Action Research

This is what all PD should be like!

This is the comment I was given following our meeting/roundtable/workshop on Monday. I was gratified by all the positive comments, thank you’s and affirmations by the teachers.  A couple said, “our consultant rocks!” and one gave me a hug.  This is also the nature of this group of teachers. They are boisterous, emotional, open, opinionated, intelligent and appreciative professionals. People were happy with the day and left feeling good about the work we are doing and the support being given. This made me happy.

As I cleaned up the room and put away books I started to realize just how little of my original agenda was covered. I estimated we approached about 1/3 of what I hoped or imagined. Granted, I knew I was being optimistic with the agenda (I always have too much in the fear of running out of material), but we spent a good deal of time talking about the nature of art, what constitutes art and the value of process.  The discussion was intense at times and went quite deep as we analyzed where some perceptions come from and influences on attitude. It was quite enlightening.  Middle class values and work ethic in opposition to elitism was raised on more than one occasion. Teachers seemed to be thoroughly engaged in the debate and keen to offer opinion or to challenge assumptions.  What fun! How little we get opportunity to do this in our daily life!

Going into this day I questioned my power and authority and wanted to be aware of agenda driven control over the group. I can see by the outcome that it was not an issue.  Were we too off track? Difficult to know, but I’ll try to find out from the teachers.

Planning: They have been asked to contribute to a Voice Thread as a reflection tool on our process. We didn’t have time in the day and so they are doing it on their own. I have a feeling I may have to gently push this along – its easy to get busy with everything back in the classroom, I certainly understand why it wouldn’t be a priority. I hope to visit each one individually and see if I can help them by covering classes perhaps.

We also agreed to the concept of teacher as researcher and building our “culture of evidence” together. They were given cameras and asked to try to document the process with students, write about the thinking and to post it online on the Ning.  Already, several of them have personalized their pages and have started posting.  One teacher has begun a discussion thread about the nature of art vs technical skill.  I am excited by the prospect of getting our discussions underway through this medium.

Next step: collect Voice Thread reflection, gather feedback on our day, book personal visits with teachers and encourage Ning discussion.  My three actions are complete, now I need to finish gathering the data I need.

Whew! That feels good to take a moment and recognize where I am at.

Ego: The fallacy whereby a goose thinks he’s a swan. (Proverb)

I find myself fascinating. (Milan Kundera)

Do you see a man who is wise in his own eyes? There is more hope for a fool than for him. (Proverbs 26:12)

It isn’t easy doing this kind of research and looking at your practice – and yourself – through clear and open eyes.  I don’t want to fall into the pit of self-recriminations, nor do I want to sing my praises. How does one talk about themselves in an objective (academic) way? I need to find the language to help me express or evoke the image. I understand that the purpose is to look at learnings and awareness, but how is this important in the bigger picture? Who really cares about my change in practice other than myself?

I’m meeting with one of the artists tomorrow and I need to think about the kind of questions to ask so that I might understand my role, my actions, my purpose better (deeper). Perhaps I could say, “So, what do you really think about me?”  Nah.  Or maybe, “Can we talk about something important here? Me.”  Hmm.

Is it because we are Canadian this becomes so hard? I don’t want to draw attention to myself. But why is that so terrible? This will be an on-going tension for me I guess, one to be wrestled with and subdued into some kind of submission.

I think I will simply start a conversation with her and ask her to tell me about our special day – what had impact for her, what was challenging, what was stimulating. And I will ask her to describe my role as she saw it – how I interacted or facilitated or conducted. I would also like to hear how she described the relationship with teachers and the other artists, her impressions of the climate of the day and images that remain. The conversation will evolve as it will. I will listen to her, recording it for later transcription, and try to pull out themes or recurring ideas. From this I will be able to reflect upon my practice as seen through through the eyes of an artist.

