IT’S NOT CREATIVE or SMART….IT’S CREATIVE AND SMART

As a student growing up, I remember distinctively the differences between my brother and I. He was smart and I was creative. Although I did well in school and had high test scores, I never for a minute thought I was smart. I knew I was creative because I pursued all the outlets for creative expression-dance, drama, visual art and music. I went to college and graduate school for music and received top grades but yet, I still  thought my only opportunity was some outlet for creative expression. Somewhere well into my adulthood, I got it. I am not sure when or what it was, but I got it. I am smart!

I think as parents, educators and society at large, we must not separate creativity from intelligence. Who can deny that creative people are smart?  Perhaps some of their smarts don’t manifest in the usual way. One may be a genius with color or design, one who can draw anything or one who hears music in their head all the time. Being able to understand and solve abstract math problems at sight is not necessarily the only thing that makes one smart.

Ideal is to use creativity with intelligence to design something new. All children have something in them where their creativity can express itself. We need to find it, explore it, cultivate it and applaud it. Don’t separate it from intelligence. It is part of being a whole person. Education ‘s goal is to educate the whole child, to discover, enhance and use the spectrum of talents.

This part of education must happen for all children. Having the arts or the opportunity for creative expression is not just for a privileged few. It is not for school districts which have the money to offer these opportunities. It must be for all children. The innate potential is there and a quality education includes the chance to discover creativity for all children. Working with many children who are deemed “at-risk,” they all want the opportunity to create. Limitless are the opportunities for their self-expression.

Value creative and smart. Use these extensions for learning in all classes. Science and Mathematics have endless connections to art and music. Don’t box each child and the academics that they need to succeed. Every child should have the opportunity to be a great reader and express themselves through words. A great idea is only a great idea if it can be communicated. Add to that picture, a portrayal, a mosaic or a painting.

Design, analyze, reevaluate, amend and rework. Create something new. Use concepts from Math and Science. Express them by designing and building. Use color, texture, design, shape, line and form to express. Show me you understand. Show me you are smart. Teachers urge all to express themselves creatively and value that expression.

Don’t accept or promote Creative or Smart.

It’s CREATIVE and SMART.

The Battle of Education Reform — Aren’t we all on the same side?

There are a few contingents who promote their ideas for education reform as IT. No one seems to be willing to compromise or collaborate. This includes the philosophies of charter schools, public schools, those that endorse pay for performance v. those that don’t, the use of standardized testing as the end result measurement of success, teacher’s unions, no unions, longer school days, less school days, online home school academies,and a few outliers of practical, experiential and/or project based learning. All of these groups and their followers who are very vocal and active on twitter are sure they are right.

As in many things, each of these groups has a piece of the truth. I am not sure why there is a huge fight about being right. Why can’t we collaborate and put together some reasonable idea of education reform? So many see the other side as evil, and that is ridiculous really.

Everyone should be on the same side, as I think most mean well. The future of kids, of our country lies in the balance. I think there are things on which we can all agree. For those who remain narrow-minded, it is the implementation of those goals that causes problems. One needs flexibility and follow through. So many ideas are not implemented and remain simply words and ideas.

Can we agree that:

1. We need first quality teachers and instruction.
2. Teachers must have the support of mentors, administration, and cutting edge technology and professional development.
3. Tenure and other benefits can be negotiated and given on demonstration of effectiveness and continued accountability. Blanket tenure options and pay scales must be reviewed and individualized.
4. Teacher training must be improved to take in consideration the needs and goals of a 21st century education, and programs must have a selective process for admission.
5. There must be reform in the teacher certification process.
6. Content Standards must reflect the real “know and be able to do” and emphasize critical thinking and problem solving skills. They should not be convoluted and be in a language that is easily accessible.
7. Leadership training must be more comprehensive and selective. We need better, more dynamic leaders and a lot of them.
8. We need to encourage, teach and model exemplary character in all deeds, and promote social/emotional wellness.
9. We need to implement a diverse and humane form of assessment and accountability for both students and teachers.
10. We need to involve community members, parents, teachers, administrators and business people in the reform process.
11. Education must prepare students for career or college.
12. Curriculum will include and integrate the arts for the art’ s sake and for the understanding and relationship of the arts to other academic disciplines.
13. We must have STEM skills incorporated throughout public education and remove the stigma and fear associated with them. TRAIN ALL TEACHERS. GET MENTORS AND COMMUNITY PARTNERS.
14. STEM/STEAM instruction will begin in Kindergarten and go through 12th grade.
15. Schools must be able to maintain technology to stay competitive and prepare students for the future.
16. Students must be able to communicate–READ and WRITE!
17. Students must learn to work together and separately – COLLABORATE!
18. Fair and equitable policies for hiring, salary, and working conditions must be maintained.
19. Every school does not have to have the same mission, choice is available for parents to choose what is best for their students learning needs and abilities.
20. Students must respect diversity and differences.
21. Schools should create community.
22. Schools must be safe.
23. Schools must foster innovation and creativity through a variety of means.

