Arts-Based Learning and Creativity: A School Transformation Model

The death of school reform

I have personally stopped talking about school reform: It’s crazy to reform a broken model. (“If you want different results you need to do different stuff…”). The “school reform” proponents/opponents and their literature overuses the term “reform” to the point where it has acquired several meanings in various venues. I prefer to use the phrase school transformation which better captures the objective of all “reform” issues in public education. With these ideas in mind, I now officially declare the school reform movement obsolete and all further discussions about the subject are to focus on school transformation. Whew…I feel better already!

Meaningful and effective change only happens when all the stakeholders have ownership in the processes and expected outcomes. External “top-down” education change initiatives too often define their impact in terms of “pockets of success” rather than full scale transformation. Empowering the stakeholders (“internal change initiatives”) to engage their personal interests and “passions” into the change process facilitates the creative energy needed to build the capacity for sustaining change initiatives. “Finding one’s element” as Sir Ken Robinson writes is an energizing combination of skills and interest and when nurtured within an organization, can bring the highest level (Bloom’s Taxonomy) of lasting impact to bear on the outcomes of the organization wishing transformation.

School reform has traditionally addressed three broad areas: Assessment, Curriculum and Pedagogy. It is time to start talking about pedagogy. Pedagogy is teacher and student centered – not organizational – and will lead to sustainable transformation where external reform models have failed to transform our schools. School reformers and policy makers can lump most reform measures and their sustainability efforts into one basic concept: Keep the pressure on long enough by forcing people to do something will modify their behavior. This behavior modification approach to sustainability, of course, is subject to all the limitations of behavior modifications itself. Sustaining school reform (transformation) would seem to require a different approach – one that instead of “keeping the pressure on” involves harnessing the power educators have to do what they value…nurturing the learning environment that promotes their element. In the end we are no longer talking about school reform because the folks at the center, teachers and students, have transformed the ownership of the change outcomes from external sources to an internal power of transformation.


A schooling transformational process and framework

Effective schooling transformation relies of systemic empowerment within the process. The Helianthus perspective defines a six-strand framework:
1. Central Administration/BOE Leadership – developing support mechanisms/policies
2. Programs/Building Leadership – modifying current resources to enable transformation
3. Curriculum/Pedagogy – developing collaborative constructionist instructional practices
4. Clinical Supervision – support through constructive observation/action research
5. Student Skills – building collaborative learning environments based on trust
6. Parental/Community Partnerships – enabling effective partnerships and place-based resources

The determination of support needed in these areas must be based on a strategic plan developed by all the local stakeholders, making the amount and direction of intervention unique to each school and district. The Arts-Based and Creativity perspectives of the model provides the cohesion and impetus for stakeholder ownership and is articulated in the six essential elements and expectations proven during the thirteen year history of the A+ School movement (Noblit, Corbett, Wilson and McKinney - 2009):

First – students need an increased exposure to the arts (music, drama, visual arts, and dance) both with specialists and in their regular classroom.

Second – schools must foster two-way arts integration: Pedagogical strategies to infuse the arts into the core curriculum and the core curriculum into the arts. The two-way arts integration instructional strategies provide opportunities for students and teachers to encounter the central ideas of the curriculum more frequently and diversely, increasing the chance for all to master content at a deeper meaning.

Third – teachers must tap students’ multiple intelligences. The idea is to attract students into the learning process that typically have been unengaged. This concept places a great emphasis on project-based activities.

Fourth – schools need to adopt an integrated, thematic approach to the major ideas in the curriculum. Thematic units present opportunities to connect arts instruction to that in other disciplines.

Fifth – schools must increase stakeholder driven professional collaboration. Arts-based learning and integration present a vision of teaching and learning quite different from that currently in place at most schools. This idea requires the elimination of the “isolation models” of 20th century classrooms and development of planning, team work and professional development.

Sixth – schools must strengthen their relationships with parents and the greater community at large. To create a rich arts-based learning environment, schools will need more resources than they typically posses – both artistic and otherwise. Schools can find additional support by drawing on the talents and resources of parents and community institutions, including area cultural resources, local colleges and university and the media.

On the topic of professional development, a new teacher-centered growth model centering on collaborative development of classroom and school-wide units is mandatory. Arts-based pedagogical perspectives will challenge typical views of teacher growth in professional education environments. These views are reflected in the writings of V. Richardson (1994):

The concept of teaching underlying these projects (units and modules) rejects the dominant notion among many educators and policy makers that the teacher is a recipient and consumer of research and practice. Rather, the teacher is seen as one who mediates ideas and constructs meaning and knowledge and acts upon them.

