The Artist in the Classroom

The Artist in the ClassroomThe Artist in the Classroom

Barry Oreck, Ph.D.

Do you have any of these kids in your school?



Would you know it if you did?

Painter

Dancer

ChoreographerArchitect

Painter

Singer Poet Filmmaker

Composer

PhotographerSculptor

Violinist

Songwriter

Actor CellistSingerArchitectGuitarist

People who will change the world

What do we know and learn through artistic experience?

How can we maintain an artistic attitude and bring more artistry into our teaching?

What do we mean by talented?

What do we mean by gifted?

What’s the difference between the two ?

GIFTED AND TALENTED

Think of an artistic experience in your own life

What are the characteristics of this experience?

What were you like when you were engaged in it?

Who is an Artist?

What do you mean when you say someone is an artist?

Who is an Artist?

Teaching is a, “practical art...a process that calls for intuition, creativity, improvisation and expressiveness.” N.L. Gage, The Scientific Basis of the Art of Teaching, 1978

The teacher’s status as an artist is “measured by his ability to foster the attitude of the artist in those who study with him” John Dewey, How We Think, 1933

“Teaching is artistic in character in many of the ways in which all art is artistic: it provides a deep sense of aesthetic experience to both perceiver and actor when it is well done.” Eliot Eisner, The Kind of Schools We Need, 1999

Teaching is a, “practical art...a process that calls for intuition, creativity, improvisation and expressiveness.” N.L. Gage, The Scientific Basis of the Art of Teaching, 1978

The teacher’s status as an artist is “measured by his ability to foster the attitude of the artist in those who study with him” John Dewey, How We Think, 1933

“Teaching is artistic in character in many of the ways in which all art is artistic: it provides a deep sense of aesthetic experience to both perceiver and actor when it is well done.” Eliot Eisner, The Kind of Schools We Need, 1999

TEACHER AS ARTIST

Seymour Sarason Teaching as a Performing Art

(1999)

Are we born artists?

Henry Schaefer-Simmern (1948) The Unfolding of Artistic Activity

(foreword by John Dewey)

1. Attention to form and qualities

2. A sense of wholeness or completeness

3. Connection to emotions

4. Open-ended

5. Transformation

What is an Artistic Experience?

“Art is the social technique of emotion.”

Lev Vygotsky, The Psychology of Art,1971

“Art is the social technique of emotion.”

Lev Vygotsky, The Psychology of Art,1971

Art exists, “not in objects, but in a way of seeing”

Lawrence Weschler – Seeing is Forgetting the Name of the Thing One Sees, 1982

Art exists, “not in objects, but in a way of seeing”

Lawrence Weschler – Seeing is Forgetting the Name of the Thing One Sees, 1982

“The soul never thinks without an image.”

Aristotle

“The soul never thinks without an image.”

Aristotle

What is Art?

Art as experience.

John Dewey

Art as experience.

John Dewey

Arts Integration

Arts as Integration

PerceptionPerception

Noticing detailsNoticing details

Perceiving patterns, similarities, Perceiving patterns, similarities, relationshipsrelationships

Using all of our sensesUsing all of our senses

What do we know and learn through the Arts?

Antonio Damasio (1999)The feeling of what happens: Body and emotion in the making of consciousness

Empathy

Not sympathyNot sympathy

““Putting yourself in another’s shoes”Putting yourself in another’s shoes”

Cognitive and emotional aspectsCognitive and emotional aspects

Self ReflectionSelf Reflection

Listening to yourself and what you’ve createdListening to yourself and what you’ve created

MetacognitionMetacognition

TimeTime

ImaginationImagination

ImageryImagery

PlayPlay

Taking risksTaking risks

• High Energy

• Creativity, Imagination

• Special Sensitivity to Emotions

• May not be “Linear”

• Need to Express Ideas, Feelings

• High Energy

• Creativity, Imagination

• Special Sensitivity to Emotions

• May not be “Linear”

• Need to Express Ideas, Feelings

STUDENT AS ARTIST

WHAT MAKES GIFTEDNESS?

Above Average Ability

Task Commitment

U

A

CI

C

T P

Creativity

RENZULLI THREE RING CONCEPTION OF GIFTEDNESS

Results of Arts Talent Assessment

• Approximately 15-20% of students identified as ready for advanced instruction

• Represent general demographic and academic makeup of the schools

• Inclusive of bilingual and special education students

• Representl demographic and academic makeup of the schools

• Inclusive of bilingual and special education students

• 65% reading below grade level• 25% reading in the lowest quartile• 10-15% exhibit severe behavior and/or

attendance problems

Results of Arts Talent Assessment

Albert Bandura

Barry Zimmerman

Edward Deci

Self-Regulation andSelf-Efficacy

• Paying Attention– avoids distractions– listens carefully

• Using Feedback– uses criticism to improve work– maintains corrections

• Problem Solving (Curricular)– comes up with different or unique approaches to a

challenge– doesn't stop with one answer– thinks for self -- is not swayed by the opinions or answers

of others

Self-Regulatory Behaviors


• Self-Initiating– takes responsibility for learning– moves self to a productive place to learn– works on task without explicit instructions from

the teacher

• Asking Questions– asks good questions– is not afraid to ask when instructions or

information is unclear

Self-Regulatory Behaviors• Taking Risks

– offers opinions, even if they are unpopular– volunteers readily

• Cooperating– works well in group activities– follows instructions

• Persevering– doesn't stop when it gets hard– continues when the teacher is not looking

