ED 815: Action Research Theory & Practice
(Journal notes from a mini AR project bringing Artists in the Classroom)
Looking for Deeper Meaning
November 18, 2007
I am now at the stage of trying to interpret the experience – I hesitate to say interpret the data as I really don’t have that much data (as in numbers). I do however, have observations, interviews, exhibit photos and some reflections to share. I have tried to analyze the way the wiki was utilized as well, even though that wasn’t directly stated in my original question. I believe this provides some understanding of how the relationships unfolded over time and how that had an impact on the relationship formed between teacher and artist.
Wiki Analysis:
- 59 wiki entries (excluding my contributions)
- 25 by teachers
- 29 by the artists
Each were coded if they showed:
- planning (schedules, resources, administrative notes) = 28
- content (ideas for the workshop, connected to curriculum, questions) = 29
- relationship (personal notes, encouragement, excitement shared, friendly) = 28
- photos (of the artist, their work, class space, students in action) = 35
What does this show me? They really used it with purpose, it was meaningful once they realized how it could help them. You need the relationship (and photos help) in order to get to good planning and idea sharing (content).
My Life as a Researcher
(Nov. 10/07)
Allowing for a week to pass during which we could spend time reflecting and digesting, I gave a follow up questionnaire to the teacher:
On a scale of 1 to 3 (1 = poor, 2 = satisfactory, 3 = excellent)
1) Rate the effectiveness of the contact between teacher and artist made in the days leading up to the event _3_
2) teacher and artist share ideas & collaborate through the wiki _3_
3) teacher & artist each have a clear role or purpose in the project _3_
• It felt almost like H. and I had known each other before we actually met. It helped that we have complimentary personalities and similar ideas about teaching art to kids.
4) rate the effectiveness of the follow up workshop _3_
• The follow-up workshop was amazing! I enjoyed participating in the other activities and meeting the other artists and teachers. I went home with about 4 new activities in my bag of tricks. It seemed that everyone else felt the same way and were willing to share ideas and thoughts with the large group.
5) rate the “exhibition” of the work posted on the wiki _3_
Has the project had an impact on your confidence teaching the Arts?
• This project increased my knowledge of paper-making, gave me a new medium (altered books) to explore and gave me dance, drama, and music ideas that do in fact increase my confidence in those areas.
How might this project affect your classroom practice?
• I plan to spend some time brainstorming dance and drama games that will enhance my lessons in those areas. I really “got it” that students need to have the freedom and opportunity to explore how their bodies move in both dance and drama and there is no wrong way to do that.
Deeper Learning, Deeper Meaning
(Nov. 2/07)
Artists in the Classroom
Tuesday, Oct 30th – a crisp, blue, perfect Fall day – saw 7 artists in 5 communities working their magic with students from grade 1 to 12. Quite an amazing event. About 200 students and teachers involved all told. See the photo exhibition of the day.
I spent time with A., the dancer, and was thrilled to see her work with gr. 1 students all eager and full of giggles and then to see her engage the gr. 6 students – not so forthcoming at first but gradually succumbing to her charms. Then I visited M., the dramatist, and watched her as she put gr. 6,7 & 8 students through an intense exercise on character development, writing with passion about a photo presented just minutes earlier. Lastly, I drove to watch B. and H. as they worked with gr. 4 on books. I wrote more about it in the previous post.
Wed. October 31st is a day for transformations and playfulness – perfect for our day with the artists. The morning was spent working with the artists as they shared their work, their philosophy and their tricks of the trade (favorite exercises). It was quite exhilarating to move through the varied activities, participating freely, no thought to students or evaluation or objectives – pure action. It is such a gift to be allowed to play as adults, a gift not easily received for some. Though in our group it seemed all were ready to play. At moments we were hushed, in awe of the experience, at times we were flushed by exertion of effort and then giggling at the silliness of it all.
Teachers and artists both expressed their appreciation for the time together and talked about how much they learned from the day. Unexpected pleasures at noticing common threads that repeated, such as:
- Voice is connected to the body.
- Use your instinct and release tension.
- By playing and exploring we learn.