I am sure I have left something out. Please comment.

How can we make this happen with unity for the benefit of children and the future?

Recent Edweek blog about Education Reform: http://blogs.edweek.org/teachers/living-in-dialogue/

IT IS ABOUT THE CHILDREN.

IT MUST BE. IT IS NOT ABOUT YOU OR ME.

President Obama Aims to Develop STEM Master Teacher Corps

I love that this is the latest initiative, flavor of the month, and certainly it is a good one. How are we going to do this ? It is not a question whether or not we should do this, maybe even how to do it, but will anyone agree to do it?  I can’t imagine anyone would not understand the need for developing excellent teachers for STEM or any subjects, for that matter, and the incentives to reward them for their excellence in teaching and remaining cutting edge. The President clearly understands that excellent teaching is a combination of content knowledge and pedagogical skill. I think some could debate what is excellent in both of those areas. My idea of what deep content knowledge is may differ from someone else’s. I think good teaching is recognizable if not always identical. Both of these areas need definition. One busy day on twitter can show you that many experts don’t agree.

I am not sure how or what the enforcement or protocol will be to implement such a program. Will every truly excellent teacher get an opportunity for recognition? Will the recognition just be monetary  as stated or will it include professional development and continuing education? Is money enough or do we need to be sure teachers maintain their excellence as well as teaching new teachers about STEM subjects and how and what to teach. Community and private support makes sense. Businesses should foster STEM education, it only makes sense for them. Who will these participants be, and who will enlist them?

Does this initiative include assistance with project-based learning, what it is, and how to do it so it is effective? Will it include the arts, STEAM in the concept of STEM education?  How can we be certain that the intended ideas trickle down to real education for every student? The initiative takes its recommendations from a committee of industry and educational professionals. From the press release:

These Administration plans build on a key recommendation of the President’s Council of Advisors on Science and Technology (PCAST), calling for a national STEM Master Teacher Corps to recognize and help retain America’s most talented STEM teachers, build a community of practice among them, raise the profile of the STEM teaching profession, and leverage excellent teachers to collaborate with their peers to strengthen STEM education in America’s public schools.  

Sounds good. Yes, it does. I don’t think the problem lies in the substance of the plan, it is in getting it to happen – an entirely different thing. Will administrators recommend teachers? Is it going to be based on their performance reviews?  Will their background be considered? Will people with actual degrees in their disciplines be taken into account? Can non-education majors be trained in the necessary classroom pedagogy skills? Can we integrate industry professionals as mentors to work WITH teachers?

I am all for this initiative. I fear it will be one more great idea that never makes into reality. First, we need congress to approve and allocate the money for this. Of late, this legislative body has been notoriously short-sighted with self-important goals and priorities that do not look at the benefit for all people, especially the benefit for children to include the future and American society as a whole.

So what can we do as parents, teachers, administrators and community members to insure this initiative comes to pass. I am not sure, but I always say, speak up. Tell your legislators and school administrators. Write a letter to the editor of the newspaper. Comment on blogs.  Organize a town hall. Make education matter and demonstrate that you care. And then there’s always that one other option, cast your vote.

The Education Week article announcing the new initiative : http://blogs.edweek.org/edweek/curriculum/2012/07/president_obama_today_brought.html

The Press release from the White House about the initiative:

http://www.whitehouse.gov/the-press-office/2012/07/17/president-obama-announces-plans-new-national-corps-recognize-and-reward-

Reflection on Arts in Education TODAY

I just finished listening to the arts in education discussion group from the Aspen Ideas Festival 2012. The panel was Howard Gardner, Jonah Lehrer and Damian Woeztzel. The podcast is not available and if it is, I will add it HERE. Here is another  discussion on arts education from the Aspen Ides Festival 2011.