• Setting Goals – sets up specific interim goals to solve a

problem– recognizes the sequence of tasks needed


1. Positive academic developments for children involved in the arts (high and low SES) increasing over time grade 8-10-12.

2. High level of music involvement show significant improvement in grade 12 math performance.

3. Sustained involvement in theater show increases in reading proficiency, self-concept and motivation, higher levels of empathy and tolerance for others.

National Educational Longitudinal StudyNELS:88 data (+25,000 students)

Involvement in the Arts and Human DevelopmentChampions of Change Report

James S. Catterall, Richard Chapleau, John Iwanaga, UCLA

Students involved in the arts:

1. Watch significantly less television.

2. Are more likely to consider community service important.

3. Are less likely to report being bored in school.

National Educational Longitudinal StudyNELS:88 data (+25,000 students)

Involvement in the Arts and Human DevelopmentChampions of Change Report

James S. Catterall, Richard Chapleau, John Iwanaga, UCLA

Champions of ChangeJames S. Catterall, UCLA



Artistic Talent Development for Urban Youth:

The Promise and the Challenge

Barry Oreck, Susan Baum, Heather McCartney

The National Research Center on the Gifted and Talented

Research Monograph Series

www.gifted.uconn.edu

FLOWFLOW

“It’s like I became addicted to dance.”Elementary student

SELF-REGULATIONSELF-REGULATION“I think you call it mind over movement. You have to really listen to the song and while you're playing you still have to listen to make sure you're in the right key. So you use your mind to tell you the part of the song and you use movement to keep playing it and doing what you're doing. The mind over movement has helped me listen and take notes at the same time.”

Intermediate student

SELF-REGULATIONSELF-REGULATION

“When someone pushes you and you find that you improve, you learn to practice. Because you know if you practice it, you get it. So they gave us that start-off push. You didn’t want to. You were tired. And then the next class, you didn’t need the push anymore. Then you know that ‘if I can do this with my body, then I must be able to do this with my mind. I may not be perfect, but I am getting better.’ So it does help when you see it physically.”

High school student

IDENTITYIDENTITY

“Without (the group) I’d have no real friends who love music the way I do. School is awful and nothing is right. My uncle was killed, there’s no music at school, and no opportunities for me. Intermediate student

IDENTITYIDENTITY

“It’s a big part of the music knowing that you have somebody that shares something with you. I think it’s mostly the music, knowing that you have people there who know what you know, and you can play the music with them and you understand them. When you talk what they call “music talk,” they understand you. I don’t think that anybody else would understand you and them in a conversation. It’s like you’re connected through your mind. It’s like this telepathic thing, you know?” Intermediate student

The teachers held strong beliefs that all students are capable of high achievement.

The teachers held strong beliefs that all students are capable of high achievement.

“As long as you find something in the child that is special and you help that child see that something special within them I think they can overcome any problem.” Maria – 4th grade

The best thing [about arts activities] is that I learn things about kids that I never would learn when they’re doing math and reading. So you see different sides of them.

Mark 5th grade

“As long as you find something in the child that is special and you help that child see that something special within them I think they can overcome any problem.” Maria – 4th grade

The best thing [about arts activities] is that I learn things about kids that I never would learn when they’re doing math and reading. So you see different sides of them.

Mark 5th grade

Teachers integrated art into many subjects for a variety of instructional purposes.

Teachers integrated art into many subjects for a variety of instructional purposes.

Everything’s connected...I like this concept of teaching not subject by subject but teaching by concept. If we’re talking about patterns let’s talk about patterns in all subject areas. If we’re talking about the concept of before and after, let’s talk about it in all subject areas. And then teach them value lessons as well, like there’s consequences to your actions. If I have a strong handle on the concept I could basically link to any subject matter... and that’s where I get the creativeness out.

Jane 4th grade

Everything’s connected...I like this concept of teaching not subject by subject but teaching by concept. If we’re talking about patterns let’s talk about patterns in all subject areas. If we’re talking about the concept of before and after, let’s talk about it in all subject areas. And then teach them value lessons as well, like there’s consequences to your actions. If I have a strong handle on the concept I could basically link to any subject matter... and that’s where I get the creativeness out.

Jane 4th grade

The teachers articulated a wide range of clear performance and personal growth goals for

students through involvement in arts processes.



“It’s like slowing down the process of their thinking sometimes. If you have to draw about it – draw it and write it – you’re going to stop and think about it more. So that seems important. It’s a meditative thing, almost, if you have to draw it.”

