Chapter 3 - Technology in the Classroom

This website (scottish curriculum) has information about Game Based Learning

http://www.educationscotland.gov.uk/usingglowandict/gamesbasedlearning/index.asp

Government Curriculum

Looking into the curriculum for years 2014-2015 to see how creative subjects are catered for.  It is still down to the teacher to come up with lesson plans but it is not their decision which subjects get more attention.  There is still a strong focus on literacy and numeracy which I don't believe is wrong but there is not much said in the curriculum guidelines at all about creativity or creative subjects.

If this is the case, I intend to promote teachers to teach their maths, english, history, p.e lessons in a a more fun and creative way.  In the early years I believe this happens more than later in primary school and secondary school.

National Curriculum Framework
Key Stages 1-4
England

https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4

In Scotland in 2010-11, the Curriculum for Excellence was introduced.  

The Curriculum wishes its pupils to become 'successful learners, confident individuals, responsible citizens and effective contributors.'

The curriculum gives teachers more flexibility with how and what they teach

It also allows for children who are progressing quicker than others to move onto the next level of study before other classmates 

'Scotland's curriculum for 3-18 is designed to provide young people with the knowledge, skills and attributes they need for learning, life and work in the 21st century.' [http://www.educationscotland.gov.uk/thecurriculum/]

Good Websites for this:

http://www.bbc.co.uk/scotland/learning/curriculum_for_excellence.shtml 

Dissertation Notes // Chapter Plans // Research

COP3 // Resolving your Research Project

Try and think of a plan to get through and maximise your efforts in the next and final 5 weeks. 

Getting Stuck

• Ask yourself why are you really stuck
• Avoid negativity
• Picture what being 'unstuck' would look like

Take charge of your research project!

Process

This is how I feel about being stuck > This is what I'm really stuck with > Being 'unstuck' would look like this > What actions could be taken to get there? > In what timescale > Do the action!

Plan and break down the next 5 weeks and force yourself to stick to it.

Losing Focus

• Don't lose sight of your central goal/ overall question
• Prioritse - don't obsess over how things look or read
• Keep in the back of your mind your topic / question 
• What is the central aim/ purpose?

Everything you do must be justifiable in furthering your research project

Prioritse, at this stage it is about making the points, not necessarily what it looks like.

Project Self Assessment

• Write down the major aims of the project
• Give a brief summary of the work so far
• Comment on your time management
• Do you know what the project as a whole will look like?
• What steps will you take to ensure it gets there?
• What areas of the project are you worried about?
• What 'risk management' plans do you have? - have a plan B

 Losing motivation

• set yourself a goals, some sort of a target to head towards rather than feeling forced to do it because of LCA.  

Running out of time

•  be more disciplined than ever
• don't prioritse the practical over the written

 Some other general advice

• look again at your question or theme, have you done what you set out to do or do you need to change your title?  a slight change in direction
• make sure everything in your project relates to your title/question or theme (if you have wandered off on a tangent you may be penalised)

 Justify everything you say with evidence, discussion or examples
Support all of your assertions with references and evidence

support your text with lots of sources

introduce each chapter with a brief statement telling the reader what you are setting out to do and how the chapter fits in with the question

conclude each chapter by stating what you have achieved and how it links with the next part

COP3 Lecture // Academic Conventions

Challenge academic conventions.

Academic conventions are like an institutional framework for your work.  Institutional expectations of what your work is meant to look and read like.  

The reason for academic conventions:  if everyone is writing in the same way then you can see the content easier.

Methodologically justify why you reject the rules (if you do).  

Evidence deep learning as opposed to a superficial understanding to your topic.

 

 

How do I evidence deep learning?

Academic writing is formal and follows some conventions, specialist vocabulary which you are expected to use in your own writing.  Whatever you write (your opinion) must be based on solid evidence and logical analysis, and presented as a concise, accurate argument.  

Tips for academic writing:

Aim for precision
Don't waffle
Don't use unnecessary words or any uncertain words such as 'may' 'might 'potentially' 'could' - be confident and make points.
Avoid repeating the same words
Don't write how you speak, or conversationally, avoid;  abbreviations, contractions, slang words/ phrases, vague terms.

The way you emphasize your point is by backing up by x, y and z.  Not using words like "this totally changed peoples lives"

In many academic disciplines, writing in the first person is not acceptable as it is believed to be too subjective and personal.  Many tutors prefer impersonal language to be used in assignments. 

Richard thinks that it is okay to write in first person if you can do it well, most tutors will not think it appropriate.  However he suggests that we do not use 1st person.