I could not sit still to listen as my mind whirled with ideas.  For me, there was validation for the many words I have spoken and written. Sometimes I thought I was speaking in a language other than English, but this discussion gave me hope and it forced me to face some realizations of who I am, where I come from and why I have found it so difficult to fit into the mold of public education. The perspective of a renown psychologist like Howard Gardner who studies education and the arts was inspiring. Add to that the recent work of Jonah Lehrer on creativity and Damian Woeztzel’s hands on work with education and the arts as a member of the President’s Council on the Arts and Humanities as well as his perspective as a performing artist and insight happens. If you believe in the benefit of curriculum integration, this discussion is very important.  Whatever I say in this blog is my representation of what was expressed. It is in no way meant to be a paraphrase of their thoughts.

Many schools say they are promoting the arts and do include them, but truly integrating them for the benefit of all students is not common. Doing this will take a buy in from all administration. It is not enough to simply say you believe in the arts. You have to live it. And I might dare to add that having performing groups is certainly part of it–it is the “do” part of the arts, but teaching the arts and adding that as a way of life is much more complex. In the “do” one can learn the discipline and work ethic it takes to be good at something.  The arts encourage collaborative relationships. Creativity comes in many forms and on many levels. Arts integration is using the arts to teach and understand other subjects, such as math,science, english and social studies, while gaining proficiency in both. Integrating the arts into core academics through experience or project-based learning results through the arts treated as important core subjects. Research is still vague on the arts improving academics or test scores. It is offering another option for experience and understanding and that leads to both achievement and social/emotional wellness. I think no one can argue that those outcomes are very positive. There are two separate issues – the arts for the art’s sake, which is valid, and the arts to enhance academics and academic achievement through experiential education.

You can be creative in any field. The arts encourage and teach this by doing.  Try something new. Use a material in a new way. Maybe it will work and maybe it won’t. It will open doors. We are used to playing with artistic components, clay, paint, etc. Children are not used to playing with math and science. But they can. Science is an obvious area for experiment. In math, we test so much we do not afford children the opportunity to try to experiment.

Will dance make you better at math? Don’t know about that. It is spatial and you must have a sense of spatial relationships to do it, so it may mean that those who are inclined have good spatial skills. Does one skill feed the other? At the very least the arts change perspective. The arts encourage a student to observe, evaluate, predict and analyze or self-assess. They broaden thinking and ability to imagine. They do enable the ability to focus and to understand process and hard work. These skills will make for happier, better prepared students to embark on their lives.      

The arts should be used in education in different ways. Teaching the arts for the art’s sake, the individual disciplines of visual art, music, dance and drama is important. We learn the aesthetic value of these media and how they impact our lives from past to the present.  We can learn to do and in that learning and exposure, talent can be discovered and nurtured. As well, we need to cultivate audiences for all the arts for the future. We need to learn that artistic experience goes beyond our interaction with a screen or a computer.  The arts can and should be integrated into other subjects to enhance the understanding of those subjects. One can learn from doing. Design becomes math. The sound and design of an instrument becomes physics. All students can create a digital portfolio of their work, all of their work – writing, things they have made and an account of other accomplishments. (Gardner talks about this idea, not sure if it is his originally).

There are many more aspects to this conversation. My perspective from my experience as a performer and then teacher forces me to see many sides of the subject. Having the arts in schools is not about finding the next great Picasso, Mozart or Judith Jamison. It is to give a diverse balance to the educational experience that will enhance one’s view of the world and deepen the ability to think, create, imagine and have empathy for others.

ARTS INTEGRATION = OBSERVE, ANALYZE, PREDICT, SELF-ASSESS

COMMENTARY ON ASSESSMENTS IN THE ARTS

Of late, there have been many posts regarding assessments in the arts and outrage over the possibility of high stakes testing that includes the arts. Below is my response to a post crying injustice and disapproval for assessments in the arts. Many assume this evaluation will take the form of multiple choice tests and some explore the alternate possibilities.

The idea of multiple-choice tests for anything is ridiculous, nonetheless, they are happening all the time. There are so many better ways to find out what a student has learned or knows and is able to do. Save the assessment of other subjects for another discussion since this one is confined to the arts.             

