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

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

Agenda - Day One Welcome and Introduction Activity Background on Curriculum Review Begin with the end in mind Importance of the Arts Creative Process Critical Analysis Process Assessment For Learning

I can: Learning Goals 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

Parking Lot

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

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

Adobe Connect Adobe Connect Curriculum review process analysis and focus groups research writing feedback revision checks and approvals

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.

Begin with the end in mind Curriculum reform for a reason. Students in the 21 st 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?

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

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

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.

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

Adolescent Brain

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

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

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

Return to your Home Group Board or organization

2010 Arts Curriculum 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

Importance of the Arts Chapter 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.

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

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.

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

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

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)

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)

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)

Creative Process Chapter 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

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?

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

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

LUNCH 12:45