"I have considered that"  - "Consideration has been given to"

"I suggest that" - "The suggestion here is that"

"I have observed" - "It has been observed"

Author (date) Title Place Publisher

MILES, R.  (2013) Why referencing, Leeds:  LCA Publishing

after a quote 'quote quote' (surname, year, page)

'I have no idea how to reference' (Miles, 2013:7)

Bibliograpy should be alphabetised by surname and seperated out into types of research sources

Creativity Questionairre

I am compiling a questionnairre to do with my dissertation research to find out what real teachers think about creativity who are working in the field today.  I want to find out whether teachers value creativity and their opinions on the curriculum.


What would you say is the meaning of being creative?

- being talented in creative subjects such as art, music and drama
- being able to come up with new idea's (these may not be new to the world, but new to the individual)
- other, please state

Do you believe that creativity can help children with their cognitive learning skills?

- yes
- no
- unsure

From your experience, do most children of a young age enjoy subjects such as art, music and drama?  

- any comments

Do you enjoy teaching these subjects?

- yes
- no
- don't mind

Can you see any difference in children's behaviour when engaging in creative subjects?  If yes please state.

- any comments

What is your opinion of the curriculum for creative subjects?  Do you feel that it is satisfactory, good, restrictive?

- any comments

In the early years of education, how often are creative subjects taught?  Is the weighting of time for creative subjects less or more time than time allowed for academic subjects?

- any comments

How often do you get specialist teachers in your class?  Would you like to see more specialist teacher time?

- any comments

How do you think the children benefit from these creative subjects?

- any comments

Why do you think it might be important for children to be encouraged to be encouraged to be creative and imaginative?

- any comments

If you could improve the curriculum for creative subjects in anyway, would you?  Are there any suggestions you would make?

- any comments

Do you use new technologies when teaching children in early education?  (Technology such as i pads, computers)

- yes
- no
- sometimes

COP3 // Methodology

COP3 // Questions/Titles

Initial starting point:  The Benefits of encouraging imagination and creativity in young children.




Question idea's:



How can we provide a wide range of creative experiences to our young people of today and why is this important?

Why creativity is important and how can we provide learning for this in schools?

How does technology stem/inspire creativity in primary education?

Look at the way creative subjects are taught in early education.  Why is creativity important and how can we foster it in our young people of today?

How does technology stem/inspire creativity in primary education?

Creativity is important in today's society.  Look at why this is and how we can improve the education of creative subjects in the early years of education.

Why is creativity so important in today's society and how can we provide the best possible learning for creative subjects in early education?

These questions seem to be more focused and have more context:

Creativity can often be undervalued or misinterpreted.  Consider how creative subjects are taught in schools and how can we provide better education for these subjects.

Creativity can often be undervalued or misinterpreted.  Look at how creative subjects are taught in early education and consider how the way they are taught could be improved.


Chapters of Research Project

Why creativity is important in today's society (Benefits to individual and to society)

How we can encourage creativity in early education and how can we improve the way they are taught

How does technology effect the way children work?  does it have a positive or negative effect? 

 
 
 


 

COP3 // Literature Review

Supporting Creativity and Imagination in the Early Years

• Bernadette Duffey
• Authored Book
• Covers the importance of creativity for society and young children
• The development of creativity and imagination from birth to 6 years

The History and Philosophy of Art Education

• Stuart Macdonald
• Authored Book
• Covers history of art education in Italy, France, Britain, Germany and the US

Artist Researcher Teacher

• Alan Thornton
• Authored Book
• Challenges conventional wisdom about specializaion and professional identity

 Why we make Art and why it is taught.

• Richard Hickman
• Art as a basic human need
• Art in Education

Readings in Primary Art Education

• Steve Herne, Sue Cox, Robert Watts
• Textbook
• Research which covers art and design teaching in early education 
• Analysis of art and design curriculum in England
• Teaching children to draw, use sketchbooks
• Creativity in the early years
• Understanding childrens relationships with digital paint

Ted Talk // Creativity as a Life Skill // Gerard Puccio

 

Notes:

COP3 Lecture // Methodologies

Meaning of Methodology 

• A methodology is about clearly thinking where you're going to get your research from, how you're going to go about it and what angle you are going to look at it in.  You need to show that you are in control of your research project.
• A systematic way of sifting through information to get to the point.
• Underlying principles and oragnising system/ approach, what is the enquiry procedure?
• Each methodology has its own limitations and restrictions.

Theory on its own is not a methodology.

• Theories can help you decide upon the methods you use alternatively the material you may find may suggest appropriate theories.
• Theory is just one element of a methodology

Examples of Theories:

• Psychological - S.Freud; C.Jung etc
• Communication Theory - J.Fiske etc

Development work is similar to Action Research.

Processes of practice based research need some sort of theoretical lense or you may run the risk of falling into subjectivism.  

There is an endless list of possibilities.  IMPORTANT Choose the Theories and Methods most appropriate to your subject.