I have many years’ experience as a performer, teacher, leader of musical groups and curriculum designer. I have helped to create and yes, had to use what existed for music assessments in a district that uses these tests as a part of the teacher evaluation process. I have been an examiner for the International Baccalaureate Organization in music for a long time. I have been a judge in a variety of musical contests and competitions. All of those experiences require me to evaluate the demonstration of knowledge or ability by students at a wide variety of ages, skill, and stages of development. In addition, having two performance degrees in music, I was a participant in many International competitions and evaluations. I am not touting my qualifications, just giving that as a background for my opinion.

I would like to see assessments in the arts. I believe this practice will lead to the credibility of the arts as important core subjects. At the same time, the idea of assessing them through multiple-choice tests is, as I said previously, absurd. These days, memorizing facts to repeat back serves little purpose. Rote learning of music, although sometimes necessary, seems to me to also serve little purpose. Facts are quickly forgotten and rote music learning does little to enhance skills as a musician or critical thinker. Critical thinking essay questions that ask a student to discuss the place, purpose and role of music in society and how it fits into culture are appropriate questions. Describe what you hear — are there patterns? Mood? Rhythm? Paint a picture? This questioning encompasses all the arts, takes some inquiry and thought, and creates an opportunity for students to show what they have learned from their experience. Students can show how music is relevant to their life. In addition, understanding of all the career possibilities in the arts is important.

As to the standards that express “experience music” and “create music,” I think teachers are or should be always assessing where their students are. In addition, I have used some one on one time, or small group time, to work with each-yes I have done this-to see if they can do some basic skills with sight-reading, technique, etc. I am opposed to a teacher who sits at the piano and bangs out the parts or plays along and does this over and over until it gets better. I have seen this more times than not, all of you out there be as defensive a you want, it’s true. The teacher who does this can’t hear anything and never bothers to dissect the music to its inner parts so that a student’s ability to perform actually advances. This method is just rote learning.  Work on what is not working – the “hard parts.” Teaching students through sight-reading the structure and components of music, although slower, will reap rewards in musical proficiency. Understanding how the music fits into a social and historical context should also be learned. Who were the artists at the time? What did buildings look like? How did people dress? You get the point.

Many of my blog  posts discuss the importance of the arts and including them in an integrated curriculum, essentially raising their status from “fun” and extras” to tools for learning. I explore assessment possibilities and how to make them appropriate and not just meaningless exercises to stress students out. No need to repeat myself here.

Life is an ongoing evaluation. No matter what you do, someone is evaluating you all the time. Not too much to be done about it. If you are getting your hair cut, you are thinking, is he doing a good job? Not so great, I don’t think I will go back there. This assessment happens in every thing we do each day. So, slam me if you will. It is not my purpose to stress kids out. It is the reverse. I want kids to engage and love what they do and as a result, show me what they know. I want to see the status of the arts as most important to a quality education that will create innovators and engaged students to participate in society. We need audiences for the arts in the future and part of this comes from raising the level of how we view the arts. If we teach how to discern and appropriately criticize, we place value on the medium.

Measuring much of the arts experience is intangible. You like it or you don’t, it makes me feel good or it doesn’t. The truth is that without the tools of expression, one cannot clearly express. If you have something to say, you need the tools to do it. Those tools can be measured. There is always an extra factor that is hard to define, the  ”magic” that maybe cannot be learned. Although that is a part of the total package, musicianship, understanding and creative expression is quantifiable, the criteria needs to be specific and different from the norm. Giving structure and definition to what a student needs to know and be able to do helps them do that.

WE NEED THE ARTS!

Every once in a while I remind myself about what the arts teach.  This way of learning is integrated so well into who I am that I often forget. I lived this life for a long time and so to me much is taken for granted. When I hear a young accomplished performer talk about his art, I remember and am again inspired. The concepts of discipline and deliberate practice are embedded in the fabric of my self and how I do things. I attribute this discipline to the arts.

Every child deserves an opportunity to learn and experience all the arts. Art is everywhere around us. It took art to design the building you are in right now. Someone designed the furniture. Another chose the colors. We hear music everywhere, so much that we may not be aware of it all the time. Advertisements on television, online and in print are all the culmination of creative pursuits. Everything online has a visual or artistic component. We dance for fun but at the same time it is a personal expression of the music we hear. It feels good to listen, to look and to take part.