Knowing others is intelligence; knowing yourself is true wisdom.Mastering others is strength; mastering yourself is true power.  (Tao Te Ching)

Personalize It

Steve Kemp is a wise man. He knows how to listen, ask questions and challenge.  He has helped me see a new aspect to my research I had not considered previously and has encouraged me to delve a little deeper into my analysis.  He has suggested I “personalize” my research and draw parallels between the experience I create for teachers and the one I engage in myself. I asked the question “What feeds your soul, your creative spirit?” of our teachers and invited them to join us in an experience of a process, without thought to the lesson plan or the product. Why did I choose to develop it in that way, a non-traditional approach to PD? I think it is because I respond well to experiences and realize how stimulated I become in my thinking about my practice as I get to create and not just deliver creative experiences for others. Comments from the day, such as the one above, clearly indicate that others feel the same way and appreciated a chance to take a risk.

The role of the advisor is not an easy one – Steve has to have an understanding of who I am (my philosophy), comprehend my project parameters and have thought about my research question – and then he needs to be able to listen, probe, analyze, synthesize and redirect me on the spot. Critical and creative thinking. He was able to identify my central themes (not even clear in my own mind) and could reframe my thinking by revealing the underpinning understandings. Quite the feat.

As I reflect upon the personal nature of this encounter and draw parallels to the role I play as a consultant (as Steve suggested), I see similarities to the way I interact with teachers. I think I try to do the same thing as I listen to them talk about their work, and identify the underlying beliefs, values and philosophy that drives their practice. Encouraging them through conversation focused not on what they do, but why they do it.

Why do I do what I do? What drives me forward? Why am I always so interested in learning?

As I look at myself, I realize I am looking at a composite of my beliefs about others as well:

• My motivation is personal, I am curious by nature.
• I love to sit back and observe. I love to participate too.
• Sometimes I am spontaneous and impulsive, at other times reflective and quiet.
• I feel I can make a difference by sharing my expertise with teachers. I share best when I draw it from them, when we create together, constructing through experiences and process.
• I feel my spirit is fed when I am creative, I need to engage as an artist as well as a teacher.
• My imagination is fed through laughter, play and interaction with others – but I am also an introvert and require long moments of silence and contemplation in private.
• I appreciate when others acknowledge my experience, skills and knowledge – I am aware of this and try to do this for others as well.
• I learn best when I can read, reflect, share, discuss, debate, analyze, compare, imagine, design and create in an open environment. It is especially fruitful when I engage with a like minded community of learners, who understand my language and philosophy.

My next question may be in examining how true these assumptions may be. A next step may be to ask the teachers with whom I work about their beliefs about learning.

Studio Thinking for Teachers: the Artist Within

Oct. 2, 2008

Mixed Messages: Fragmented Stories
An exhibition of textile, collage, mixed media – looking at our histories, and imagined histories, memories and imagined memories.

Holly Hildebrand (the artist) took us through a process – with no product in sight – of creating texture, layers of image (photocopies) and text, prints, stamps and scratching our canvas. We worked the surface of both sides of the canvas.

Then we let it dry and went off to meet with Paul who led us through another process to create a soundscape from text we found in her show.  Then Michele challenged us to work through a process with text and movement that led to scenes inspired from the those same words. All rather risky, creative, messy and with no real product in mind. Participating in the experience, free from expectations or classroom (teacher) considerations.
When we returned to our somewhat dry canvas pieces, Holly showed us how to fold them into books, with a hidden page for secrets or other fragments. We ran out of time, but she also showed us how we might sew the pages and stitch other items in to the piece (she uses old letters, keys, buttons, whatever she finds. She described for us the “zen of make do” from a generation past, and why she likes to collect bits, finding new purpose in reusing.

These books are not done, but they do represent a process of thinking, responding and creating.

“I really enjoyed the experience. I enjoyed the cross curriculum approach. I was very impressed with the instruction and expertise in all three areas of art. I found the music portion challenging and frightening, exciting, and useful all at the same time. I had not considered that type of process before, and as a result would like to consider an artist in residence, or Art SMART grant. My kids could/would benefit from working with people similar to those that you arranged to have us work with and the possibilities excite me. I am looking forward to the Oct. 17th meeting. Thank you again, Sherron.” (a Studio Thinking participant reflecting on the artists workshop)