Wednesday, 15 March 2017

Deciding AOL'S by identifying specific achievements

Another way to develop some content about one specific idea I had about an area of learning, I reflected back on an arts education outreach project that I implemented in a charter school in 2010 called 'Yes, I Can! Arts Project'.

Following the format from our MAPP handbook I asked myself:

If I did this again how would I do it differently? Why?
How did I know what to do in this situation? Where did that learning
come from?
Why did I do this in a particular way? What would the consequences
be if I did it differently?
What went well, what went wrong and why?
Have I done this activity like this before? Why?

The following blog only demonstrates the exercise as it pertains to this particular title area of learning = Arts Project Development/Outreach and is represented in a style that includes notes and incomplete sentence structure

If I did this project again, how would I do it differently?

I would have begun the planning stages for the project much sooner. (For what reasons)
to gather more finances
to better plan finances and budgeting
to develop a more robust program

to have presented better the material in new and interesting ways for my students(that is syllabus preparation) for example, could we have added field trips, special master classes with master teachers, and/or concerts

for more preparation in gathering specific outcomes/ measurable outcomes ~ I could have been more organised with measuring fitness outcomes and gathering evidence about grades and behaviour beforehand to see and research the effects of the arts education on performance in other core subjects, specifically to gather more funding for following years

How did I know what to do in this situation?

I used templates of other grants and looked back over programs and modelled my behaviour from them. I used my ability to motivate to get action oriented tasks and just went at carrying out steps to the best of my ability to while using my mentors and other more advanced teachers to steer me and guide me along the way.

The learning came from having carried out projects before in longer years in school and for having been able to execute in previous years to the get the encouragement from others. College years and in high school starting up organisations and events.

Why did I do this in a particular way?

I did not anticipate any challenges because I had no prior experience to inform any fear or hesitation. Because I was familiar with the environment, city, location, and people, I understood the need for arts education, dance, and specifically sought to incorporate my goals and objectives for the program with what was a national health crisis ...obesity, specifically in youth.... so I was able to incorporate what my goals were an outcome that would be beneficial for my community....
I then targeted black children in poor communities, because this is where the education was needed, and also it was a context that was an important and passionate place for me.

Because my own life had been positively affected by arts educational programs, I carried out most tasks and the creating of the program with passion and excitement, because it was a subject that was dear to my heart. Also, it was a topic and a project that I could communicate effectively about because of my professional experience and the number of years that I had been involved with dance. I was compelled and motivated to do all the research that I felt was necessary at the time. I skied mentor and other people I felt had treated experience about the necessary steps to initiate the project, and I realised and utilised their feedback to navigate in the appropriate way. I do have the ability to humble myself and seek out teachers to learn what is necessary to accomplish certain tasks. I learned this ability to seek out teachers from experience and adapt my understanding to excel as a child. Growing up in a dysfunctional household where my parents were not present, it was necessary for me to care for my three younger brothers. I did not know how to appropriately provide for them, of course, as I was only seven years old, but I used my ability to learn quickly from situations and others for survival and I cared for them in the best way that I could.

What would be the consequences of doing certain things differently during the initiation of this project?

The positive outcomes of having planned more would have been that I had more time in which to plan, budget, and organise the program. I feel that I would have developed more specific and achievable outcomes associated with fitness and measuring the effects of the program and the correlation to CORE subjects and behaviour in the classroom. Continuing the program through to completion might have ensured that the program would have continued to other schools.

What went well?

Press around the event
I received a Leadership Award from my community for the event
There was great publicity because of my networking and associations at the time
Communication between mentors, people involved with the program and myself

Because of my passion, connections in the community, participation in events and fundraisers, and my going out to share information about the project and networking, news about the program spread rapidly and it was well received.

What went wrong, and why?
Outcomes were not measured, because I did not over see the project through to completion. Teacher commitment could have been better. The students reception of the program would have been better received if I had begun planning in much earlier stages of the program.

Making a mind map to find learning

In an earlier blog, I discussed brainstorming to develop Areas of Learning.

For example, the following list is only an area of learning developed from this exercise.

Arts Projects Development/Outreach

music, theatre, and dance syllabuses to encourage learning
using the arts to isolate the effects of growing up in an urban environment
the use of Arts Projects to encourage and motivate young people
organisation, and business techniques used in creating and organising projects
Community Collaboration

I love and like initiating things not necessarily following them through to completion, so need to master the art of following things through

I am action-oriented, and make decisions quickly, with extraordinary talents for getting things started

In order to develop more content from an area of learning, I have decided to make a mindmap using the title Arts Projects Development/Outreach.

