Regional Training Sessions The Arts, Grades 9-12 Day One

1. Regional Training Sessions The Arts, Grades 9-12Day One John Phillips Education Officer, The ArtsOntario Ministry of Education November, 2009

2. Grounding Activity PART 1: • Based on how you feel this morning… • Stand beside the song title that most resonates with you regarding curriculum revisions • Partner with someone and explain why you are there PART 2: • Introduce yourselves around your group… • Name • Organization • What you hope to get out of the next two days

3. Agenda - Day OneWelcome and Introduction ActivityBackground on Curriculum ReviewBegin with the end in mindImportance of the ArtsCreative ProcessCritical Analysis ProcessAssessment For Learning

4. Learning Goals I can: • describe the major revisions to the arts document. • identify some of the core practices in the arts document • describe key characteristics of the Creative and Critical Analysis processes

5. Parking Lot

6. Things I’ve Learned • Arts people are passionate • Arts people like to talk • There is never enough time • For some, it is difficult to see the connection • Some have not seen Adobe connect • Arts people think autobiographically • There is never enough time

7. Your Role • Become familiar with the revision • Gather the information • Share ideas – be open to new ideas • Plan for implementation – with a colleague, at school, at board, across the province • Seek first to understand, then to be understood

8. Adobe Connecthttp://curriculum.na5.acrobat.com/artsrcd • Curriculum review process • analysis and focus groups • research • writing • feedback • revision • checks and approvals

9. Key Points • This was a “universal” revision. • Emphasis has been placed on continuity from 1 – 12. • Revisions provide flexibility to allow for diversity across the province.

10. Begin with the end in mind • Curriculum reform for a reason. • Students in the 21st century have different experiences, background and needs. • How can the revised curriculum best serve them? • How can you help teachers to best understand the changes?

11. Strategies & Moves • Move into subject disciplines • Introduce around the table • Await further instructions

12. Creative Challenge • In your subject group, create a visual representation of the ideal “arts” (your subject) classroom (program) • Use the materials at hand • Try to make it conceptual • Be prepared to share with the full group

13. Extension of an idea • Stand and look around the room for someone in another subject area that you do not know. • “Huddle” with this person, introduce yourself and await further instructions.

14. Consider the question… • In what ways does your group representation provide for student success?

15. Adolescent Brain

16. Ideal vs. reality • What are the challenges facing arts teachers with today’s students? • Place the emphasis on the student, not the system.

17. During Break consider… • What is creativity? • Why is it important to be creative in today’s society? • Return to your BOARD/ORGANIZATION groups after break to discuss

18. Break • Take a moment to yourself • Have some refreshment • Go for a walk with someone you don’t know or someone you do and

19. Return to your Home GroupBoard or organization

20. What it is Policy Principles of arts education Guidelines Examples and prompts Flexible and adaptable What it is not Teaching manual “Thou shalt” statements List of technical skills Examples are not expectations Strict set of standards 2010 Arts Curriculum

21. Importance of the ArtsChapter One • Scan the statements on pages 2 and 3 of Chapter 1. • Connect 1 or more of these back to our discussion of the “ideal arts classroom” NEXT… • Find another subject partner and share. • Compare your findings.

22. ROLES AND RESPONSIBILITIES IN ARTS PROGRAMS • - Students • Parents • Teachers • Principals • Community Partners • + Attitudes in the Arts Pages 4-6

23. Roles Activity • Divide the roles found on pages 4-6 among the members of your table group. • Skim and scan to find points that support • arts teaching/learning. • Share at your table.

24. “All children have the ability to be creative.” Page 6 - Chapter Two (Creative Process)

25. Take a moment to… • Read “Creativity and the Creative Process – Chapter 2, page 5 & 6 • Familiarize yourself with the stages

26. Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill, and it can be cultivated by establishing conditions that encourage and promote its development. Teachers need to be aware that the atmosphere we create for learning affects the nature of the learning itself. (Chapter 2, page 5)

27. It is critical to create a setting that is conducive to creativity is one in which students are not afraid to suggest alternative ideas and take risks. (Chapter 2, page 5)

28. The creative process is intended to be followed in a flexible, fluid, and cyclical manner. As students and teachers become increasingly familiar with the creative process, they are able to move deliberately and consciously between the stages and to vary their order as appropriate. For example, students may benefit from exploring and experimenting before planning and focusing. (Chapter 2, page 6)

29. Creative ProcessChapter Two • Examine the chart on page 6, 7 & 8 • Consider either the student or teacher role • Explain how this might look in your subject area • Record some key points 3-5 • Share with the full group

31. Critical Analysis Process • Take a few moments to read Chapter 2, page 8 and top of page 9 • What are the most important points to support student achievement and why?

32. Critical Analysis Task • Read the nuggets on page 9 – Critical Thinking • Write one specific example of how this might look in your subject on a sticky note • Place your idea on the corresponding chart

33. Huddle Activity • Something you knew • Something new to you • Something you would like to learn more about?

34. LUNCH 12:45