OMEA Con Brio ‘09 OMEA Con Brio ‘09 The Arts, Grades 9-12The Arts, Grades 9-12

John PhillipsEducation Officer, The ArtsOntario Ministry of Education November, 2009

Image Interpretation Activity

Decide which image is PING and which is PONG.

Define your own criteria for these two nonsensical words. Explain your rationale.

2010 Arts Curriculum

What is• Expanded front matter• Creative and Critical Analysis process• Revised strand names• Fewer expectations• Connection between overall and specific

expectations• Examples and prompts• Workplace courses (4E)

Adobe ConnectAdobe Connect

http://curriculum.na5.acrobat.com/artsrcdhttp://curriculum.na5.acrobat.com/artsrcd 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.

Students in the New Millennium

At the end of the year 2000, Conference

Board of Canada asked:

– What are the skills, attitudes and behaviours that students need to participate and progress in today’s dynamic world of work?

• Fundamental Skills - The skills needed as a base for further development

• Personal Management Skills - The personal skills, attitudes and behaviours that drive one’s potential for growth

• Teamwork Skills - The skills and attributes needed to contribute productively

Adolescent Brain

Begin with the end in mind

• Curriculum reform for a reason.

• Students in the 21st century have different experiences, background and needs.

• How can the revised curriculum best serve them?

• How can teachers best

understand the changes?

Begin with the end in mind Habit number 2 from Covey

Covey suggests that by embracing

the 7 habits we can move from…

Interdependence

Independence

Dependence

Since arts experiences offer other modes and ways of experiencing and learning, children will have opportunities to think and feel as they explore,

problem solve, express, interpret, and evaluate the process and the results.

To watch a child completely engaged in an arts experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters.

The Arts Go to School, David Booth and Masayuki Hachiya, eds.(Markham, Ontario: Pembroke Publishers, 2004), p.15

ROLES AND RESPONSIBILITIES IN ARTS PROGRAMS

- Students- Parents- Teachers- Principals- Community Partners+ Attitudes in the Arts Pages 4-6

“All children have the ability to be creative.”

Page 6 - Chapter Two (Creative Process)

Who said it?

• "Music is about communication, creativity, and cooperation, and by studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective."

Former president Bill Clinton

*Arts programs can connect with students in waysthat other studies don’t. For some students, the opportunity for this form of creative expression keeps them coming back to school.

Arts education also fosters important skills, such as creativity and innovation. There is evidence to demonstrate a link between mathematical reasoning and expression, and music.

Kathleen Wynne, Education Minister for Ontario

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)

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)

Critical Analysis

• Critical analysis is a central process in all academic work. In the arts it involves thinking critically, which is applying rational and logical thinking to learning in, about and through the arts. The specific stages involve:– initial reaction, – analysis, – aesthetic judgment, – reflection through ongoing interpretation.

• When we think critically, we are being active; we are not passively accepting everything we experience, but questioning, evaluating, making judgements, finding connections and categorising.

• It means being open to other points of view, expression and creation and not being blinded by our own biases.

Begin with the end in mind Habit number 2 from Covey

Covey suggests that by embracing

the 7 habits we can move from…

Interdependence

Independence

Dependence

Consider the following question…

• What are students currently doing in ‘your’ classrooms to…

1. Build skills

2. Develop creativity

3. Apply critical thinking

4. Connect to other subjects, the world beyond or their own experiences

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

Pathways

• Open courses in 9 & 10

• One open course in 11

• University/College destination courses in 11 & 12

• New workplace course in 12

• Other: - Media Arts now aligns with other arts

- Drama 4O is gone

Good News

MOE emphasis on Arts education• Supports exist

– A & E units to show assessment for, as and of learning

• $$$ for 2 initiatives– Subject associations projects– Video webcasts of best practices

Consider…

“The most important factor affecting student learning is the teacher…more can be done to improve education by improving the effectiveness of teachers than by any other single factor.”

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)

Final Thoughtsfrom R. Murray Schafer

• The first practical step in any educational reform is to take it.

• There are no more teachers. There is just a community of learners.

• Old approach: Teacher has information; student has empty head. Objective: push information into student’s empty head.

• On the contrary – music class should be an hour of a thousand discoveries

When will this curriculum be available?

• Available online and in print Spring 2010.

• Updated course codes ready by November for course calendars.

• Implementation date is: September 1, 2010

ContactJohn Phillips

Education Officer - The Arts

Ministry of Education

john.phillips2@ontario.ca

416-325-5292