From a transformational perspective, where teachers revisit current instructional strategies, teacher professional growth is now also linked to larger change efforts such a democratic schooling, school reorganization and to viewing teachers as potential leaders (WV Policy 5300) and activists. In fact, the teacher-leader model must be the driving force in sustaining transformation in our schools. Schooling transformation happens first at the point of impact – the classroom. Supporting teacher-led transformational change in the classroom is the core component of effective sustainability and will hasten the indelible impact on the culture of the school. Powering this component is the value-added efficacy sense of “self-element” – where teachers, bringing their passion and interests into the learning arena through Arts-Based Learning and Creativity enable and facilitate effective 21st century learning every day for ALL students at every developmental age through graduation day and beyond.

THE 21ST CENTURY WORK PLACE: AN ARTIST’S DOMAIN

Edited by Bob Dunkerley

As the needs for schools and businesses to increase productivity in the 21st century become more apparent, I have been thinking about the common denominators within this shared quest and how one system can support the other. The obvious common denominators are people. The humanistic qualities that fire the eternal flames, leading individuals towards their interests, passions – their “niche” are paramount for developing effective engagement within schooling as well as business. As Sir Ken Robinson says: "I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our concept of the richness in human capacity."

The path to success used to be simpler. Information was scarce. It was a big deal to own an Encyclopedia Britannica in your home. You went to school and tried to learn as much as you could. If you worked hard, made good grades, and stuffed a lot of information into your brain then you were on your way. The Internet and the global economy have shaken this all up. Now, anyone with access to a computer can go to Google™ and find out any information or fact in a matter of seconds – no degree required. Outsourcing began with manufacturing jobs, now it is rapidly expanding to the service sector. Even traditionally “safe” jobs like law and accounting are being outsourced to reduce costs. If your job can be done cheaper and faster overseas, you are in jeopardy. Today, it is not about having access to information; it is what you do with it that counts.

Anyone in business knows that competition in the marketplace has become brutal. You don’t just compete with local businesses; you also have a whole new array of competitors online seeking to take that customer from you. For the bold, this spells opportunity. For the timid, this becomes tragic. For the business owner and employee alike, there is a critical need to become indispensable to stay in the game. Author Seth Godin in his new book Linchpin, uses the title to describe the need to become irreplaceable. Godin argues that we are all artists, and that to become indispensable, we need to change our paradigm to view our work as our landscape to be artists.

The Artistic Business

In order to evaluate this argument, we first need to reframe our thinking about art and business. Traditionally, we think of artists as being painters, sculptors, and musicians who are supported in their artistic endeavors by the business community. However, these lines are becoming blurred. Businesses are realizing that they need to be creative in order to be successful in today’s economy. Author Dan Pink in his book A Whole New Mind, makes the case that we are in a new age which he calls the Conceptual Age that will be ruled by artistry, empathy, and emotion versus the left brain, linear, analytic skills required for the Information Age. The Harvard Business Review (Feb. 2004) noted that “Businesses are realizing that the only way to differentiate their goods and services in today’s overstocked, materially abundant marketplace is to make their offerings transcendent, physically beautiful and emotionally appealing.” Apple® and its IPod are an obvious example of this trend. Apple’s CEO Steve Jobs is hailed as a visionary business artist.
You can summarize this new paradigm of business by stating that we should view ourselves as artists and our work as our art. Our employer or customers are our audience, and we learn from our competitors as teachers. Does this mean that we need to bring our paintbrush to work? No, it does mean that we should be creative, passionate, and personal about our jobs. Think of when you were last “Wowed” by great service. It was probably by someone who treated their work as their art and over-delivered. Most people give a day’s effort for a day’s pay. Artists over-deliver. They give the gift of themselves each day. Which one do you think makes for a happier employee? What kind of employee would you rather have in your organization?

Businesses of all sizes are getting this. Numerous Fortune 500 companies including American Express, AT&T, IBM, and Coca-Cola are using the arts for training purposes. These companies have realized that art is a catalyst for deeper inquiry into solving business issues. Art based learning includes leadership and team development, strategic planning, values creation, meetings and think tanks, and brand development.

Barriers to the Artistic Work Place

Unfortunately, the process for unlocking our “inner artist” is easier said than done. Remember, we are not training our children to be artists. We are still training them in industrial schools for a prior Industrial Age. We used to need workers who could simply follow the rules and punch the clock. Our school systems are designed to train exactly that type of worker. While some of those jobs remain, they are becoming scarce and are undervalued economically in the marketplace. In addition, our own fears prevent us from being artists. We don’t want to expose ourselves to criticism or negative feedback. We want to conform versus standing out from the crowd. For some reason, our brains seem to be hardwired for survival and mediocrity versus greatness. The journey begins by reframing our mindset and realizing that we are all people who have tremendous talent that we can offer each and every day in big and small ways in our daily work.
The Opportunity for Greatness

As employers, we need to create environments that foster creativity and passion. In order to become indispensable to our customers, our organizations must be comprised of indispensable employees. While this makes us nervous as employers, it is becoming a necessary reality. We need to seek out and cultivate people who are willing to bring their full abilities and energy to work. In this environment, we have the ability to truly build great organizations where people enjoy their work and provide outstanding service to customers. We spend too much of our lives at work for it to be a sterile, unfulfilling place. Work ought to be a place where we give the best of ourselves and enjoy the fruits of our labor.

