Jazz band teachers and Arts-Based Learning

Here is a link to an excellent article from Psychology Today about the effective learning strategies employed by teachers who teach jazz band. Worth your time to read if you think school transformations should employ Arts-Based learning concepts in ALL subjects at every grade level.

http://www.psychologytoday.com/blog/memory-medic/201204/what-all-teachers-should-learn-jazz-band-teachers-1

Connected Learning Infographic | Connected Learning

Connected Learning Infographic | Connected Learning

Arst-Based Learning supports "The Creative Risk".

Transformative school models implementing the helianthus LLC six-strand Arts-Based Learning system lead students, teachers, administrators, parents and communities through the “Creative Risk” process necessary for schooling success in the 21st century.

Engaging all the stakeholders in the schooling processes by nurturing individual passions (interests in learning) allows greater focus on individualized learning, leading to higher levels of achievement through relevant engagement.

Corporate America is on the fast track for these concepts…America’s schools used to be better at this idea before compliance to the “big test” was the major outcome of the schooling processes. Interestingly, foreign educators still admire the American use of the arts and creativity (in its former and current settings) even though we seem to be going full speed in the opposite direction. Are we smart enough to reroute the train in the Arts-Based Learning direction? I think so….but let’s do it sooner than later…or even, NOW!

In November of 2010, helianthus LLC was the only West Virginia firm or institution represented at the World Creativity Forum in Oklahoma City, supported by Create Oklahoma. (Somewhat fortuitous with WVU’s admission into the Big 12…)

Check out the recent link to David Burkus from Create Oklahoma and the “Creative Risk”. http://www.youtube.com/watch?v=NLkm3vuPrKY&hd=1

Finding “Groove” in the Arts-Based Classroom

(After attending the form on truancy sponsored by Justice Davis, several thoughts about the current status of public education were directly and indirectly raised.)

For West Virginia public schools in the 21st century to meet the needs of future productive citizens in a democratic society, reform is no longer an effective strategy. There must be a schooling transformation. A transformation in the way schools are funded, how they exist, and the manner in which they operate, how they empower the stake holders, how they engage and support learners and teachers in the education processes and how they develop and sustain “life-long-learning”.

The fact that schools fail on a regular basis has never been acceptable and now, more than ever, we are seeing the short and long term effects of these lapses. There are so many “red flags” appearing daily within our society about schooling ineffectiveness that it is no longer just a “school problem.” Politicians in the past liked to “beat up on” the schooling community with reform rhetoric to garner votes but the realities of schooling failures are now apparent to everyone.
Schools are in need of transformative leadership within the local, state and federal education communities throughout regular and higher education venues. Effective schooling is no longer “their” problem; it is “our” problem. Society can continue to “re-correct” the same “problems” over and over with the same basic strategies and the same failing results or new ideas can be implemented to harvest new learning and more effective outcomes.
Students and teachers need to be “re-connected” to relevant, engaging and emotionally responsive learning practices: practices that value “how” students and teachers are smart, celebrating the “element” of individual “groove” rather than forcing a disconnected curricular agenda void of stakeholder ownership and developmental idiosyncrasies. People searching for such schooling strategies have found them within the Arts… for over 5000 years.
The Arts celebrate the individual through collaborative efforts (plays, concerts, shows, etc.) at every developmental level. Arts-Based Learning brings one’s “groove” into the schooling process at every level and every subject. Students and teachers interact as collaborators of learning, bringing engaging and relevant experiences into every instructional arena. Students can not only show (assessment) how smart they are, but how they are smart. Pencil and paper assessments become the exception rather than the norm because they are not relevant to developmental outcomes. Learning becomes personalized and engaging for students and teachers.
The school “system” needs to support personalized schooling through Arts-Based Learning in every manner at every level. A teacher cannot hope to sustain an Arts-Based classroom without the support of colleagues, administrators, parents and community resources and philanthropy. A shared ownership of the processes and outcomes of an effective schooling system by all the stakeholders in a community must be integrated throughout the publically funded educational journey. Arts-Based Learning doesn’t require a major “re-tooling” of schools with millions of dollars of new technology but begins by encouraging, supporting and sustaining new ways of thinking about how schools approach the learning that is important for students to master. We already know how to implement schooling initiatives, the only question remaining is why we haven’t yet initiated policies and practices that are effective in teaching all the children in our 21st century American society.
Bob Dunkerley is the President and CEO of Helianthus LLC, a West Virginia-based education consulting firm (www.helianthusonline.com) specializing in Strategic Research and External Reviews, Arts-Based Learning (school transformation models) and Arts-Based Initiatives (corporate HR professional development) as well as Arts Advocacy. Dunkerley retired from a 34 year career in West Virginia Public Schools and resides in Elkins with his wife, Karen. (Additional bio info available at: http://www.linkedin.com/in/bobdunkerley )

Roots of transformational change in schooling

As a central office administrator my experiences and encounters with ideas addressing change are that they are more likely sustained when the concept(s) are organic in nature and become part of the culture of the institution. Sustainable change is also more likely when a shared vocabulary exists among the stakeholders as well as a shared vision of excellence. Building the capacity of sustainable change is the responsibility of the entire organization. This is where initiatives of intervention often erode: The sense of urgency to embrace effective transformational change is not shared by all - teachers, administrators, students, parents, boards of education, community members, businesses. Oftentimes barrier policies and practices impeded the change process…not to mention apathy, incompetence and ignorance. To make change part of a schooling institution there must be a ownership, trust, a tolerance to error, an effective reward system and a process that empowers the passionate participant connection to the goals and outcomes. Unfortunately, not many learning venues are framed in this manner – yet!

Changing Education Paradigms

A "must view" video for those interested in schooling transformation.

Time to talk about pedagogy and school transforation

School reform has traditionally come in three basic flavors: Curriculum, Assessment and Pedagogy. It is time to seriously discuss pedagogy. The connection to student achievement is through the teacher – we all knew that and know there is research that proves it. (Surprised? NO!!!)
The most important link in learning excellence is engaging teachers and students at the emotional level – bringing passion into the learning arena. Researchers promoting the “latest – greatest” instructional practices and materials (O-B-T-W-…promoted by publishing companies for profit) have systematically eliminated teacher creativity in the instructional process – taken away the source of their “element” (a la Ken Robinson) that engaged them in the learning process, thus disengaging the students, parents and community in the same process. Additionally, principals have not been able to support teaching excellence through cynical supervision because there are no clear descriptors defining what they look like in the classroom. (Maybe this is where Bill Gates is heading?)
Arts-Based Learning engages the student, teacher and schooling community in meaningful and rigorous learning processes. We’ve known this about the Arts for over 3000 years. Maybe there is a hidden message in our cultural ethos?