Winding pathways make for more successful futures

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Winding pathways make for more successful futures

• Adrianne Jones
• Teacher Artist _at_KITE Program QPAC

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"The Man With the Blue Guitar" by Wallace
Stevens2

• The man bent over his guitar, A shearsman of
  sorts. The day was greenThey said, "You have a
  blue guitar, You do not play things as they
  are."The man replied, "Things as they areAre
  changed upon the blue guitar."And they said
  then, "But play you must, A tune beyond us, yet
  ourselves, A tune upon the blue guitarOf
  things exactly as they are."
• ( An excerpt )

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Pablo PicassoSpanish, worked in France,
18811973The Old Guitarist, late 1903early 1904
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Other Peoples ChildrenMadeline Grumet

• The importance of teachers
• The hidden curriculum
• Teachers we remember and why?
• What to do with the child who wants to play the
  blue guitar at the back of the room ?

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Releasing the imagination and the
Enlightened Eye Maxine Green and Elliot Eisner

• Are we pre occupied with test scores, time on a
  task and accountability measures?
• Are we dismissing the presence of individuals?

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The Cookie Cutter classroom How do we
avoid the factory model of education ?How do
we provide pathways to the creative class ? (
Richard Florida)How do we recognise and
celebrate the diversity of students and teachers
in our schools? What is the difference between
nothingness and distraction?
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How can we devise activities in
classrooms that fill students with images and
emotions that move us to places beyond our daily
experiences ?( Green) How do we tap into the
creative worlds of our students yet allow them
to stand on the shoulders of giants ?How doe
we educate rather than school? Schools are a
form of social control mirroring social class
distinctions and providing enclaves of race,
class and gender inequity Giroux 1996
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The Aesthetic PerspectiveViewing
educational practices more artistically promotes
an emphasis on the complexity of human
interactions and values diversity.Rather than
emphasizing standardization in education we
become freer to experiment, create, and celebrate
the many ways people can learn.
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International Programs

• CAPE ( Chicago Arts Education Partnership)
• Founded in 1992 CAPE has been recognised as a
  leader in the field of school improvement through
  the arts.
• CAPEs partnerships serve as a laboratory for a
  community of arts and teachers dedicated to
  infusing arts through the curriculum.
• Researchers attached to all programs to
  investigate how teaching through the arts
  improves student achievements.
• Champions of Change ( Dr Cattrell 1999)
• Test scores/Higher Order thinking /Social skills

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Creative Partnerships UKCP is the
governments flagship learning programto
develop the skills of young people across England
raising aspirations and equipping young people
for the future. It involves long term
partnerships between schools and creative
professionals.Schools of creativity Schools of
challenge Enquiry schools
Creative Partnerships is the Governments
flagship creative learning programme, designed to
develop the skills of young people across
England, raising their aspirations and equipping
them for their futures. We foster innovative,
long-term partnerships between schools and
creative professionals, including architects,
scientists, multimedia developers and artists.
These partnerships inspire young people, teachers
and creative professionals to challenge how they
work and experiment with new ideas. Young people
develop the skills they need to perform well not
only in exams and extra-curricular activities,
but also in the workplace and wider society.
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KITE Arts Education Program_at_QPAC
The KITE Arts Education Program _at_ QPAC is an
early childhood arts education initiative of
Education Queensland in partnership with The
Queensland Performing Arts Centre. KITE delivers
relevant, contemporary arts education experiences
for Prep to Year Three students and teachers
across Queensland. Performances Professional
Development Services Participative Arts
projectsThe Yonder Project Partnerships
Creative Partnerships is the Governments
flagship creative learning programme, designed to
develop the skills of young people across
England, raising their aspirations and equipping
them for their futures. We foster innovative,
long-term partnerships between schools and
creative professionals, including architects,
scientists, multimedia developers and artists.
These partnerships inspire young people, teachers
and creative professionals to challenge how they
work and experiment with new ideas. Young people
develop the skills they need to perform well not
only in exams and extra-curricular activities,
but also in the workplace and wider society.
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The Yonder projectResearch into arts
practice in schools. Takes place in a specific
communities social exclusion.Professional
artists and arts workers working in collaboration
with students, teacher and community to create
work of art. Deals with issue of concern to the
community.Is multi disciplinary and culminates
in a creative outcome. Evaluation and the
implementation of the findings Drama and
Literacy Year Three Testing It helped a lot of
students realise they could write a story, for
example John doesnt want to write , he failed
the Year Three test, he was miserably low in all
areas. Drama is a way for him o develop ideas, a
different hook that hooks him in Anna Lynch
Woodridge State School The arts can positively
impact on students development, particularly if
professional support is provided for teachers and
collaborative partnerships are developed. (M.A.
Hunter,2005 Education and the Arts Research )
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Yonder 2009 11Kite aims to engage with a
number of communities to create a series of six
participative arts projects in edge city
Brisbane and regional Queensland. It will take
place in schools and their communities in areas
of the most concentrated disadvantage in
Queensland. The project aims to animate schools
as community hubs establishing links between
school administrators, teachers, families artists
and cultural and community leaders.
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The student playing the blue guitar
Schools as hubs Spaces Opportunities for
interactions with artists /mentors /creative
professionals Partnerships Access School
PoliciesBenign neglect
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How to find the winding pathway?One
awakens students by awakening their imaginations,
reshaping their awakened imaginations into social
imaginations and inciting students to speak and
act in light of these awakenings. Maxine Greene
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Professional
artists and arts workers working in collaboration
with community to create works of art.Takes
place over a period of timeTakes place within a
specific communityEthical intentionality of
processPlaces participants at the centre of arts
practiceIncorporates multiple voicesDeals with
issues of concern to a communityIs
multidisciplinaryCulminates in a creative outcome
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