- What are you feeling in the body? Pay attention to the feeling.
- Don’t think, just do/be.
- There are no right answers, just your response.
Two people expressed pleasure at having a flexible and open schedule that allowed us to experience the day as we needed. An artist put it this way: “You somehow mange to be organized and yet friendly at the same time.” I told her that I prefer to be overly planned and yet totally spontaneous. It works for me.
In the afternoon we watched a short video called “Do Schools Kill Creativity” by Sir Kenneth Robinson and then we read a research article about the arts and intelligence called Arts for Our Sake by Ellen Winner and Lois Hetland. Most people, when polled, believe that the arts make us smarter – but this article says it is not in the way we suppose. It argues that correlation and causation are not the same thing and describes the ways in which students are smarter through a rigorous arts program. It builds the capacity for persistence, problem solving, making connections and looking at more than one right answer. This was followed by a very thoughtful, very deep conversation about our own practices and the challenge to teachers to build creativity in students. To not just educate the “head and slightly to one side”. The discussion was reflective and full of self analysis. I left feeling very happy with the experience and the with the realization that teachers in our division have begun the transformation. We seem to be moving to another level of understanding about the Arts – moving beyond thinking about the Arts as something I just “do” (skill based) to something I think about and talk about and ask questions about (critical).
The shift in paradigm was audible.
I believe the Artist in the Classroom project had more than a just limited impact. We jumped into collaborative planning, we engaged in discussion, built relationships and followed up with time for meaningful experience.
My next questions lead me to wonder how I can best be aware of this impact as we all move forward. How can I stay in touch to hear the stories? Will teachers be more willing to share their stories? I guess time will tell.
My Dinner with Artists
(Oct. 30/07)
The guests have just left and the dishes are done. Great food, wine, lively conversation and music… how perfect!
The seven artists from the project came for dinner tonight after their day in five schools with students and teachers. Workshops in creating character; altering books; african songs; creative movement and film on the fly – what a creative day.
The conversation should have been recorded – I can’t remember all the interesting and connected discussions. Some of my thoughts are about how the Arts provide us with a much needed – vital even – need for play and exploration, to build community, make connections and build empathy with all people. The Arts speak to something deep within, a longing to make ourselves known, to be seen by an other. We have something to say and we can connect our body to instinct to voice. We need to understand it is okay to play. To explore. Make connections. Solve problems. Do.
Some conversation overheard as we made altered book sculptures (grade 4):
“If anyone came in and saw us we’d be in BIIIIG trouble! I wish these were Math books we were cutting. “
“I’m not going to plan anything! I’m just going to make it up as I go!”
“I’m so glad I’m here today. This is better than recess!”
The role of the artist seems to be about providing a view into another way of seeing the world. Of saying “it’s okay to think/act/do in this way”. The artist allows us to question, to try another path, and to explore new media. Teachers, as well as students, need this contact to understand what already exists within themselves.
Interview with an Educator
(Oct. 30/07)
1) What are your thoughts on the Artist as Educator? What is their role?
I see the artist as one who uses his/her knowledge, experience, and talent to teach students and teachers a new art form. I am anticipating that the artist will give clear, step-by-step instructions that will not only be easy for the students to follow but will be easy for the teachers to replicate in their own classrooms.
2) What do you see as your role on the day when the Artist is there teaching?
My role is to make sure that the artist’s needs are seen to from supplies to lunch. I will be her support in managing the class and will assist her as necessary with materials and equipment.
3) Describe how your relationship with the artist has developed (ie: wiki, email, phone, photos). Do you think this will have an impact on the way you will work together?
Our communication has been totally via the wiki. We have discussed the proposed projects with her suggesting the activities and me agreeing to them. I feel comfortable with her even though I haven’t met her or spoken to her. She sounds interesting and interested in this project. I have looked at length at her website and feel that I have a pretty good idea of what we will be doing. I think that we will be able to work well together however I realized when I was setting up the room that I wasn’t sure how to do it. I did go looking for a phone number on H’s website but only found an email address. I decided that there will be ample time in the morning to set up and gather supplies.
4) How would you describe your level of confidence/competence in teaching the Arts Ed curriculum?