The arts are inherent to our culture. Museums offer a chance to view great works of art and to learn about history and science. We go to the movies for entertainment while movies use all the arts to engage. Self expression and communication are innate to our needs as a human beings. Children need to experience the arts as participators and as observers. They need to see what a concert violinist or a concert pianist does. They need to see American Ballet Theatre as well as Kanye West. Not only do students need to draw, paint, write and express themselves, but also observe and analyze the work of Rodin, Picasso, Rembrandt and Shakespeare. Partaking as well as observing builds the ability to discern, appreciate and critically think. It builds an understanding of history, society and culture. It helps us realize where we are and how we got there.

I have done it all in the arts as a young person.  My abilities in assorted media varied, but the exposure to them has brought depth and expression to my life. Exploring the arts allowed me to explore my humanity and be able to better express myself. The arts are the same as offering practical opportunities to students for STEM/STEAM learning. If you don’t expose a child to these disciplines, how will you know if there is talent or potential? Experiencing the world with a broad perspective that is beyond what facts students should know and be able to do, inspires innovation and creativity. Who knows what will be discovered?  The next great Pavlova? Einstein? Picasso? Or perhaps simply a great appreciator who is better for having experienced.

As a society we need to rethink our perspective. We need to see the arts as essential and to use them to better the lives and education of our children. There is a “crisis” in education to some degree. Students are falling behind in math and science and lower socio-economic schools have less opportunities for the arts. Even schools with arts programs are not rigorous with only one class a week. Let’s make this crisis an opportunity for learning.

Below are video excerpts from Alec Baldwin’s Nancy Hanks lecture on Arts and Public Policy given as part of Arts Advocacy Day on April 16, 2012 at the Kennedy Center in Washington, DC.  He says, “Art is like water. It’s essential. And I am honored to be here with all of you to carry the water on behalf of the arts again in 2012.”  http://blog.artsusa.org/2012/04/23/more-clips-from-alec-baldwin-art-is-like-water-its-essential/

An additional article about Baldwin’s speech: http://www.theepochtimes.com/n2/united-states/arts-beyond-essential-to-culture-says-alec-baldwin-223261.html

A discussion from young performing artists on the Melissa Harris Perry show Sunday May 7, 2012:

http://www.msnbc.msn.com/id/46979745/vp/47313182#47313182

More on Using the Arts to Improve Critical Thinking Skills

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“The most beautiful experience we can have is the mysterious—the fundamental emotion which stands at the cradle of true art and true science.”   Albert Einstein

The effects of the arts are full spectrum. Arts education in whatever genre, affects who one is and who one becomes. Thinking outside the box to ask questions about why or why not are de rigueur for arts education. Seeing the expression in a beautiful painting or hearing a beautiful piece of music opens the possibilities for one’s own feelings and possibilities for self-expression.

Seeing a memorable play, musical or movie can have a lasting impact. Evoking emotions and allowing empathy results from these theatre experiences. Who has not walked out singing the beautifully haunting melodies from “Phantom of the Opera?” How better to understand the role of art in a striving, struggling artist’s life than to watch “A Chorus Line?” The song “What I did for love…” tells the story. Even if you haven’t experienced it, the sentiment is clear. Death of a Salesman depicts a mundane life and evokes emotion. We may laugh, cry or both, but film, plays, music and musicals make us feel. It is our expectation to be moved and to feel something.

The same is true for seeing an art show. Somethings are agreeable and easy to look at, other things may be upsetting. The result is we think and we experience.

After an artistic event, as an observer, not even a participant, one has a reaction. Good or bad, positive or negative, one has an opinion. I urge this perspective. Who would want to go through life liking everything and thinking all was fine without being affected, or even jolted by a work of art? Experiencing the arts teaches critical thought through evaluation and analysis. Who wants no ability to discern what you like from what you don’t, and why?

Critical thinking is the ability to take your past experiences and apply them to today or the future. What goes into this “bucket of knowledge?” How do we grow the bucket?  

The arts offer multiple opportunities for critical thinking. Teachers report in the President’s Council on the Arts and Humanities Report: Re-Investing in Arts Education: Winning America’s Future Through Creative Schools
Summary and Recommendations, that integrating the arts into curriculum has improved critical thinking skills. Schools in which such integrated arts programs thrive also report an increase in their standardized test scores.