Having worked in education for 34 in West Virginia gives me insight into the naturally creative and passionate nature of my colleagues, students and fellow musicians…. “richness in human capacity”. This insight gives me great hope that if we also unlock this creative potential in our workplaces we will then be leaders, and not followers, in the global worlds of business and education of the new Conceptual Age.

A School Levy Equals Tax: Response

Sure enough, taxes will go up with a special levy tax, but this is a tax we must impose on ourselves for the benefit of our children and for the very reasons why some say we cannot afford to do so…lack of jobs.

Like it or not, the economy of the 21st century is changing. The good paying industrial-based jobs that supported us during the 19th and 20th centuries are transitioning to more efficient systems, using less people who must have specialized training and advanced learning skills to succeed. With fewer industrial jobs, future employment opportunities providing good paying jobs require heightened thinking and problems solving skills in technological areas. Every job will see drastic changes and new jobs will be created. Statistics say that 75% of the jobs for which this year’s kindergarten students will apply have not yet been invented. Think about that for a minute. To ensure our children’s future we must be willing to make the hard choices now (even if it may be a hardship) to provide our educators with the necessary tools to prepare our children for this reality. We must be willing to go beyond what the state can provide.

The Randolph County BOE has “tightened its belt” since 1988 to the point where there are no more notches to use. We have raised an entire generation of Randolph County children, many without the benefits of enrichment and accelerated learning opportunities provided to all when levy funds are available. An OK education is no longer good enough. Who, more than our children, deserve the best? Do we leave a secure future only to those outside Randolph County?

The proposed equation (Levy=Tax) needs to be completed: Levy = tax = 21st century education. The economic development that accompanies a high quality education can no longer be substituted with the status quo.

"Five Minds of the Future": A 21st Century Learning Connection

The connection between Gardner's "Five Minds" (emboldened below) and the qualities voters indicated they want from our public schools (survey: Public Opinion Strategies and Peter D. Hart Research Strategies) is profound. I have crated domains of these minds and aligned the schooling characteristics voters determined 21st Century Learning in public schools should embrace.

1. "The Disciplined Mind" / How well schools do now**

% of voters prioritizing these learning outcomes*

• Reading Comprehension – 75%* / 10%**
• Computer and technology skills – 71% / 25%
• Written communication – 58% / 5%
• Math (Algebra, Trigonometry., Geometry) – 48% /13%
• Science (Biology, Chemistry, Physics) – 38% /7%

2. "The Synthesizing Mind" / How well schools do now
• Critical thinking and problem solving skills – 69% / 6%
• Team work and collaboration – 57% / 9%
• Oral communication skills – 56% / 6%
• Media literacy – 42% / 6%

3. "The Creating Mind" / How well schools do now
• Leadership – 44% / 6%
• Creativity and innovation – 43% / 5%

4. "The Reflective Mind" / How well schools do now
• Lifelong learning and self-direction – 50% / 5%
• Global awareness – 42% / 6%

5. The Ethical Mind/ How well schools do now

• Ethics and social responsibility – 62% / 5%

* - Percentage of voters who listed this learning skill as priority 9 or 10 on a survey ten point scale
** - Percentage of voters who listed current school effectiveness in teaching this skill as a 9 or 10 on a survey ten point scale

Gardner' Five Minds work (grounded in multiple-intelligence theory) says...

• Individuals without one or more disciplines will not be able to succeed at any demanding workplace and will be restricted to menial tasks.

• Individuals without synthesizing capabilities will be overwhelmed by information and unable to make judicious decisions about personal or professional matters.

• Individuals without creative capacities will be replaced by computers and will drive away those who do have the creative spark.

• Individuals without respect will not be worthy of respect by others and will poison the workplace and the commons.

• Individuals without ethics will yield a world devoid of decent workers and responsible citizens.

Schooling models that embrace Arts-Based Learning and Creativity (http://www.helianthusonline.com/) are more likely to address the Five Minds outcomes than reform measures attempting to repair a permanently disabled education model. A transformational systemic revolution empowering a collective capacity (Michael Fullen) is essential for developing effective learning environments in the 21st century.