1 Methods - Make decisions about how to collect and order information

2 Theories - Choose a relevant theoretical stand point

3 Application - Apply these to your study

4 Explicitly outline this in the introduction

Your methodological approach will be an introduction to the study, part way through you may find that your methodological approach wasn't quite write, this is okay if you acknowledge this in your conclusion.  

As part of your investigation they are expecting 'Critical Analysis' 

Critic - a professional judge of art music or literature, someone who can have an informed opinion about it.  

Criterium - a standard by which something can be judged

Do not fall into or run the risk of being subjective eg. personal opinion. 

Your opinion needs to be arrived at after a formed body of research of evidence and logic.

This can be seen as a duck and/ or a rabbit by the philosopher above.  Things can be seen from different ways.

There is no such things as a neutral observation.  Celebrate your particular bias, make it clear in the methodology your approach/ your take on things, eg feminism, say in the beginning you're looking at it from a feminists point of view. 

If you don't agree with something, then argue against it. 

Different perspectives/writers/artists and makers each have a different outlook and have some level of bias 

Being critical is about interrogating the sources you are using

'Context is Everything'

Consider the influence of one or more of the following:

the time; place; society; politics; economics; technology; philosophy; scientific thought... how do they relate/ inform what you are looking at. 



Evidence - what is the evidence for what you are saying - you need to say what evidence you have found which supports this, it could be quotes or data or take another form.  You must back everything up with evidence.  

Could you find more evidence to support your conclusions?

Always try and find more than one source to back up what you say.

Evidence 

Reason 

Logic

Argument 

Triangulation - evidence that you have looked at more than one source and that you have the ability to "marry" your sources together

 

Community Art Project // Be Creative Be Well // London

I have come across this review of a 3 year ongoing community art project in London by the Arts Council England.  I am going to read through this and take notes here.

http://www.artscouncil.org.uk/media/uploads/pdf/BCBW_final.pdf

Be Creative Be Well

Arts, wellbeing and local communities

An evaluation

Well London

"The Well London Alliance Partnership has been awarded a Health Promotion and Community

Wellbeing award from the Royal Society for Public Health. This award recognises the

partnership’s achievements and innovative approach to promoting community health and

wellbeing in 20 of London’s most disadvantaged areas.

If we are to reduce health inequities it is essential to take action on the social determinants

of health – the ‘causes of the causes’ of ill health. That means working in partnership at

local level to improve the social conditions in which we are born, live, grow, work and age.

The Well London Alliance Partnership does just that. Empowering individuals and

communities, and giving people a voice is integral to addressing health inequalities. I am

delighted the Partnership has achieved well-deserved recognition for its work"

This shows creatives and health professionals finally working together to help their communities:

"In the words of the authors of this report: ‘Be Creative Be Well represents a significant step

forward in a growing dialogue between the arts and health professions, each having taken its

own path to a common goal of promoting wellbeing.’ As Well London moves into its second

phase of development and Be Creative Be Well continues to be a key theme, we commend

this report to all professionals and organisations that are concerned with the health and

wellbeing of communities, including local government, NHS trusts, GPs, housing associations, organisations in the voluntary and private sectors, and artists and arts organisations. All of us have a commitment to reach out to and support communities – this work offers real inspiration about how we might do that with energy, with creativity and with a sense of shared purpose"  

"The Well London programme included 14 projects. Some focused on support for community engagement and capacity building while others were based around five themes: culture and tradition, healthy eating, mental health and wellbeing, open spaces and physical activity. The culture and tradition theme was delivered through Be Creative Be Well, an ambitious programme developed by Arts Council England. However, creativity in the Well London programme was not confined to Be Creative Be Well – creative approaches were embedded throughout."

Community Art Worker

While looking for creative art projects carried out within the community, to get inspiration for my own project, I have came across this information about community art workers and this could be another thing to write about in my dissertation.  It is also something I'd personally be interested in doing after university.

 http://www.creative-choices.co.uk/develop-your-career/template/community-art-worker 

Community art worker

• 

Community art workers work closely with community groups to engage and involve them in arts projects.

These could include:

• Drama and dance
• Visual arts – painting including murals, photography and textile art
• Model-making and crafts
• Creative writing
• Film and video production

They may work with children, adults and those with disabilities, ensuring equal opportunities and inclusion for all sectors of the community. Community art workers often engage with excluded sections of society, including homeless people, drug and alcohol users, the unemployed and those with mental health problems.
Some projects have a particular cultural or environmental focus. Improving quality of life is an important goal for community art workers.
Community art work is very varied and often involves participating in the creative work with members of the community.
The work can include:

• Developing innovative ideas alongside a community group for diverse arts projects
• Helping to develop art projects that meet the needs of the community
• Enabling people to develop art-work for their own community
• Teaching and demonstrating art techniques through workshops and classes
• Obtaining funding to support the work by writing bids and applying for grants
• General administration including managing budgets
• Networking with a very wide range of people including community artists
• Liaising with statutory and non-statutory groups including other community organisations
• Marketing and publicity including press, radio, internet and increasingly social networking sites
• Evaluation and project management
• Managing volunteers and developing their skills

Community art workers work in a variety of settings including:

• Hospitals
• Prisons
• Schools, especially in the after-school setting
• Local community and neighbourhood groups
• Carnivals
• Community theatre groups
• Care homes

The working hours can be irregular and may include evenings and weekends as well as usual day-time hours. Community art workers may also travel considerably as part of their role.

