In lieu of a faculty meeting today, my Principal has blessed us with a learning opportunity to read and reflect on The Arts Make A Difference by Nick Rabkin and Robin Redmond.
Being significantly behind on my professional blogging, this is also an ideal opportunity to reestablish that invaluable habit.
One observation that I have made about my students is that, like the students in Nick Jaffe’s music engineering classes, ‘“They have a shocking ability to work effectively and listen well amid the cacophony in this open room,”’. Perhaps one consideration we should have is that deep learning is messy and noisy. If we insist on neat, orderly, quiet classrooms, we will have neat, orderly, quiet learning.
The most important theme of this article is that arts integration shouldn’t necessarily mean the integration of Arts content into or connected to Language and Mathematics. They should be equally balanced, with emphasis being placed on the authentic arts processes and products, supported by language and math skills.
What is needed is for teachers to collaborate to understand the ‘parallel processes in an art form or arts-related activity and a more traditionally academic activity’.
In a truly Constructivist environment, the content is created by the learners with the teachers serving as facilitators, organizers, documentarians, and coaches. Learning expressed through art values the learners’ experiences, values, and emotions. But for curriculum to be arts driven, we must find ways to use content and skills instruction to support learning in a coherent manner. This provokes me to revisit my introduction to the IB Primary Years Program and the document, Toward a Coherent Curriculum by James Beane.
The transdisciplinary nature of the PYP and the ‘socially constructed and largely artificial’ boundaries of school are incompatible.
If we instead think of the learner at the center (rather than content), it is intuitive to imagine that each teacher can have a role, based on their expertise, to uniquely support and inform learning.
Coherence will come from those teachers acting as a collaborative team rather than a group of cooperating individuals isolated within their own disciplines. They should understand how each others’ approaches complement each other from the learners’ perspective and how they can improve their coordination through communication.
To quickly begin to address this need in our school, I recommend that each integrated unit of inquiry be planned on one document and that specialist teachers be responsible for ‘leading’ the planning to identify and define the language and mathematics content and skills that would best support the students’ learning processes and products.