Regional Training Sessions Regional Training Sessions The Arts, Grades 9-12The Arts, Grades 9-12

Day TwoDay Two

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

Grounding Activity

• Open envelope

• Select one image that resonates with your mood, personality, hopes or any other personal feeling you might have today.

• Reflect on why you chose this image

• When asked, share with another person

Agenda - Day TwoAgenda - Day TwoGrounding ActivityGrounding Activity

Big PictureBig PictureWhat is new in the curriculumWhat is new in the curriculumSubject Specific ExpectationsSubject Specific Expectations

Board PlanningBoard PlanningSharingSharing

Exit strategyExit strategy

I can:Learning Goals

• describe the major revisions to the arts document.

• make connections to current practices in arts classrooms

• plan to support implementation

Parking Lot

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 this parable…

Course selection

• Pick up those courses for the subject area you are representing in this training.

• Board reps may gather all subjects if sufficient copies available.

Expectation Activity

Move to your subject groups…

• Scan Overall Expectations for each course in your subject area

• What do you notice?

Consider the following question…

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

1. Develop creativity

2. Encourage critical thinking

3. Explore cultural connections

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

Consider skill development, process work, summative

tasks, group activities, research based work and more...

Strategies and MovesMove to your subject group.

• Divide the courses among your subject group

• Find clusters of specific expectations from all 3 strands that connect to one of the areas or activities you have identified

• Consider all possible connections between expectations from different strands

Sharing

• Share your findings with your subject partners

• Note any common themes

or key differences

Break

• Take a moment to yourself

• Have some refreshment

• Go for a walk with someone you don’t know or someone you do

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)

2010 Arts CurriculumWhat 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 ArtsChapter 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.

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

Focus Courses

• See appendix for focus course offerings – some changes

• Course descriptions – see list with your course package

LUNCH

Starting Implementation Planning:

• How can we effectively inform arts teachers about the revisions to the curriculum?

• What training opportunities might exist for our board/organization?

Strategies – large group brainstorming

• How did your board handle the elementary arts training?

• How have you supported other subject revisions through implementation and training?

• Where did the $ come from?• Be prepared to share.

• 10 minutes to discuss

Board Planning Time

• You will have the next half hour to begin planning for implementation and training at the board level.

• You will be asked to report your plans to the full group following your development.

• Like Voltaire’s Candide (as adapted by Bernstein) – consider the best of all possible worlds.

Short Break• Following the break, you will present your

ideas to your colleagues from other boards

AND

• We will discuss other ways to support arts learning in Ontario including upcoming supports from two key initiatives sponsored by the Ministry.

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.”

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

Session Feedback

• Please complete the feedback forms

• Think of any outstanding questions

ContactJohn Phillips

Education Officer - The Arts

Ministry of Education

john.phillips2@ontario.ca

416-325-5292