rhode is fnd, providence, 11 8-12
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Teaching artists and the future of education:Finding hope in unexpected places Rhode Island Foundation November 8, 2012 Nick Rabkin
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A better mop? Or better than a mop?
Teaching Artists and the Future of Education
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• Better grades • Proficiency in math• Higher standardized test scores• Less likely to be bored or drop out
• More friends of other races• Less TV • More likely to go to college, graduate, and get a job
Also, more likely to know something about the arts!
Arts education improves student outcomes
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Correlation strongest for low-income students.
It’s the arts, stupid!
Very big deal
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Up 184% from 1930 to 1980, down 25% from 1980 to 2008 with no sign that the decline is slowing.
Childhood arts education, 1930-2008
After nearly a century of growth, arts ed has declined for three decades.
Teaching Artists and the Future of Education
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They’ve mitigated, but not reversed the decline.
Photo: Khanisha Foster with students, Project AIM/CCAP.
Significant numbers of Teaching Artists have entered schools since 1975.
Teaching artists
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Jane Addams founded Hull-House in 1889
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Benny Goodman at a Hull-House special event;
Louis Armstrong with his cornet teacher from the
Home for Colored Waifs on TV in 1963.
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New pedagogy emerged at the settlements,
breaking with conservatory veneration of the
classical world and elite patronage, and included
rigorous and critical exploration of the real world.
.
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Viola Spolin
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Art for arts’ sake—art for people’s sake: different pedagogies.
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A Swiffer for education?
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Arts education is understood as affective and expressive, not academic and cognitive, a distraction from ‘real learning.’
Descarte’s error
A Nation at Risk, the template for school reform for three decades.
Teaching Artists and the Future of Education
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Structural economic changes provoked a sustained series of crises that choked most large school systems from the mid-1970s on. The crisis has taken different forms and continues today.
New York fiscal crisis, 1975.
Fiscal crisis
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From Proposition 13 (1978) to the Tea Parky
Tax rebellion
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• HS graduation rate flat over last 20 years
Has school reform worked?
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• HS graduation rate flat over last 20 years
• Dropout rate remains high
Has school reform worked?
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• HS graduation rate flat over last 20 years
• Dropout rate remains high• Achievement gap narrowed in 70s, but
has widened since
Has school reform worked?
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• HS graduation rate flat over last 20 years
• Dropout rate remains high• Achievement gap narrowed in 70s, but
has widened since
• US students have fallen farther behind students from more countries in more subjects
Has school reform worked?
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2020
• HS graduation rate flat over last 20 years
• Dropout rate remains high• Achievement gap narrowed in 70s, but
has widened since
• US students have fallen farther behind students from more countries in more subjects
• Charters’ record is no better than conventional public schools
Has school reform worked?
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Are TAs good teachers?
Aside from socio-economic background, good teaching is the most important predictor of student success in school.
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What is good teaching?
• Student centered: Balances students’ interests, questions, and prior knowledge, with new challenges, choices and responsibilities
Zemelman, Daniels & Hyde (2005) Best Practice: Today’s Standards for Teaching and Learning in America’s SchoolsPerkins (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform EducationSmith, Lee, and Newman (2001) Instruction and Achievement in Chicago Elementary Schools
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What is good teaching?
• Student centered: Balances students’ interests, questions, and prior knowledge, with new challenges, choices and responsibilities
• Deeply cognitive: Learning is the consequence of thinking and making work about meaningful, rich, compelling problems, concepts, and ideas
Zemelman, Daniels & Hyde (2005) Best Practice: Today’s Standards for Teaching and Learning in America’s SchoolsPerkins (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform EducationSmith, Lee, and Newman (2001) Instruction and Achievement in Chicago Elementary Schools
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What is good teaching?
• Student centered: Balances students’ interests, questions, and prior knowledge, with new challenges, choices and responsibilities
• Deeply cognitive: Learning is the consequence of thinking and making work about meaningful, rich, compelling problems, concepts, and ideas
• Social: Collaborative activities are more powerful than individualist strategies
Zemelman, Daniels & Hyde (2005) Best Practice: Today’s Standards for Teaching and Learning in America’s SchoolsPerkins (2010) Making Learning Whole: How Seven Principles of Teaching Can Transform EducationSmith, Lee, and Newman (2001) Instruction and Achievement in Chicago Elementary Schools
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Engagement is job one
For many, ‘A slow process of disengagement begins in 3rd grade…’ Photo by Joel Wanek
Photo by Joel Wanek
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Voice
An aesthetic signature and a perspective on the world and life, a set of concerns, issues, and ideas that matter to students. Student work from Project AIM/CCAP, Joel Wanek, Teaching Artist
Courtesy Project AIM, photo by Joel Wanek
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Building a community in the classroom
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Arts integration: The ‘elegant fit’: Moving the mind, connecting ideas, and building understanding.
Wheatstacks lesson credit: Luke Albrecht, 8th grade math, Crown Academy, Chicago
See: AIMPrint: New Relationships in the Arts and Leaning, Weiss and Lichtenstein.Renaissance in the Classroom, Burnaford, Aprill and Weiss.
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Build demand for arts ed
Research must be complemented with real stories. TAs are a great source.
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Make the field sustainable
Under-employment, low pay, and health insurance are serious problems for artists. Funders and employers need to take them seriously.
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Arts education is vital to the future of the arts, too.
Teaching artists are experts on how to create more engaging and meaningful artistic experiences
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Develop arts integration
Integrated and disciplinary instruction are more alike than different when grounded in good practice. Let’s get beyond the conflict and invest in serious development!
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Arts ed in both schools and communities
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Advocate for specialists and TAs
Good schools have both already. Make them models for collaboration, not competition.
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Assessment – the next frontier
Bring the authentic assessment of the arts into classrooms.
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Professional development
• Use the best arts pedagogy to train teaching artists AND teachers in all settings. Hands-on, project-based, problem oriented, learning by doing.
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