I feel fairly comfortable teaching the Visual Art portion of the curriculum. Drama is also in my comfort zone. I feel less confident with dance and music is well out of my area of expertise.
5) What are you most looking forward to when the artist comes to your class?
I am looking forward to learning new techniques for teaching visual art as well as creating my own pieces. The first project is hand made paper which I have done in the past. Perhaps H. will have some ideas about that activity I haven’t thought of. I hope that the adults will be able to make an altered book along with the students! I enjoy learning even more than I enjoy teaching!
Notions Continued …
(Oct. 28/07)
Unfortunately I won’t be able to meet with B. to hold the interview in person. We have certainly talked about it at length at different times, however and I’m sure she more than able to do this by email. I have now sent these questions to her:
1) What are your thoughts on the Artist as Educator? What is their role?
2) What do you see as your role on the day when the Artist is in your room teaching?
3)Describe how your relationship with the artist has developed (ie: wiki, email, phone, photos). Do you think this will have an impact on the way you will work together?
4)How would you describe your level of confidence/competence in teaching the Arts Ed curriculum?
5) What are you most looking forward to when the artist comes to your class?
Identifying Assumptions:
- I see B. as a master teacher, lots of experience, passion about teaching (even in later stage of career)
- she takes her profession seriously and is on several committees
- she is a Teacher Leader, helping other teachers understand the renewed Arts Ed curriculum
- she should have lots of confidence and is highly competent
I am curious to see if she answers in the same way – maybe she sees herself differently.
Artist Interview:
H. (the artist) sees B. (the teacher) as being excited about the project and about capturing the interest and attention of the students. This is good and makes H. feel more comfortable that they share a similar passion.
“Artist as Educator” H. does not see herself as a teacher, but sees it as her job to instill an appreciation for art in their life, excited about being creative, making it fun, positive and to encourage them to pursue it further in their life.
“What is the Role of the Artist?” She responded immediately with the term catalyst. She went on to explain that we all have ideas or notions – she wants them to be excited about exploring the “what if”, to experiment. It is important not to get too attached to what you make, so that it becomes precious. This attachment makes experimentation almost impossible, especially if you are trying to please the teacher. They talk themselves out of things because they are evaluating the product and forgetting about the process. Art is so much more about process, the idea, the journey. We often miss this. She sees most teachers as liking things to be orderly, routine and prescribed (it helps establish discipline in the class). As the guest in the room the teachers have to adapt to her and the expectations set.
“Reflect on the Relationship with the Teacher” H. thinks they have a good start on the process of getting to know one another. She likes immediate responses and has found the wiki a bit slow. She had some difficulty getting her images on there. But she really liked being able to see the photos B. posted. She would like to talk with B. more and find out about her interests. (On a recent update to the wiki H. asks B. to tell her about the art she creates.) H. sees herself as a resource.
Next Steps
- add B.’s response to the questions
- observe/participate/document the Artist in the Classroom on Tuesday, Oct 30th and Wed, Oct 31st.
- analyze the use of the wiki – number of posts, types of information added, kinds of questions asked, tone
- Post my synthesis of the project and identify further questions
Following Notions
(Oct. 25/07)
I met with the artist in my study today and we had a lovely interview over tea. We talked about art and education and our philosophy was in tune. The focus needs to be on process and journey and “following notions” (I loved her term). When we start to turn our attention to the product we begin to feel distant from the act of creation. The fear of not living up to expectations or getting too attached to what was made all conspire to hurt the creative act.
It’s very late and I need to visit schools in the morning. I’ll summarize more later ….
What good discussion it was, rolling ideas around, excited by the notion.
Collaboration in Action
(Oct. 24/07)
Wow, the wiki is starting to really take off now in the last two days. Several new people added their thoughts and those who had posted previously are answering and revising. I even had to purchase more wiki space as we had reached the free limit.
I imagined that the wiki would allow teachers and artists to communicate better and to share their ideas – now it is beginning to happen and we can read/follow the conversation. I can see the ideas changing and growing as the posts increase. In some cases they are also using the phone to communicate but they are also posting the most relevant points that need sharing. It is working better than I imagined.