THE BUCKET:

COLLECT DATA  — Get the facts!

USE ALL OF THE SENSES

EVALUATE DATA COLLECTED — Evaluate the facts!

DRAW CONCLUSIONS — What is the significance of the facts?

TEST HYPOTHESIS (of conclusions drawn)

CORRECT, QUESTION AND TWEAK

WHAT ARE THE QUESTIONS:

• Is it important?
• Is it relevant?
• Is it applicable?
• Is it significant?

QUESTION YOUR CONCLUSIONS:

Is it Fair? Is it logical? Is it reasonable? Is it consistent with other information collected? Did you draw a logical conclusion?  Did you use faulty logic?

The four main critical thinking tools are: Getting the Facts, Evaluating the Facts, Drawing a Conclusion using Logic, and Evaluating a Conclusion.

The arts offer a student a chance to express their creativity.  Using words, pictures or body language demonstrates real life experiences and expresses emotion. The arts offer involvement for students who may otherwise not be involved. Engage students and motivate them to learn more about the core academics such as science and math through visual arts and music.  School must be a gallery for the arts–student art on the walls, student videos, plays and musicals, orchestra and any other outlet for creative expression on display. Walk through the school and hear the sounds of creativity at work. This environment creates a positive school climate that encourages and fosters diverse thought and innovation. Not only can students use and develop their talents, but also, they can incorporate the arts into their school work. Papers can have visual components or computer graphics. The study of history and culture will come alive from the addition of understanding how art, architecture, music and fashion reflect the time and culture.    Students will learn and understand as they experience where we were to where we are.

Most young people (and older ones too) believe their voice is unique. Students crave self-expression. Integrate the arts into core academics and watch students’ ability to think and solve problems grow and fill their bucket! There is something for every type of learner and every talent.  The possibilities are infinite–you can imagine — take a walk with Harold!*

The President’s Committee on the Arts and Humanities (PCAH): Re-Investing in Arts Education: Winning America’s Future Through Creative Schools
Summary and Recommendations is HERE.

*Remember the wonderful children’s book to which I refer Harold and the Purple Crayon.

STEM, STEAM, MATH and MUSIC — Integrate? How and Why

Why STEM? (Science, Technology, Engineering and Math). Why are they in a group? Should they be integrated with other core subjects? Should students learn these subjects in addition to regular curriculum or is it a part of the regular curriculum?

Do those who write curriculum and create learning materials understand the interconnectedness of the arts to mathematics and science? Technology spans all disciplines and so does engineering.

How do you make a piano?  How do you make an instrument sound a certain way? How do you design a hockey stick to be strong, light and flexible? Can you make a pan that retains heat better? How do you solve a Rubik’s cube? What do you imagine a robot doing? Can you design it? Do you understand how a paper airplane will fly and how its design affect its trajectory? Have you worked with gears and pulleys to make something useful for daily life? What are the effects of having different building materials? Can you create a fabric that is cool and doesn’t wrinkle?

STEM subjects are many–mathematics, physics, chemistry-biochemistry, eco-sciences, and computer science. These subjects all interact with their STEAM partners-computer graphics and design, video production, animation, food science, various aspects of music and music making, dance, physical education, spatial relationships . . .the list goes on.

Students should have in-depth projects that relate to interdisciplinary or multidisciplinary curriculum. Let’s build a yo-yo. What are all the factors to consider? Design, shape, materials…display all the yo-yos and sponsor a project event and while students explain their design process.  Students can use power point or video and include music. Build a robot to do a simple task.  We need community partners and mentors. An engineer demonstrates his job. Another shows how to make something and how to make it the most efficient. Build things. Take machines apart and see how they work. Businesses should provide learning materials through their education departments. Include  Psychology. Learn the effect of color and light on productivity. DO a study. BUILD something. Study a subject in-depth and process that information to create something new. Study spatial relationships by experimenting and observing how your body takes up space. Be a live design or puzzle.

STEM and STEAM learning must be hands-on and experiential. Use real world tasks as the point of study. Learn through experimentation.

STEM disciplines identified by the National Science Foundation include engineering, mathematics, agricultural sciences, biological sciences, physical sciences, psychology, economics and other natural and social/behavioral sciences, computer science, and earth, atmospheric and ocean sciences.