21st century visions of public schooling.

What 21st century classroom student qualities will define success? To take their place in the knowledge economy, actively interfaced as empowered members of the creative class, students must have an "artistic" vision of the learning processes and the innovative outcomes possible. The self-discipline and emotion maturity needed to have efficacious perseverance in their skills and abilities are essential components for success. Simply being able to perform tasks in a compliant manner is not enough. Finding new solutions to existing conditions is what will drive the 21st century economy. Creativity is individual, innovation is collaborative. Schooling must nurture the natural creative skills in all children, thus enhancing cognitive and emotional skills needed for success in the 21st century.

What does a 21st century learning environment look like? Students and teachers are working in small groups within a large open area consisting of lab/project tables, smart boards and data projectors with laptops and hand-held computing devices all around. There is a constant buzz of activity and as each group reaches a point where they need to expand, redefine, discuss or share, instant collaborative action teams assemble - working briefly - then moving on.

To the casual observer or untrained eye the scene may look chaotic at times but every student and every teacher are actively engaged with a sense of urgency in all with an intrinsic motivation that continues the learning process day after day, week after week, month after month, year after year.

A new schooling model is needed now!

The Arts bring so much more to the learning environment than an enhanced skill or ability but a sense of “connoisseurship” (Elliot Eisner) as well as the work ethic of a “discipline”. These are valuable commodities in today’s innovation-driven business climate. Artists also work collaboratively in the production/presentation of their work: orchestras, dancers, actors, set designers, costumers, writers, composers, choreographers – a musical.

Vijay Govindarajon from the Tuck Business Schools stated that “innovation is a collaborative function, creativity is individual.” So now, more than ever we need creative students emerging from our schools but Sir Ken Robinson tells us that today’s schooling environments are “uneducating” the curious nature in children by focusing on national policy of standards-based core curriculum where student compliance is more valued than creativity. Both Govindarajon and Robinson agree that for a learning environment to effectively nurture innovation and creativity a tolerance for error must be allowed. Again, developing this type of learning environment seems impossible as long as education policy dictates compliance. A new schooling model is needed, now!

The never ending "Race to the Top" not WV's solution to education reform.

“On your mark, get set….STOP.” Oops, let’s start again. And so it goes with the new education initiative from the “Ed.Gov.”, Race “To The Top”. Forty states apply and only two are awarded bucks? This is some kind of new race. (?) The reality is that it’s not just a race; it is an effort to improve our country’s educational systems with our tax money as the prize. Let’s review: American tax payers send the”Feds” their bucks to do good stuff for the country; the “Feds” use our money as a reward for doing what they say needs done to improve education in our state; if states do not comply…no “mega bucks”. I’m receiving a bad vibe on this one, Arne. (Duncan, Secretary of Education.)

As an educator with 34 years in the public schools, now in the private sector, I always believed that local folks knew best how to address the needs of their children. The teachers and principals with support from the parents, local businesses and legislators work very hard in West Virginia to provide the very best education possible for our children. Yes, education needs reform, but forcing state/local policies and laws to be crafted to support an educational vision based on “Federal” perspectives deludes the significant connections and ownership with stakeholders necessary to ensure effective and sustained reform.

West Virginia educators have been re-tooling the learning models and processes since the advent of No Child Left Behind. (2001) We have 21st Century Learning CSO’s and best practices as well as a new policy on the leadership characteristics needed to guide our state’s educational system in the global economy. A sense of urgency is now created by new financial enticements to meet expectations for education excellence from the “Feds”. The West Virginia Department of Education has already invested much time and valuable human resources developing their “RTTT” application and in my opinion did a fine job doing so. The document itself stands as a testimony of initiatives developed over the past years and a vision for continued reform. I believe our West Virginia educators know better how to educate our children than bureaucrats from Washington. (I’ve read the reader notes from our application…no big “aha’s” here.) Do we need “bold moves”? Yes! But, we need to do so using the insight of West Virginians in a manner that we can embrace, not as a “knee-jerk” reaction to the possible acquisition of “mega bucks” from the Feds.

Are all our students’ learning achievements and outcomes where we want them to be? Far from it! Is there concern from our citizenry about this situation? You bet there is! Should we work together to craft and implement the process to achieve excellence in education in West Virginia? Absolutely! It’s what West Virginians have always done. So, why do we need the “Feds”? Oh…I remember, they have the “mega bucks”. My opinion: Think well about what West Virginians will give up chasing the “dollars of change”. Money doesn’t make change in education, people do. Changing West Virginia education laws and policies based on a federal schooling model may not serve the needs of our state. With the current learning environment changing at exponential rates, local flexibility and dynamic response are valued commodities that could be dealt away in a never-ending “Race To The Top”.