I am very curious to see how the documentation and sharing of the exhibits will go on Wed. If the Teacher Leaders feel capable/confident of doing their task (taking pictures, uploading to the wiki) then we should have a valuable site created. I need to stay in touch with teachers to see what they need from me.
A teacher has agreed to be interviewed and we will do this on Monday, Oct 29th. I want it to be the day prior to the event so we can see how she feels prior to the visit and then compare it two days later once both activities are complete. I will be using my rubric to capture my observations as well.
“Thinking Inside the Box”
On another note, I facilitated Arts Ed PD on Monday for teachers in the division and it went very well. They were so eager to try out new ideas and to get to know the resources being highlighted. Upon seeing all the resources being given to the school, and having participated in the workshop, a teacher was heard to say “Now I guess I have no excuses for not teaching Art Ed.” Wow. I felt validated.
Lively Learning
(Oct. 21/07)
I co-facilitated a workshop on Friday with Primary teachers at the Early Childhood Education Conference in Saskatoon. Byrna and I planned Art and Drama activities for three books and led teachers through a action packed 2.5 hour long workshop. Teachers were eager and happy to participate, lots of laughter and ideas shared.
I think I am so blessed in the work I do. I get to share the work I love and am passionate about, and I get to interact with teachers who are intelligent and creative and passionate about their work. There is something very special that happens when we come together in an open and supportive manner. Teachers are grateful for new ideas and and appreciate a chance to talk to one another about what they are currently focussed on in the classroom. I have met many dynamic and creative teachers in this job and it gives me pride in the work being done with the Arts Ed curriculum.
Today as I reflect on the workshop and the upcoming workshops tomorrow (two new sessions), I realize that learning is lively indeed. I want to stay organized and be sure to have my bases covered (soooo much detail in this job, it can be overwhelming at times), but more importantly, I want to remain attentive to what really matters, my prime objective. My main focus is really on supporting teachers, sharing ideas and resources, providing them with time to share with one another and to build confidence in the work they do in Arts Ed.
The wiki continues to grow and now both teachers and artists are starting to contribute. I am getting feedback from them to say “how easy it is!” and they can understand the purpose better. Communication is key to understanding. I am pleased to watch it grow. Part of me worries I should be doing more – but I think it is my job to now to observe and not interfere with the process. What am I learning as I watch? My goal is to now observe my own learning in the project.
Wiki World
(Oct. 18/07)
The wiki site is really starting to take off now – finally! (arts ed wiki)
I was starting to get worried it was going to be a big flop and that it would be ignored. People are not always comfortable with technology and can be afraid of the time it may take them to learn how to work through the process, or to learn the new skills. I recognize that my own personal level of comfort has increased over time and sometimes I think I forget how it feels to be afraid of computers.
The wiki is so easy to edit and teachers and artists are now starting to post their plans. I love watching the pages develop and see the conversation taking place. I can see so many possibilities for this to work on various levels. It is a paradigm shift to see your means of communication taking another form – a form that is so very open and connected. It is post modern.
Insight: technology will not be used just because they have the equipment (we gave out laptops). People want/need the human touch, the personal contact in order to feel confident enough to get started. My next goal will be to make contact with everyone once again.
Big Fat Ass Dance Class
(Oct. 12/07)
Yesterday I participated in a dance workshop – a full day dancing full out on a gorgeous hard wood floor, sunshine streaming in through huge windows, looking over an amazing valley and the South Saskatchewan river. I am tired today – but very happy.
I had to pick a word for myself at the beginning of the day. We were to keep it private. My word was freedom. Freedom to play, to take risks, to go all the way – no wimping out! I loved giving myself permission to be free.
Aileen Hayden, creator of the Big Fat Ass Dance Class, is the artist coming to one of the schools on Oct 30th (part of the research project). We had a great talk about the role of the artist in the classroom and ways to build confidence in teachers. She agreed that the artist can seen as the “other” and the work can disappear once the artist is gone. We talked about ways to make it real for the students, meaningful activities that help them understand that dance is a language – we communicate with our bodies. We agreed that teachers need to shift their dance paradigms and see it for the art form it is, a language used by all of us, everyday.