Ted 2nd grade

“It’s like slowing down the process of their thinking sometimes. If you have to draw about it – draw it and write it – you’re going to stop and think about it more. So that seems important. It’s a meditative thing, almost, if you have to draw it.”

Ted 2nd grade





Some kids wouldn’t want to take a guess for fear of being put down. The class becomes so much more group oriented that they don’t want to hurt each other and that helps a lot – allowing them to get up and express themselves and have the courage to trust each other and learn how to work with people.

Penny 5th grade

Some kids wouldn’t want to take a guess for fear of being put down. The class becomes so much more group oriented that they don’t want to hurt each other and that helps a lot – allowing them to get up and express themselves and have the courage to trust each other and learn how to work with people.

Penny 5th grade

Proven success according to external measures, such as tests, provided a level of

autonomy and confidence.

Proven success according to external measures, such as tests, provided a level of

autonomy and confidence.

“When [a supervisor] has the confidence that you’re doing the right thing, you seem to be able to veer from the day-to-day process. We took the practice tests and I was the only class that did very well so I’m being left alone. I can just continue my routine.”

Jane, 5th grade

“When [a supervisor] has the confidence that you’re doing the right thing, you seem to be able to veer from the day-to-day process. We took the practice tests and I was the only class that did very well so I’m being left alone. I can just continue my routine.”

Jane, 5th grade

The teachers had a broad definition of art. They saw the art in all areas of their lives and throughout

their teaching.

The teachers had a broad definition of art. They saw the art in all areas of their lives and throughout

their teaching.

The first thing I say to myself when I wake up at 5:00 a.m. before school to study for my administration course is, ‘How can I make this day an artistic process?’ Then I try to carry that through my whole day in the classroom and my evening at school. That is what keeps me going.” Jane 4th grade

The first thing I say to myself when I wake up at 5:00 a.m. before school to study for my administration course is, ‘How can I make this day an artistic process?’ Then I try to carry that through my whole day in the classroom and my evening at school. That is what keeps me going.” Jane 4th grade

TheCurriculum

LanguageArts

Math Science

SocialStudies

Clubs The Arts

Sports

TheCurriculum

LanguageArts

Math

Science

SocialStudies

The Arts

ArtisticExperience

LanguageArts

Math

Science

SocialStudies

The Arts

Symbols

Art HistorianMuseum Curator

Art MoverAutomobile Specialty Painter

CartoonistJewelerSculptor

Fashion DesignerGraphic Designer

Computer AnimatorArchitect

Landscape ArchitectTeaching ArtistChoreographer

DancerMTV-Video Commercial Work

Costume DesignerLighting Designer

Broadcasting Station ManagerTalent Agent

Film Score ComposerArranger

ConductorBand Leader

Choir DirectorAudio Engineer

SingerChurch organist

Playwright/ScreenwriterActor

Drama TherapistAgent

Business ManagerAnnouncer

Careers in the ArtsArts and Cultural PlannerAudiovisual Technician

Ballet DancerBusker

Camera OperatorMusic TherapistCasting DirectorCircus Performer

ComedianComposer

Music ArrangerCostume Designer

Costume MakerDance Movement/Therapist

Dance TeacherFashion Model

Film and Video Makeup ArtistFilm Camera Operator

Guitar TechnicianDresser

CosmetologistImage Consultant

Lighting TechnicianMakeup ArtistMedia PlannerMusic AgentMusic Critic

Instrument MakerMusical Instrument Repairer

Music TeacherMusic Tutor

Music PublisherMusic Teacher Performing Arts Administrator

Piano TechnicianPiano Tuner

Music TeacherMusic Tutor

Music PublisherMusic Teacher

Performing Arts AdministratorPiano Technician

Piano TunerPlaywright

Press AgentProducer

Prop MakerPuppet Designer

Recording EngineerRecreational Therapist

RoadieScreenwriterSet DecoratorSet Designer

Set Production WorkerSound Technician

Special Effects SpecialistStage Hand

Stage ManagerStage Scenery Designer

Stage TechnicianStoryboard ArtistStunt Performer

Talent AgentTalent DirectorsTalk Show Host

Theater AttendantTheater Director

Ticket SellerTV/Film Runner

UsherWardrobe Specialist

Every day we slaughter our finest impulses. That is why we get a heart-ache when we read those lines written by the hand of a master and recognize them as our own, as the tender shoots which we stifled because we lacked the faith to believe in our own powers, our own criterion of truth and beauty.

Every man, when he gets quiet, when he becomes desperately honest with himself is capable of uttering profound truths. We all derive from the same source. There is no mystery about the origin or things. We are all part of creation, all kings, all poets, all musicians; we have only to open up, only to discover what is already there.

Henry Miller

References for this session can be found at:

http://barryoreck.com/workshophandouts.html

[email protected]

Documents

The Artist in the Classroom