Action Research

  

The Art and Discovery Studio demonstrates the potential for art activities to enhance children’s self-regulation by integrating social and emotional awareness with cognitive capacities such as patience and sustained attention.” 


Dr. Jane Garland, Professor Emeritus in Psychiatry, UBC


  

The AIRS program seeks to gather ongoing action research through a collaborative inquiry process on the impact of long-term engagement in the visual arts for academic achievement and social emotional learning in school. This research is essential for demonstrating the vital importance of the arts for child development and ensuring that education in the arts is protected and funded within public schools for the benefit of future generations. In addition, through our research we are continually gathering data to determine best practices for collaboration between artists and teachers in schools to maintain successful, flexible and innovative residencies that strengthen student learning and meet the core competency goals of the new BC curriculum. 

  

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Our Process

Teachers from each school participating in the AIRS program came together four times during the year to share their observations and reflect on the impact of collaborating with a resident artist within a dedicated studio in their school for student learning.  Last year our inquiry  process had revealed connections between art making in the studio and competencies associated with social emotional learning (SEL). We wanted to explore this connection more deeply by asking: 


“In what ways might the art making process contribute to the development of social emotional intelligence and mental health?

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Our Findings

Within the diversity of art engagements across different schools and school cultures, teachers found common ground in the kinds of learning that were activated for students through the art making process within the studio. Social emotional capacities such as resilience, focused attention, risk-taking and empowerment were significant. Many teachers noticed that break-through moments for students in the studio resulted in greater confidence and creativity back in the classroom. The development of community and the sense of belonging and inclusivity were also reoccurring themes. 


We noted  connections between particular aspects of studio practice and the social emotional capacities that they fostered.  

Material Process and SEL

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We noticed the connection between material practice and the emphasis on process with evidence of social emotional learning in students. Using tools from fingers and hands to knives, pliers and hammers to transform and manipulate materials brought a sense of confidence, accomplishment and self-reliance. Responding to the world through tactile and unfolding processes provides space for students to slow down, look closely and give space to the complexity of ordinary things.   

Collaboration and Community

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In the studios, students were encouraged to work inclusively and collaboratively, whether through larger projects in which every student contributed to the whole or more individually with a mindset of shared inquiry.  This allowed students to take  risks through exploration, experimentation, and the exchange of ideas.  It also opened students up to the different perspectives, ways of seeing and imaginings of others.

Story and Belonging

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Teachers noticed the way in which art enabled students to find their own voice through art, to share their own stories and make connections to place and community in a deep and powerful way.  

The Studio as a Space of Wonder

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Teachers noted the importance of the studio for providing a place of safety and freedom of expression in an environment of non-judgement. The studio space enabled students to expand their horizon of what art and the endless possibilities inspired by the imagination..  The art studio provides a shared space for creating embedded within the whole school which builds  a sense of belonging within the school and the wider community.

View the full Collaborative Inquiry Report 2018/19

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These are the words teachers shared to  encapsulate  what they observed and experienced working with the artist in the studio.  

Guest Speakers

Social Emotional Learning and the Visual Arts: Discussion with Dr. Jane Garland

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For our first AIRS collaborative inquiry session of the 2018/19 school year, lead teachers had the privilege of hearing Dr. Jane Garland speak on Social Emotional Learning and the visual arts.  Jane is professor emeritus of clinical psychiatry at UBC, and has been working in the field of mental health for over 30 years.  She is the founder and director of the mood and anxiety disorder clinic at Children’s Hospital in Vancouver, author of Taming the Worry Dragons and has been influential in bringing Social Emotional Learning awareness into the redesigned BC curriculum.

What is Social Emotional Learning?

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Social Emotional Learning is a process that can be taught.  Jane shared that in order for social emotional learning to occur, one must be in a state of awareness– being present in time and space; beembodied - through an integration of sensory experience; and maintain a state of calmfocus or emotional equilibrium.   This enables the processes of social emotional learning to occur; observation– attending to both detail and how it relates to the big picture; reflection– creating an internal picture in one’s mind and assessing this in relation to existing knowledge; andresponding -  through purposeful action.  It was striking to see how the visual arts naturally invite students to enter into a state of mindful attentiveness  and that the processes that train the capacity for social emotional learning are present within the art making process itself.  

The visual arts foster social emotional learning

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Jane spoke about how the AIRS program confirmed what years of clinical experience had taught her, that  the arts naturally foster and can train the capacities and processes necessary for social emotional learning to occur.  The visual arts invite close  perception, attention to emotion and  the expression of feelings as well as visualization through observation and 3D modelling.   The sharing of student work within the school affirms the unique vision of each child within a community of different but equally valuable imaginings,  creating a powerful sense of belonging within community.    The visual arts are a fundamental language of expression that is inclusive and accessible for all learning and cultural differences.  

Christine Giesbrecht: Linking habits of mind, SEL and stages of creativity in the studio

Christine Giesbrecht, one of our District Mentor Support Teachers with extensive art teaching experience, invited us to consider the relationship between studio habits of mind  (Develop craft; Understand Art Worlds; Engage and Persist; Envision; Stretch and Explore; Reflect; Express and Observe) and the development of social emotional learning.  A key component is comfort with ambiguity both for students, in taking risks and moving through the place of the unknown, and for teachers, in allowing students to encounter and experience ambiguity through more freedom and choice.  


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Dr. Sylvia Kind: What is the Space of the Studio?

Dr. Sylvia Kind is a scholar in Early Childhood education and studio art research practices as well as the artist in residence at the Children’s centre at Capilano University.  Sylvia encouraged us to consider the studio space as one of collaborative co-creation where teachers and students mutually and reflectively inform learning journeys. Sylvia explained that  what we attend to whether through words or documentation shows students what we give value to in their learning process.  Through more intentional documentation, that makes that learning visible to students, we can create opportunities for students to grow the habits of mind that foster social emotional learning.  

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Collaborative Inquiry 2017/18

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.