Past, present and future of big ideas

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Past, present and future of big ideas

  1. 1. PresentsBIG IDEAS Education Program
  2. 2. VANCOUVER BIENNALEOPEN-AIR MUSEUM2005 – 2007 Inaugural Exhibition2009 – 2011 Exhibition IN-TRANSIT-ION2013 – 2015 Exhibition OPEN BORDERS/XROADS Vancouver
  3. 3. BIG IDEAS EDUCATIONVancouver Biennale "BIG IDEAS" EducationProgram creates a learning environment thatfosters active and creative learning
  4. 4. BIG IDEAS EDUCATIONThe Biennale sculptures are metaphoricalrepresentations of ideas and concepts that inducereflective thoughts
  5. 5. BIG IDEAS EDUCATION"Learning to Learn" approach engages learners toexperience cross-curricular, inquiry-basedexploration & discovery through the arts
  6. 6. BIG IDEAS EDUCATIONConnecting learners with their community and localartists, opening dialogues and inspiring positivechanges on global, contemporary topics
  7. 7. BIG IDEAS EDUCATIONVancouver Biennale is the recipient of the ArtsChampion in Education Award by ArtStarts In Schoolsand ArtsBC
  8. 8. BIG IDEAS EDUCATIONConnecting teaching, research and learning
  9. 9. BIG IDEAS EDUCATION2010 – 2011 BIG IDEAS Visual Arts Exhibition Series2010 Great Race2011 – 2012 BIG IDEAS Performance Series2012 – 2013 BIG IDEAS Arts in Action Series
  10. 10. • Alpha Secondary• Argyle Secondary• Armstrong Elementary• Arts Umbrella• Balmoral Junior Secondary• Byrne Creek Secondary• Capilano University• Captain Cook Elementary• Cariboo Secondary• Carisbrooke Elementary• Carson Graham Secondary• Chaffey-Burke Elementary• Charles Tupper Secondary• Churchill Secondary School• Collingwood School• David Thompson Secondary• Ecole Jules Quesnel• Edith Cavell Elementary• Gleneagles Elementary• Henry Hudson Elementary• Kerrisdale Elementary• King George School• Lions Bay Community School• Lord Byng Secondary• Magee Secondary• Matthew McNair Secondary• Mt. Pleasant Elementary• Mulgrave School• Norgate Community School• Peter Skene Odgen Secondary• Pierre Elliot Trudeau Elementary• Prince of Wales Secondary• Queen Alexander Elementary• Rockridge Secondary• Sentinel Secondary• Simon Fraser Elementary• Simon Fraser University• Sullivan Height Secondary• Sutherland Secondary• Total Education Program• Van Tech Secondary• Walter Moberly Elementary• West Bay Elementary• West Van Secondary• Westview Elementary• Windermere Secondary4,200+ Students (K – Gr 12) . 63 Schools . 7 School Districts
  11. 11. BIG IDEASTEACHING RESOURCES• Curriculum Plans• Learning Cases• Documentary Videos• Inspired Art Creations
  12. 12. LEARNING RESOURCES/CurriculumOPEN BORDERS/X ROADS VANCOUVER• English Language Arts• Arts Education• Mathematics• Science• Social StudiesPOWERFUL MOMENTS &MEDIA CENSORSHIPMulgrave Grade 10 (2011)Inspired by Amazing Laughterby Yue Minjun.____________________LI Xianting, one of the greatestof contemporary Chinese arttheorists, says of Yue Minjunthat he constructs his artisticlanguage as a self-ironicresponse to the spiritualvacuum and folly of modern-day China. It is as if the mass ofcontradictions faced everydaywere so absurdly dense thatthey led to a sort ofpathological dissociation fromself, expressed through thesegrotesque portraits.SUBJECT AREAS SHAREDEXPERIENCES
  13. 13. CURRICULUM/ScienceKEcosystems support all life, including humans.Human activities impact ecosystems.ENDURING UNDERSTANDINGSGrade 1Grade 2Grade 4Grade 3Grade 5Gr 12Grade 6Grade 7The earth’s surface are in a constant state of dynamic change.Weathering, erosion & deposition as well as human activities worktogether to wear down as build up the earth’s surface.All matter is made up of particle which interact with each other.Attributes of each particle determine how they combine and interactwith each other.
  14. 14. SCIENCE/Grade 7 (1)Enduring Understandings: Ecosystems support all life, including humans. Humanactivities impact ecosystems.Guiding Questions: How does “Ordinary become Extraordinary”? Given the BIGIDEAS of "Open Borders/X Roads Vancouver“: In what ways, if any, do ordinaryliving and non-living beach specimens add extraordinary value in our life? How doordinary living and non-living things that travel cross border have extraordinaryimpact on our life?Mind Opening: Mind-Up or other mindfulness exercise that will guide students toa more open and focused view of the topic. For more information on mindfulnessin classroom, visit The Hawn Foundation Website.Discovery & Inspiration: Echoes by Michel Goulet at Kitsilano Beach, VancouverBC Ministry of Environment Ecosystem Branch Website.
