Exploration & Collection

[of Data]

The aim for this inquiry will be to explore how The Arts can be used in the classroom to enhance

student focus, engagement and wellbeing.

1)    What is the literature to support this theory?

The communitas is part of the consideration of space. Relationships between teachers and students are an important element of space. The openness that The Arts invite are an important element of developing positive, supportive relationships.

This paper highlights the positive effect that engaging with the arts has on student’s wellbeing. The way that it is implemented however, is in an external space, separate from the usual rules, regulations and restrictions that occur within in a classroom. '‘Eroding heirachies in favour of ‘communitas,’ a sociality based on equity and trust” (Turner, as cited by Atkinson & Robso, 2012, 1351). As a result, the art’s practitioner and students in this study have a relationship based on “equality, mutual respect and joint ownership” (Atkinson & Robson, 2012).

It is a space where the emphasis on positive value of self is not derived from the students being proud of themselves for the end result only, but also how good the process felt. The practice of art-making and learning in an environment where self-expression, creativity, and the processes of being and becoming are valued.

2) What would using The Arts to increase focus, engagement and wellbeing look like in the classroom?

This study discussed in Question One, is very similar to a volunteer program that I am involved with, facilitating learning with year 5/6 students as they work on a passion project over a three-month period. The projects are student led, with me, the learning leader, to be there simply as a guide/facilitator. Poviding resources, workshopping ideas, sharing technical knowledge and provoking exploration via discussion/questioning/dialogue/engaging in practice together. I am working with three different groups where the students are engaged in drawing, photography and film. In all three groups the positive effects on student engagement and wellbeing are extraordinary.

During the moments the students are working on their projects and in the art-making process, there is no need for any behaviour management interventions. The ideas are flowing, the students are focused, exploring and experimenting, and are so excited not just by the results, but also by the process of their practice.

While the practices of the three groups look very different, the observed human experience is similar. They are engaged, empathetic, focused, inspired, simultaneously grounded and elated and their eyes are sparkling as they discuss ideas and present their work. From that space of engagement, emerges pride in their work and themselves, and also of their peers in the group. A strong sense of belonging has evolved and along with it enhanced self-esteems.

A moment from the drawing group.

When the time is up, it’s always so hard for the students to stop what they are working on. They are so focused, engaged, inspired… in touch with that space between the ground and the clouds.

That space of the collective experience of art making – working separately, but together, has been a very beautiful and binding human experience. We only exist in that space for 25 minutes a week, but the ‘communitas’ discussed by Atkinson & Robson (2012) has definitely formed by this process of doing, being and becoming together.

Having students engaging with The Arts in the classroom via a passion project would be beneficial to student wellbeing and effective learning.

Engaging with The Arts via a passion project

3) How can The Arts be used to increase focus, engagement and wellbeing in the classroom, while still meeting the expectations of curriculum, parents, school and community?

Reflections…

The Arts Foundation Workshop Experience

The immense power of The Arts in the learning space and particularly, that of dance became evident to me during my first semester at University at the weekend workshop for Foundation: The Arts. I was questioning wether I had made the right decision to go back to university so late in life and was feeling rather overwhelmed and anxious about the whole idea, until the first 5 minutes of the workshop. The tutor had us engage with some simple dance activities and immediately the space was transformed, my entire mood had shifted and I felt excited and ready to learn. It was in this moment that I realised the power of teaching and The Arts and made the decision to stay, which has been one of the greatest decisions of my life so far.

Explorations…

‘Arts-based vs Traditional Education Butterflies’

‘Arts based education butterfly [left]’ (Dewey, 1934, p.8)

‘Traditional Education Butterfly [right]’ (Dewey, 1925, p. 158)

Would love for the students to be able to construct spaces like this in the classroom, where they can go and write, or paint or draw or do their work. There are so many options for what they could be made of, but love the use of natural materials in this one. Would be great to incorporate that into the classroom.

Some of the ideas above would require a shift in ideology around what classroom practice ‘should’ look like, where others could be embedded into current classroom practice quite easily.

While a transformation to a completely Arts-based classroom would challenge the ideologies of parents, school and community, once these external stakeholders see the positive effects that engaging with The Arts has on student wellbeing, engagement and therefore academic achievement in the classroom, I think that their expectations will be met.

In saying that, I think in the paradigm of current Australian schools, the ideology of emphasising academic results and achievement, needs to be replaced by valuing the process of being and becoming. More value must be placed on the the internal lives of the students.

Reflections on what this space could look like …

The students could choose anywhere in the room to be ‘their’ space, similar to what was dicussed in the Atkinson & Robson (2012) article. It would work as somewhere the students could feel free to explore self-expression. I explored this experience by drawing under the table and had a glimpse of how it might feel in the classroom. Freeing but safe, inspiring to be out of the usual confines of my chair and desk and by shifting physical space, I also felt a shift in perspective.

Idea to incorporate dance/movement into whole class feedback…

Students to stand up and teacher asks how they felt about their learning in that lesson. They then respond with dance..

Enjoyed lesson/understood concept

Didn’t understand concept/didn’t enjoy

Sort of understands concept

I enjoyed participating in this exploration… it was a great opportunity to express my emotions and I felt more focused and engaged afterwards.

(Kindekens et al., 2013, p. 1985)

(as cited by Kindekens et al., 2013, p. 1984)

(Kindekens et al., 2013, p. 1984)

Key components excerpts from Atkinson & Robson, 2012. Plus my reflections.

Words from (Atkinson & Robson, 2012)

Music (HoliznaCCO, 2022)

(Atkinson & Robson, 2012, p. 1351)