STEAM with the “A” for the Arts includes Music, Visual Art, Video Production, Computer Graphics, Dance, Theatre and Physical Education.

Think about the possibilities. STEAM/STEAM is NOT learning about the ocean by counting and coloring  fish. Instead, make a mini-ocean in a bottle and learn about  how the ocean is a closed eco-system and how waves travel. Create shapes with your bodies and learn and understand spatial relationships. Make an instructional video. Use notes to understand rhythmic values as fractions. Make mayonnaise.

Integrate STEM/STEAM into the school curriculum.  These subjects relate to each other and that is why they are in a group called STEM or STEAM.  It is a puzzle and the picture is complete only with each piece.Education comes to life through hands-on learning experiences.  The integration of STEM/STEAM into the curriculum better enables students to be career and college ready.

The need for STEM education is clear.What will it be if implemented without the arts?

“Logic will get you from A to B. Imagination will take you everywhere.” Albert Einstein

The Benefits of Professional Learning Communities in the Arts

 Professional Learning Communities have been around for a while. At this time, the needs of the 21st Century Education for Communication, Collaboration, Creativity and Critical Thinking make it no longer an option.

It is still challenging to set up the collaborative groups and create the atmosphere of trust needed for the success of Professional Learning Communities.  Teachers are not accustomed to having the door open and sharing. There is a long-standing mystique about “what happens in the classroom stays in the classroom.”

Of course that old idea is changing. Many teachers are not used to having an open door and get offended by the idea. It is as if they feel judged or insecure. The attitude needed is, “Yes, come in and see what we are learning!  It is so exciting.”  So, it becomes about trust.

There have been lots of books about establishing Professional Learning Communities and I will include some of them at then end of this post. At this time, many schools use this collaborative method for the academics. Through that method,  teachers of the same subject offer the same curriculum, share ideas even if  implemented differently. High quality instruction and like content becomes standard and a well-aligned curriculum involves all. This idea is no longer a new one.

I do think this concept is relatively new in the arts. The reason being that established and aligned curriculum is not commonplace and demonstration of knowledge in the non-core subjects are the exception and not the rule.  Schools may pay lip service to arts PLC’s. There are, in reality, few models.  I hate to say it, but I have seen the various specials teachers gather for their supposed PLC time. It seems to me it was like everyone was in the pool but there were different drops of colored oil that just wouldn’t mix!

TIME FOR CHANGE!

THE ARTS ARE CORE SUBJECTS FOR THE 21ST CENTURY

I think the hesitation to join forces stems initially from a lack of trust and that the specials (music, choir, band,art, drama, PE (even dance), Computer Graphics, and other related subjects, possibly foreign language) tend to stay independent entities. Perhaps they are performance oriented like music or PE. And we know those two will not acknowledge having anything in common. Jocks can’t sing, right? Again, I say there is some vested interest in keeping it all mysterious so that no one knows what you are doing. Perhaps the teacher feels threatened and doesn’t want anyone else to think they can do it too. Sometimes there is only one teacher per arts subject in a building, so managing a PLC becomes more of a challenge. All of the arts subjects can form one PLC and there needs to be like subjects connected through a PLC in all the buildings.

The beauty of the PLC comes in the collaboration and communication. To share creates benefit. It is a combination of trying things and sharing the outcomes and brainstorming interdisciplinary learning possibilities. It is not just brainstorming. You have to go off and do what you do yourself and then share the process and outcomes with colleagues. Research shows that brainstorming in a group does not produce as much change as individual work. The combination of the two, I believe, is a benefit. You can’t carry out an integrated curriculum that is 21st century ready without talking to your colleagues. I don’t know why teachers are reluctant to collaborate  –   is it a personality trait of teachers, the way teachers are taught, or even in part, human nature? Some people are more collaborative by nature and some have must be in charge. The PLC has room for all.

How do you interest teachers who are not interested?

Give them a role or a task  to complete and share with others. Reinforce and compliment to give confidence and build trust. Create a wikispace for colleagues to share information.  Use an outside facilitator for meetings such as a professional development consultant who becomes a  ‘regular” part of the team. This can create “buy-in,”  change attitudes and stimulate new ideas.

How do you show them how it benefits their own instruction?

Give examples of other collaborative learning possibilities with a positive outcome and how their subject relates to the learning and instruction in other subjects. Build bridges. Share ideas and teaching strategies. Use data to demonstrate value.