I am pretty pumped about the day coming up – I can’t wait to see what happens.
Participation Thoughts
Oct. 12, 2007
I have now contacted all five artists and 5 teachers to encourage them to use the wiki for their collaboration and planning. Full details of the Artist in the Classroom project is on http://artsed.pbwiki.com. Each School project and artist has a page for online collaborative planning. This really is a new way of working for most of us and not all will be comfortable with using the technology. I wonder if this will have an impact?
Two groups have been on and are started in the conversation. They have posted introductory notes to one another and set a friendly, open tone. There have been questions posted and answered. The relationship building component has begun. My hunch is that the establishing of a relationship as collaborative will encourage deeper participation and greater comfort with the arts after the project is complete.
In one case it seems the initial contact was good but the teacher may have become too busy to continue follow up. I plan to make a visit to her school this morning to see if I can encourage it along. I feel very sensitive to time constraints teachers have and do not want to make their jobs any harder.
I have made a suggestion to all to try uploading a photo in the next week. It may be of the students and perhaps the artists in their work. I think I will need to follow up with phone calls and see how they feel about it and if they need assistance. As the day of the event draws nearer (Oct 30 & 31st) I feel a little anxious to see if all will participate as hoped. I have high hopes.
Really, I need to look at this as an offering and those who choose to partake will do so for their benefit. Some concerns have been expressed that we are meeting on Halloween and it’s difficult to leave children with a sub, and that they are out of the classroom too much and they are not sure about taking two more days. I know I said it before, but teachers have busy lives and they do put their students first!
Next steps:
- visit to schools & talk with teacher hosts to see how they are feeling about the project and if they can post photos
- contact three of the artists who have not participated online yet
- meet with the artist selected for my data and ask her to sign the Ethics form, the teacher has signed her form
- send out the Pre-visit questions to teacher and artist
“Am I Artist or Teacher?
(Oct. 6, 2007)
Which comes first? How are they the same? And how are they distinct?
This summer I taught a 3 day class on Puppets and Storytelling. They learned about story telling, curriculum connections, drama strategies, dance, and ways to make masks and puppets. I made a giant puppet – my grandmother – and showed her to the class. They asked me to tell a story with her. How could I refuse? The class was based on them taking risks by getting comfortable telling stories and using puppets. I couldn’t admit I had not yet told a story with grandmother, and that in fact the story is still in it’s infancy stage in my head. The puppet came easily but the story is slow to come clear.
Well, I look at my students (fellow teachers) and I realize I’m nervous. I lift my puppet and move my eyes to her graceful face. Keeping my attention on grandmother the story begins – I find myself telling the story of Sedna – it is a story I have known and told before. It is a harsh story in a cold land and I’ve never felt comfortable telling it as it never makes sense, the cruelty is indefensible and I cannot connect to anyone in the story.
But it feels completely different this time. My focus is trained on grandmother and the story changes perspective – it is her voice, her memory I am telling. The story flows, it is real, it is without judgement and it is powerful. I am elated. I am also confused about what has happened. Why was the story so different this time?
Upon reflection I believe I made a switch from the teacher to the storyteller (the artist). As artist I am connected to my craft, my responsibility is to the subject, the media and to the audience. As teacher my responsibility is to the student first and I push my ego, my presence out of the way so that we can focus on the learning. The artist has to be more selfish in order to create something part of and yet outside of themselves. It was only by allowing myself to switch that I was able to put my focus on the art and of performing for my audience.
Personal Narrative
(Oct. 6/07)
This blog is about me.
My stories, my experiences, and my interactions with teachers and artists.
This my journal for Action Research. It is my first attempt at trying to document the process of thinking about a question and reflecting on my practice. We are told that Action Research (AR) is personal and transformative. That appeals to me, and it scares me a bit…. and that also appeals to me.
I will take time to write about the conversations, moments and illuminations as they happen in my work. I will need to paraphrase, analyze and critically reflect on these interactions. I will not use names, but I intend to share this journal with my grad class members and professor.
