Presentation on theme: "Bridging the gap between rhetoric and practice: data from 4 studies into the arts and creative writing for personal and professional learning 2013 International."— Presentation transcript:
Bridging the gap between rhetoric and practice: data from 4 studies into the arts and creative writing for personal and professional learning 2013 International Conference of the Australian Association for Research in Education (AARE) Adelaide, Australia 1 – 5 December Dr. Janice K. Jones
Acknowledgement of Country Dinawan Dreaming by Donna Moodie I acknowledge the traditional custodians of the lands where USQ teaching and research is conducted: the Gaibal, Jarowair, Ugarapul and Butchulla peoples of Queensland. I honour the wisdom of Elders past, present and future, seeking to walk together in the spirit of reconciliation.
The vision Educators: Transformative Flexible, creative, adaptable, skilled Broad and deep knowledge of arts theory and practice Learners: Creative, experienced across a broad and deep range of arts and culture Formal learning Lifelong/informal
The Vision - the Practice? VISION for education ACARA (2010); MCEETYA (2008) Creativity, adaptability Sustainability Diversity, equity and social justice, includes First Peoples ways of knowing/being/doing Holistic - wellbeing affective/relational/cult ural/spiritual Drivers for PRACTICE PISA, NAPLAN Globalisation Neoliberalism: Learners atomistic units of economic exchange in competition (Brohman 1995, p. 297) Driving Focus on science, maths, literacies, testing, reporting, benchmarking
A new third world? A new Third World of haves and have nots in education Fear of the unfamiliar/new Teaching to the test Following set curricula Drill and repeat Unimaginative approaches Playful learning squashed
The single arts course… First year, 1 st semester 15 week arts curriculum course Serves ALL pre- service teachers Visual arts, drama, media, music and dance Fully online With videos 2 weeks per area Textbook, group task + exam Planned return to authentic and community based assessment?
Commencing students confidence in arts/creativity/sustainability 2010 Respondents: 115/537 yr 1 students aged 17 – 30 93.8% believe creativity and sustainability very or extremely important for teaching 82.1% believe understanding nature is important for a sustainable 21 st century But – Minimal experience in the arts or natural environments since primary school? I feel locked in my head (respondent)
4 studies in teacher education 1. Educators learning in natural and and play-informed environments 2. Learning by performing – teacher TV stars 3. Becoming a writer 4. Why it matters… Creative and authentic assessment: community-engaged Student films become teaching tools Workshops for schools Troubling – learning as personal, social and contextual Deep reflection
STUDY 1a – Arts learning outdoors 6 weeks 120 students: integrated arts experiences in natural environment Students create drama/story performance in context – use shadows/textures/bamboo forest Waterfall, bridges, rocks, winding pathways, cabins and arbours Pre-service teachers rediscover play!
1b. Experiencing the Land – 3 Ways Smaller group (12): full days immersion experience Gummingurru Stones Site Amarroo Environmental Education Centre Cobb and Co Museum – Settler history [Learning through being in the land, understanding in keeping with Indigenous Australian peoples ways of knowing/making meaning]
Study 2a: Learning by performing: Pre-service teacher workshops Assessment task: 15 students run workshops in any 3 (or integrate) arts in traditional schools 2005 – 2010) Prepare notes for teacher use. Data gathered - film, student reflections, course evaluations, anonymous surveys Teacher evaluations of the workshops Childrens evaluations of the pre- service teacher workshops
Someone playing music…thats a wind chime…and thats a tree with apples on it…that one too…and…thats the beautiful sandpit and a picnic table and the beautiful grass all around it. Chantelle, 6 yrs Chelsea aged 5 drew lettuce, sunflowers, beans, carrots, flowers, a sandpit, apple trees, and a pond.
Study 3 Becoming writers Critical pedagogy challenged to unlearn and relearn questioning received ideologies writing stories (Richardson, 2000) Writing upon writing (Richardson and Adams St Pierre 2005) Re-writing our world Wink, 2005
The challenge to write… Pre-service teachers were challenged to write a poem, a playlet or a short story during their final year of study. Many considered giving up the course – or asked to write something for kids However, when they began writing, most found the experience transformative. …inductive, intuitive, spiralling in approach, poetic methods - if we may speak of assembling words and the wide white spaces around them and using them in such a way as to create a how - may provide a choreography, something of the spin and grace of dance (Saunders, 2010, p.362) Ill always love you, Mum by Erin-Pearl Buchner I remember our day in that busy, bright place, I remember the warmth from your hand, I remember how cold the autumn breeze felt, And how alive my face became from being near you, I remember the bustle and hurry of that city, I remember how we ate that huge ice-cream, I remember walking close to you to keep warm, With your arm around me, Even though now that the autumn breeze is blowing again, I remember savouring that day with you, But now memories are all that I hold, As I parent you. Weaving Words: Personal and professional transformation through writing as research (Jones, J.K. Ed. 2014) Cambridge Scholars Publishing
Study 4: Why it matters Disillusioned and unhappy young people bored and lost – rejecting school This group of artists were fulfilled by working together
A challenge for educators The alternative school was forced to close in 2008 – 20 families affected The youth centre and safe space to sleep closed in 2011 The most rapidly growing form of education in Queensland? Homeschooling. Creative and confident children and teachers and children are vital for our future.
A safe space to make mistakes Importance of being honoured as learners and teachers: I remember going to class and thinking Are you nuts? I cant possibly do that! …then walking out with a feeling of achievement. I remember going to your office for the first time and seeing my picture on your wall. It was a good feeling.
References Jones, J.K. (2006). Work in progress: The Magic Gardens Project: A child-centred curriculum in a non-traditional school meeting state targets for the arts The International Journal of the Arts in Society, 1(1), 1-16. Jones, J.K. (2008). In the Third Space: The Storied Self, Uncertainty and Transition. In R. Henderson & P. A. Danaher (Eds.), Troubling Terrains: Tactics for Traversing and Transforming Contemporary Educational Research (pp. 193-210). Teneriffe, Queensland: Post Pressed. Kalantzis, M., & Cope, B. (2008). New Learning: Elements of a Science of Education. Port Melbourne, Victoria: Cambridge University Press. MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne: Curriculum Co Phipps, A., & Saunders, L. (2010). The sound of violets: The ethnographic potency of poetry? Ethnography and Education 4(3), 357– 387. Zajda, Joseph (Ed.). (2010). Globalisation, Ideology and Education Policy Reforms New York: Springer Netherlands.