Around the Corner

I am sitting in Washington DC surrounded by leaders of arts education projects nation-wide. Seven years ago we all fitted around one long table in Charleston SC. It was a lot more intimate and in some ways more helpful. The question in my mind is whether it represents a true change in the direction for educational reform. ASCD started the Whole Child initiative and Hal talked about a shift in public opinion as part of his Imagine Nation report. Is this shift real? Or does it stay in this room? The realities that we see in schools are still far from this vision. They may be around the corner, and we who are very close to the wall with our eye on the classroom cannot see it coming. It could also be that we are simply “going to church” and dreaming of a better world, willing to suspend our belief until we go back to the challenging environments of schools and high stakes.
The only way to go and change is low stakes assessment of students and teachers- regardless of how much money or directives we can write. If we are to move in the direction of an Imagine Nation we need teachers ready to do that. Art education is rarely taught in teacher preparation program by full time faculty. Very few research universities have faculty researching Arts Education. So a shift to an Imagine Nation needs a shift in our teacher preparation programs- are we even close? I am eternally skeptical and would love to again be proven wrong.

Working with future teachers

I spend a good portion of my time with pre-service teachers. For a while I was reluctant to challenge them with arts integration. But now that I am bringing it up and even modeling a full VIEW process I can see the difference it makes. About a third of my students decided to integrate the arts into their writing lessons in practicum. The message has definitely resonated with my students and I am oh so curious to see what will happen.
For me this was in some waysan unintended consequence. While it makes sense it took me a while to connect this aspect of my research with my teaching. Now, I am consiously looking for ways to help future teachers see the connections. It is about turning the tide from a fragmented elementary curriculum to a more cohesive integrated approach.

Bracing for Impact

No matter who wins the elections next month we can expect a shift in the way education is talked about and funded. (Education Week is sponsoring a debate between the two education advisers)
I wonder how funding for Arts education will change or even if it will.
Regardless I feel that those of us who are integrating the arts need to start looking for funds beyond the ones earmarked for the Arts. If we can support our claim of benefits going both ways we should be able to convince grant panels in literacy math and professional development. I am not we will be successful immediately but a change in administration may be just the right moment to try.
A short post of some fairly random thoughts this time.

Boots on the Ground

Our project is challenged by working in two very different contexts. In California we work mainly with generalists (classroom teachers) while in Nebraska the work centers on the collaboration between specialists and generalist. Further complicating this issue is the geographical distance of 1500 miles. The Department of Education have asked us to present about ways we resolve the conceptual and geographical distance effectively.
This is where technology is enormously helpful, and I am always technology happy. Experience have taught me though that technology can have only a supporting role in a project like ours. I believe very strongly that professional development can be most successful when we understand each others context and practices. Further, there is no way to understand context and practice without sharing the same contextual space, seeing students, classrooms, and interactions.
As a former soldier it is a "Boots on the Ground" approach. Beyond understanding the context I believe that deep professional development the kind we know makes a difference is about relationships of trust shared experiences and even friendship. Such relationships can only happen in face to face meetings.
We travel from site to site for more than just a 4 hour PD we visit classrooms, and when budgets allow we take teachers with us so they can learn from the different contexts and practices.
Technology used on top of that can help maintain the relationships created during face to face meetings but not replace them.

Not Just Friday Afternoon

We gathered on a Sunday a few weeks ago with some friends and their friends. There was this teacher-thread throughout the group. One was another primary grade teacher at an arts focus elementary school in another area of the state.

Arts LINC, etc. came up in the conversation (imagine that!) and the teacher from afar was excited to tell me that each week they give their seven and eight-year-olds a prompt and related instruction with the end 'assignment' to write a five paragraph essay. They are given time each day and have until Friday to finish it. However, if they are finished early, say Wednesday or so, they can do art that is related. The kids that take all week to write don't have time to do art (my comment: don't get to).

The arts program there includes a focus on an artist and composer of the month, a two-year cycle (so the kid will get same artists/composers in K, 2, 4) and the time designated for that is Friday afternoon. They also have a “club time” one afternoon a week with things like guitar club. I’m guessing that this is a program example that plays out in some other schools across the country.

It is becoming clearer each day that I am involved in Arts LINC that we ARE about INTEGRATION and not about ENHANCEMENT. I started to explain the difference to her, but then decided to save that for another situation. At least her students were getting something from a teacher that was enthusiastic and committed to including the arts.

I have always so off-handedly given an example from my own childhood as a differences to the philosophy, strategy and research of Arts LINC. (The example I use: "You may write about your summer vacation and if you have time, you can illustrate it.") I know now that an example like that is still real. So....the next article we write should be titled, "Not Just Friday Afternoon".

Thinking Like an Artist

There is a growing pattern in the professional development of teachers to move away from an emphasis on pedagogical skills to thinking like domain experts. In many ways the idea is not new, yet the application is intriguing. Science teachers spend the summer being scientists working in university lab- thus learning the fabric of science. Math teachers spend their time learning and working math. Perhaps the most established of such ideas is the Writing Project. In the Writing Project each participant is encouraged to write and see herself as a writer, as a result, the logic dictates, she is more likely to teach writing, understand her students process, and finally help them identify themselves as writers.
The question that started emerging in our work is whether that is also true for teachers who are charged with teaching the arts in their classroom? We envision trying to foster Studio Habits of Mind with teachers as a way of transforming their practice. I think this may be a transformational piece for classroom teachers who are not formally trained as art specialist. For them (and me in all honesty) the last time they were engaged with any sustained effort of art making was in school (K12).
There might be a catch that must be considered: can elementary teachers who are asked to teach all, or almost all, subjects be domain experts in all these areas? Can we really expect depth of understanding and real experiences in Math, Art, Science, Writing, History etc.? I am excited about this idea but as I look at the larger context and being able to scale such practices up- I am sure we can scale our pedagogical ideas up (VIEW) but as for teachers thinking like artists, I am not so sure anymore.

Back in Action

A few weeks ago I watched a presentation on a video podcast out of TED Talks. In this particular one the speaker stated that the apparent failure of instructional technology in making large achievement gains is linked to the fact that most studies are conducted in "high achievement" schools. His point was that in such schools technology cannot make much of a difference. In struggling schools, however, it may make tremendous difference. It started me wondering whether that was true about arts integration too.
That is, does arts integration help students in lower achieving schools? In a way it's an empirical question we'll be able to answer this year.
On the other hand the arts are very different from technology. Class and professional status influence exposure to technology much more than exposure to the arts, especially creating art. My sense is that middle class/professional parents are much more likely to expose their children to technology than arts (sadly). So, the question is still open waiting for some data to shed light...