) • specialized qualifications for all teachers (teacher-artists) • specialized instruction in all arts disciplines • Secondary • a variety of arts electives including new media, film and video, • World music, audio recording, etc. • - opportunity to major in an arts discipline (including • dance)

  16. Pedagogical Approach Arts Integration Constructivist (learner-centred) approach

  17. Pedagogical Approach • Theme-based Curriculum Integration requires and promotes: • A shift from didactic to constructivist teaching • Pro-d in constructivist pedagogy • Professional learning communities • Skill development in facilitating small group learning • Physical management of experiential learning • Authentic assessment strategies • Resourcing and support from Central Office • Communication to parents/community about the pedagogy • Systemic reform of teacher training, certification & assessment • (Loepp, 1999, p. 24-25)

  18. Pedagogical Approach In practice, curriculum integration begins with the identification of organizing themes or centers for learning experiences… the themes are drawn from real-life concerns, such as conflict; living in the future; cultures and identities; jobs, money, and careers; or the environment. In some cases the themes are identified by teachers; in the most sophisticated instances, they emerge from collaborative planning with young people. (Beane, 1995)

  19. Some Pod Themes • Rain Forest • Water • Bridges • Carnival • Africa • Historica (Student-generated projects) • World Hunger (Student-generated theme) • Project 2053 (Secondary)

  20. Research Results • Formal Research • empowerment of all learners, especially those at risk (Churchley, 2009) • improvement of engagement, behaviour, visualization of learning (and its impact on writing skills) for boys (especially those at risk) (Swan, Tate, in progress) • Anecdotal observations • students (including at risk) happy to come to school • students generally are comfortable taking risks: • group work & collaboration • creative processes • involvement in arts-based strategies (creative movement, role plays, etc.)

  21. Research Results • The Creative Partnerships program in the UK found that schools using various models of arts-integrated learning reported: • A rejection of the rational mode of curriculum in which the teacher is “deliverer” [and] the students are passive learners. • The adoption of an approach in which the teacher is facilitator and students are unique individuals who are encouraged to learn through problem-solving, collaborative work and extensions of their own experiences and interests. • (reported in Sefton-Green & Thomson, 2011) • These results were echoed in a US study • (Deasy & Stevenson, 2005)

  22. Results • Challenges • teaching students how to be constructivist learners • the balance between student autonomy and need for teacher direction • staff turnover & individual differences sometimes creates “forced collaboration” • Successes • Pedagogy is ALWAYS at the forefront of everything • Student 21st Century skill development: • creativity • collaboration • communication • problem-solving • self-confidence

  23. Results • Implications for other schools • DOESN’T need to be a Fine Arts School • Science (Bert Edwards School of Science & Technology) • Technology (laptop projects) • individual classrooms • requires a supportive culture (school & district) • is sustainable over time (Abbotsford School of Integrated Arts)

  24. Other arts-focus schools in BC List accurate as of 2007

  25. References Beane, J. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 76(8), 616-623. Churchley, J. (2009). Aesthetic experiences at an arts school: A practitioner research inquiry Unpublished doctoral dissertation, University of Nottingham. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press. Loepp, F.L. et al. (1999). Models of curriculum integration. Journal of Technology Studies, 25 (2): 21-25. Read, H. (1958). Education through art. London: Faber and Faber. Robinson, K. (1977). Learning Through Drama: Report of The Schools Council Drama Teaching Project. London: Heinemann. Swan, J. (in progress) Masters’ thesis, Thompson Rivers University. Tate, T. (in progress) Masters’ thesis, Thompson Rivers University. Stevenson, L.M. and Deasy, R.J. (2005). Third space: When learning matters.Washington: Arts Education Partnership. Thomson, P. and Sefton-Green, J. (2011). Researching Creative Learning. Milton Park: Routledge.

  26. Contact Information Dr. John Churchley Assistant Superintendent – Human Resources School District #73 (Kamloops/Thompson) 250-374-0679 jchurchley@sd73.bc.ca Ms. Barb Hamblett Principal Beattie School of the Arts 250-374-3200 bahamblett@sd73.bc.ca

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