Organising Your Research Project

Go to Library, get a book to help with research project

"Doing your research project" - Judith Bell

Approaches to Research

Quantitative Data

• Statistical Data
• Numerical Results
• Surveys, questionnaires 

Qualitative Data

• Philosophy
• Theories

If your project is concerned with making, an entirely different set of research methodologies may apply.

Action Research

What sort of research applies to you?

Planning the Project:

•  Write down all questions that you want to investigate
•  Consider each on their merits and focus on two main questions (primary & secondary)
•  Write an A4 'first thought' sheet for each
•  What am I trying to achieve, what is the purpose of the study?  Is your question researchable?
•  Decide on a working title

Project Outline:

• Consider Timing
• Deadline - 12 weeks on friday
• Consider Holidays/Work/Life
• Make a week by week plan
• Think about your working title and the different component parts that needs researching.
• Allocate timings to each
• Draw up a project outline based on the above
• Allow generous time for initial reading and writing up
• Factor in Tutorials

40 credits: 400 hours work.  Spend about a quarter of that reading.


 Literature Search & Review

• Reading takes more time than you think 
• How much can you actually read in 100 hours?
• Start by trying to find out all the key texts on your chosen topic
• Focus your reading based on an initial assessment of this survey
• Find key texts and plan time to read these
• Find secondary sources/ criticisms of key texts (triangulation)
• Use journals (www.jstor.org) 

Reference correctly from the beginning!! 
Jot down what each book is useful for and key concepts and its harvard reference


Ethics

• Consider the ethical implications of whatever it is you are studying
• Does the research involve human participants? (have you taken care to be sure that no harm can be done to them - physically/mentally.
• Are you going to involve vulnerable, do you need consent?
• Will the study involve discussion of sensitive topics (eg. sexual activity, drug use?)

Referencing

• Start a bibliography immediately
• name, forename, date, place, publisher, page\

Questionnaires 

• Is a questionnaire the best way of investigating your topic
• If so, begin to word questions and discuss with your supervisor
• Avoid ambiguity, imprecision, assumption, also double, leading, presuming or offensive questions
• Consider questions, question type?
• Consider sample size, how many people?  Less than 100 isn't really a reliable source

Interviews

• Is this the best way to investigate topic?
• If so, begin to word questions and discuss with supervisor
• Structured or unstructured?
• How will you analyse questions
• Watch for bias

Observation

• Is this the best way?
• Decide exactly what you need to know?
• Request permission to observe
• Prepare and plan observation carefully
• Devise a suitable grid, checklist or chart.

Reflective Blog

• Consider what you put on the blog, don't just put loads of useless information up.
• Reflect 

Checklist

• Don't procrastinate 
• Plan research methods carefully
• Select the most appropriate research methods for the project
• Complete an ethics self assessment
• Complete an extensive literature review
• Document all stages of the process carefully
• Create detailed project outline, with timings and stick to it
• Get the most from your supervisor

How to Improve Art in Schools

To carry out some primary research and find out what real people think about how art is taught in schools, I am planning a few surveys.  I want to find out why people enjoyed art lessons or why they did not and how people think they could be improved.  I am considering sending out surveys to adults and perhaps trying to get a group of children to fill out.

Question Idea's I have so far:  (these will be developed)

• Did/ does art in school relate to your personal interests?
• Did/do you feel like you had an input in what you got to do/explore?
• Did/ do you feel that everyone in the class got equal encouragement and support?
• Were you taught that art is a broad subject area?
• Did/ do you feel that you had the freedom to explore your creativity?
• Did/ do you feel that art lessons in school offered you many creative experiences or a few limited ones?
• What do you think about time allocated for lessons? More? Less? Enough?
• What other creative subjects did/do they teach in your school? Drama, Graphics, Music, Textiles, Product Design

Changing Education from the Ground Up - Sir Ken Robinson

After my presentation last Friday Simon suggested to me to look up Sir Ken Robinson as he speaks about education, the problems with it and how we need to be more creative.

I have watched this short talk he did for the RSA which was really helpful to my research and I think I will definitely reference him in my research project.  What he had to say fits in really well with what I have been researching so far.

Below are my notes which I took from the talk.  What Ken Wilson had to say is very relevant to my research project which made it really interesting to watch.  I have taken down relevant notes and quotes which should be helpful when it comes to writing my essay.  His idea's of how