Collaborative Inquiry 2017/18

Our inquiry process previously had revealed connections between art making in the studio and competencies associated with social emotional learning (SEL). In the 2017/18 school year lead teachers from each school participated in a district wide collaborative inquiry across all participating AIRS schools to consider the question:

“How does collaborating with a resident artist in an established studio impact student learning within the new curriculum and core competencies.”

Similar observations shared by teachers over the course of the inquiry and across very different sites, communities and art experiences confirmed for us the common benefits of focused, embedded art engagement for all students.

Benefits included:

· increased confidence and risk taking for students

· increased levels of focus and sustained attention

· empowerment for students who struggle within the classroom but flourish within a creative, hands-on context of non-judgement

· building of a greater sense of community

Learn More

You can read the full collaborative inquiry report here.

C. I. Report 2017/18

Land Acknowledgement

The Artist In Residence Studio program is honoured to be working together on the unceded, unsurrendered and traditional territories of the xʷməθkʷəy̓əm|Musqueam, Sḵwxwú7mesh|Squamish & səlilwətaɬ |Tsleil-Waututh people, where we learn, live and work. We humbly acknowledge that we are unlearning and relearning and with this acknowledgement comes the commitment to engage in ongoing acts of reconciliation.

PHONETIC PRONUNCIATION: xʷməθkʷəy̓əm - Musqueam (pronounced Mus-kwee-um) Sḵwxwú7mesh - Squamish Nation (pronounced Skwa-mish) səlilwətaɬ - Tsleil-Waututh (pronounced Slay-wah-tuth) Please do not capitalize x in xʷməθkʷəy̓əm & s in səlilwətaɬ Do capitalize S in Skwxwú7mesh *The above has been shared by Chas Desjarlais- District Principal of Indigenous Education.