In my last days at Brauer College, I observed Arts and Music classes at two different levels: a year 7 Music class and a year 12 Studio Arts class. I was struck by how different the approach was to what I am used to seeing in Science classes, and how we could learn a lot from how things are done in fine arts. I feel this aligns well with the direction BC is going with its current curriculum changes.
In the Year 7 Music class, they were learning guitar. It is a required class for all Year 7 students, and guitar is such a popular instrument that their ability levels were extremely variable going into the class - some had years of practice with guitar already, while others had barely any introduction to music or music theory. There were several things I noticed in this class:
First, they had a choice in what they could learn. They had a series of guitar riffs they could learn, and it was up to them which they wanted to do. They were taught the general concepts, such as how to read the music, what are the different parts of a guitar and what they do, and they all had the same assessment criteria (play 3 riffs for the teacher, play 1 riff for the class).
Second, they were given extension options for those who had surpassed the criteria in the class. There were other songs they could learn, from simple to complex, and they could progress at their own level.
Third, they were given time to just explore. They had free run of the instruments in the room and could see what type of sounds they are able to make with them, how they work, what exactly they do. Each got to choose what interested them and where they wanted to go.
Fourth, they will eventually form a class rock band. The students are given the option of what instrument they want to play and each will contribute in their own way to the larger creation that is the rock band. None of them are obligated to do any specific instrument, but they are all able to participate in their own way.
These students are given choice in how they proceed with their own learning - there are options based on interest, based on ability, based on prior experience. They all support each other toward a common goal rather than competing with each other directly for marks. They can support each other and they are being compared largely to themselves.
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In the Year 12 Studio Arts class, the students were each working on their own project. Again, they had a choice in what direction they took with their learning. They all had the same milestones they had to meet - starting with an Exploration Proposal, moving towards exploring their aesthetic, techniques and themes. They are given immense amounts of support as they decide what interests them and what they will do with that interest.
All their work is collected in a large portfolio. It is emphasized that this is a working document and that they should not be correcting it. They use it to see how they have learned and progressed throughout the course.
I love so much about this. In advanced science, there is no reason why the students can't pursue their own interests. They can find what interests and inspires them on the topic, do some of their own research, and see for themselves how they have progressed with time.
The amount of support these students get with their projects and learning was inspiring for me as well.
One of the reasons these students were able to get so much individual support was their small class sizes. The classes were only 12 or 13 students, which means each student can get more attention. I really wish we could do this more often in science classes. The small size of this school is incredibly great and so helpful.
Would students necessarily benefit more from smaller class sizes? Is it possible to add more choice and differentiation to science subjects without being too taxing on the teacher?
In the Year 7 Music class, they were learning guitar. It is a required class for all Year 7 students, and guitar is such a popular instrument that their ability levels were extremely variable going into the class - some had years of practice with guitar already, while others had barely any introduction to music or music theory. There were several things I noticed in this class:
First, they had a choice in what they could learn. They had a series of guitar riffs they could learn, and it was up to them which they wanted to do. They were taught the general concepts, such as how to read the music, what are the different parts of a guitar and what they do, and they all had the same assessment criteria (play 3 riffs for the teacher, play 1 riff for the class).
Second, they were given extension options for those who had surpassed the criteria in the class. There were other songs they could learn, from simple to complex, and they could progress at their own level.
Third, they were given time to just explore. They had free run of the instruments in the room and could see what type of sounds they are able to make with them, how they work, what exactly they do. Each got to choose what interested them and where they wanted to go.
Fourth, they will eventually form a class rock band. The students are given the option of what instrument they want to play and each will contribute in their own way to the larger creation that is the rock band. None of them are obligated to do any specific instrument, but they are all able to participate in their own way.
These students are given choice in how they proceed with their own learning - there are options based on interest, based on ability, based on prior experience. They all support each other toward a common goal rather than competing with each other directly for marks. They can support each other and they are being compared largely to themselves.
-
In the Year 12 Studio Arts class, the students were each working on their own project. Again, they had a choice in what direction they took with their learning. They all had the same milestones they had to meet - starting with an Exploration Proposal, moving towards exploring their aesthetic, techniques and themes. They are given immense amounts of support as they decide what interests them and what they will do with that interest.
All their work is collected in a large portfolio. It is emphasized that this is a working document and that they should not be correcting it. They use it to see how they have learned and progressed throughout the course.
I love so much about this. In advanced science, there is no reason why the students can't pursue their own interests. They can find what interests and inspires them on the topic, do some of their own research, and see for themselves how they have progressed with time.
The amount of support these students get with their projects and learning was inspiring for me as well.
One of the reasons these students were able to get so much individual support was their small class sizes. The classes were only 12 or 13 students, which means each student can get more attention. I really wish we could do this more often in science classes. The small size of this school is incredibly great and so helpful.
Would students necessarily benefit more from smaller class sizes? Is it possible to add more choice and differentiation to science subjects without being too taxing on the teacher?
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