Learning can then be identified from the mindmap. In the above example, main ideas have been discovered as having contributed the area of learning 'arts project development/outreach'

So, there are obviously a number key activities that helped me to develop the learning in this title area. Some of the starting points include

1. Instructor for Children's Center for Dance Education (CCDE)
2. Teaching Ballet

This is a starting point for which the learning begun to take place with regard to 'arts project development/outreach'

Subsequent stages of the learning for this title include

3. Learning and motivation for different aged youth AND the research associated with measuring this learning with outcomes
4. Planning

As you can see, even further offshoots contribute as key points for learning such as...

5. Finding funding which can be done through grant writing. Although meetings w/ board members, principles, and proposals are seen as a separate branch, they may help in securing funds for the program.

As we look at the different points, it becomes clear that other areas of learning may link or overlap. According to our module and learning guide "You may find it helpful to think of these as key learning points or learning outcomes, because they express specific and measurable outcomes which can be supported by specific evidence."

Wednesday, 8 March 2017

Areas of Learning Content

In order to develop a provisional list of AOL titles, I reviewed and updated my CV. I also jotted down tasks, roles, and responsibilities, and job descriptions for some of the jobs that I had listed. I also spent a great deal of time reflecting on my past events and projects throughout my day and over the course of my professional career. After a phone meeting with Adesola, I gained a better understanding of the purpose of the first module, more specifically that the point of all of these excercises was to come to what we consider to be our Area's of Learning. After realising that the AOL is my end goal, I completed the following tasks to arrive an some AOL content.

Step 1 AOL Brainstorm

Brainstorming AOL's was a very useful excercise.


We are interested in what you have learnt, how you learnt it and the
consequences of your learning

Management and Leadership
leading others and managing
communication skills
the use of personal development
motivation and initiative
education and continued education
Excellent people skills
Excellent ability to see an immediate problem and quickly devise a solution
empowering others to create
skills of observation have helped me to become very good at correctly assessing other peoples´ perspectives or motives
I use this knowledge to my advantage while interacting with people, and I also have and use a special ability to react quickly and effectively to an immediate need, such as in an emergency or crisis situation. For example, people have been especially surprised at my ability to remain calm stand in for a number of featured roles at the last minute.
I enjoy new experiences and dealing with people, and dislike being confined in regimented environments.
I also want to see immediate results for my work, and don´t like dealing with a lot of high-level theory. I would just rather be action oriented.
I have been told also that I have the ability to motivate others to excitement.

Arts Projects Development
music, theatre, and dance syllabuses to encourage learning
using the arts to isolate the effects of growing up in an urban environment
the use of Arts Projects to encourage and motivate young people
organisation, and business techniques used in creating and organising projects
Community Collaboration
Love and like initiating things not necessarily following them through to completion, so need to master the art of following things through.
I am action-oriented, and make decisions quickly, with extraordinary talents for getting things started

Live in the present
west end
american professional theatre
concert dance
classical ballet company
filming and artistic creativity
Do not like abstract theory without a practical application
Like immediate results for their work
Fast-paced and energetic

Dance Performance
concert dance
classical ballet technique
contemporary dance
performance technique
rehearsal processes
injury prevention
skill level and anatomy
finding an identity and truth in performance and in character’s and what is that truth?

Music Performance
music theory
classical vocal techniques
multidisciplinary genres of music
the use of music in theatre and dance

Theatre Performance and Preparation
professional classical techniques
acting skills
musical theatre

Teaching Dance and Musical Theatre Performance
teaching techniques to young people
creating syllabus’s
differences in adult education and preparation for teaching
leadership and organisation
mentoring and management
Rarely working from a plan you like to make things up as they go
Highly observant, with an excellent memory for details

This is a simple excercise that can be done in a very little amount of time. Brainstorming is helpful, because I can arrive at a number of ideas without the hindrance of self editing. From this provisional list/brainstorm, I will follow more excercises to develop and shape the content of AOL's.

Eventually, I will need to consider the following questions?

Does a certain AOL link or overlap in another learning outcome?
Are there specific measurable outcomes associated with any of these topics?
Can I provide evidence of these outcomes?
How will I alllocate my evidence, and to which specific learning outcome will I emphasise in any one area as I develop these AOL's?