How do you change the attitude from defensive to trusting?

This takes some time and work. Meetings must be frequent, consistent and well-planned.  Leaders must model by example and show the benefits. Professional development that is hands on and continuous can help. Possibly add presentations by community partners and possible mentors for students. Administration must give the necessary time for teachers to make PLC work. A professional development specialist should coordinate the meetings and follow through. Frequency is the only way to success.

What are the Benefits?

The benefits are well documented. Student achievement and instruction improve. Teach through action and experience. Don’t be defensive – encourage healthy discussion and “argument.” Involve team members with other schools in the district and teachers teaching like subjects. This communication is especially important in the arts since there is often one or few per discipline in a building.

For the arts to come to the forefront as important core subjects, the idea of PLC and aligned curriculum with appropriate evaluation must be implemented. School leadership must exemplify the model.  They must create an environment of trust and collaboration. This process takes TIME, and TIME must be dedicated to it. Teachers tend to be an “in the club” group. Use this to an advantage and create a team.

BOOKS:

Protocols for Professional Learning: http://shop.ascd.org/Default.aspx?TabID=55&ProductId=1073&gclid=COzxjLursq8CFelgTAodchhIGw

Revisiting professional learning communities at work: new insights for improving schools :http://www.google.com/products/catalog?q=books+on+professional+learning+community&hl=en&client=firefox-a&hs=ZfQ&rls=org.mozilla:en-US:official&prmd=imvns&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.,cf.osb&biw=1600&bih=755&um=1&ie=UTF-8&tbm=shop&cid=4688949453998046755&sa=X&ei=sGCIT7iRE4Sc2AXgw52yCQ&ved=0CHkQ8wIwAA

Professional Learning Communities by Design : http://www.amazon.com/Professional-Learning-Communities-Design-Putting/dp/product-description/1412987113

Arts Education Not in Peril? REALLY? For whom?

The National Center for Education Statistics released a report earlier this month regarding the state of arts education and its availability during the 2009-2010 school year. Where relevant, it makes comparisons to a like report from ten years earlier.

The news was touted as good, I guess. Arts education was not significantly less in most cases than it was in the prior report ten years earlier. They say we still have lots of arts education, or do we?

Although the percent of schools offering arts education seems to be fairly constant, it depends what exactly it is hat is offered. That information does not include details such as frequency and diversity of offerings (there is some of this information and that is generally not good news).

The problems, in my humble opinion, are as follows: Lower socio-economic level schools have fewer arts education options. They do however, have designated rooms for the arts they don’t have in a higher percentage rate than high income school districts.  In addition,  the report states that dance and theatre instruction in elementary schools is threatened with extinction.

“Generally, what we really found is there is no consistent trend of decline in arts education in public schools,” said Jared Coopersmith, a project officer at the NCES. “However, we did find various instances of change.”

The good news is music education is the most available and the most popular. I am happy about that, but concerned because the visual arts, which include computer art and graphics, design and the like, should be increasing in educational offerings, not declining. 

I read this report when it came out. It was publicized in a lot of places, twitter afire, proclaiming pretty much good news, although on further reading, there was a touch of skepticism and questioning about this good news by some accounts.

Several queries occur to me that we need to be asking as a community. We need to know what arts education actually encompasses. Is it offered once a week, once a month, or every day?  Are there a variety of offerings or the basics?  Does it offer rigorous content or a fluff approach? Are there assessments to demonstrate knowledge? Who is teaching the arts courses? Are they properly credentialed or just someone who played the clarinet in high school band and says I can do it? Is there a dedicated space for specific arts courses or do we all pile into the gym?

The saddest finding to me is the fact that at-risk or low socio-economic schools offer less in arts education. It is these children who would benefit the most from this facet of education. Their parents will not be providing extra-curricular opportunities for them, and have the least opportunity for exposure to the arts. I ask:  “Is this the American way?”

People talk of course and they say they like the arts and that the arts are really important to their school.  Truthfully, doing it is a much bigger undertaking. What will it take to transition to a more balanced, integrated education? What will the report in ten years say?  I know what my dream is, what is yours?

Two reports are pertinent to this subject and its discussion. the first from The National Endowment for the Arts is  HERE. The second, from The National Center for Education Statistics is HERE.