  15. 15. SCIENCE/Grade 7 (2)Shared Insights: Facilitate discussion on beaches in our community e.g. use aVenn Diagram to elicit the positive and harmful ways beaches are used.Share personal interpretation of what it means to be “extraordinary”.Sample Inquiry Challenges: Find ordinary items at the beach and throughresearch and investigation discover their extraordinary properties.Find ordinary cross border items at the beach and through research andinvestigation discover their extraordinary impact on our environment (natural,social and economic).Cross-Curricular Access: Social Studies: Research current ships in port, countryof registry, previous and future ports of call. What can you surmise from thisinformation on these cross border trades and have they created extraordinarychange in our lives? What would be perceived as “extraordinary” during ancientcivilizations, as compared to today. In what ways, if any, has our perception of“extraordinary” changed over time?Language Arts: Select a poem or a piece of prose that pronounce theextraordinary in the ordinary. (usually found in nature, relationship, discovery)Mathematics: Use your knowledge of statistics and probability to present yourfindings in the above social studies exercise.LEARNING TO LEARN
  16. 16. SCIENCE/Grade 7 (3)Sample Creations: Students and teachers decide on medium and methods tocommunicate their BIG IDEAS learning to target audience. Consider use ofposters, website, montages, written essays/poems, film and audio, dance, visualarts or theatre.Taking Actions: Students can decide individual or group projects to promote theirlearning to the broader community for long-term influence. Consider a targetaudience who would benefit from the information students and teachersgenerate. In this case the Vancouver Aquarium research is a potenial partner tocreate a brochure or poster that would be displayed at the Aquarium for the publicto engage with. The focus being students as learners and communicators, engagewith an audience to get feedback, and ideally, the action is propelled even further.Students & Teacher Reflection: What was learnt through the creative process andwhat did they learn when considering the creative product? In what ways, if any,has this inquiry changed them/their opinions/values/understandings? Whatfurther questions do they have? In what ways, if any, have they grown aslearners?Sample Learning Case(s): Henry Hudson 2011-2012 learning case
  17. 17. Lions Bay Gr 3, Gleneagles Gr 5 & Rockridge Gr 10Inspired by 217.5 Arc x 132012 – 2013 BIG IDEAS Arts in Action SeriesLEARNING RESOURCES/Learning Cases (1)Vancouver Biennale “BIG IDEAS” encourages community-based learning through art installations and provides opportunities for artistcollaborators to interact with students directly in creating a legacy and curriculum integrated projects that enhance students’ learningexperiences. Read about these projects from participating teachers and students here.Walter Moberly Gr 4/5@The Walking FiguresQueen Alexandra Gr 6@EchoesCariboo Secondary & Armstrong Gr 3 & Gr 7Inspired by The Walking FiguresWilliam Bridge Gr 3 & Gr 7Inspired by Water #10Sutherland Gr 12Inspired by the A-maze-ingLaughter
  18. 18. 2011– 2012 BIG IDEAS Performance SeriesLEARNING RESOURCES/Learning Cases (2)Vancouver Biennale “BIG IDEAS” encourages community-based learning through art installations and provides opportunities for artistcollaborators to interact with students directly in creating a legacy and curriculum integrated projects that enhance students’ learningexperiences. Read about these projects from participating teachers and students here.Queen Alexandra Gr 6@The Walking FiguresWest Bay Gr 6@EngagementNorgate Gr 7@The Walking FiguresCaptain Cook Gr 7@The Walking FiguresChaffey-Burke Gr 6/7@The Walking FiguresCarisbrooke Gr 6/7@JasperHenry Hudson Gr 2/3@EchoesKerrisdale Gr 7@Echoes
  19. 19. LEARNING CASES/’11-’12 Henry Hudson (1)School Name/Teacher(s)/Artist Collaborator(s)/Class: Henry Hudson Elementary,Vancouver, BC/Gabriela Novotny/Holly Arntzen, Kevin Wright and Ziyian Kwan/Gr2/3Overview: Inspired by Echoes & the site, students with their classroom teachersidentified extraordinary everyday elements in the natural environment of KitsilanoBeach. Students engaged in a cross-curricular learning experience and gainedenduring understandings on the ecosystems and their extraordinary values onliving and non-living things. The students explored, observed, research andanalyzed multiple forms of information within and outside the classroomenvironment. Working with the artists-in-residence, the students created andperformed a musical performance titled “Nous Faisons La Vie” with a messageon why the small things in nature are valuable and extraordinary to us.Guiding Question: How are ordinary things in the natural environment actuallyextraordinary and important to us?BIG IDEAS: Making the Ordinary Extraordinary
  20. 20. LEARNING CASES/’11-’12 Henry Hudson (2)Sources of Inspiration: Echoes by Michel Goulet, Kitsilano BeachCurriculum Access: Art Education – Drama, Dance, Music and Visual Arts,Language Arts, Physical Education, Science, Social Studies, Mathematics , Healthand Career EducationLearning Process: The Henry Hudson Elementary School was awarded theVancouver Biennale BIG IDEAS residency grant to work with two talentedmusicians from the Artist Response Team. To prepare for the project, the studentsvisited a number of art galleries to learn about the art creation process. Duringtheir visit to “ECHOES”, the students wrote down key phrases which evolved intopoems and songs for their final musical composition. Through this process, thestudents used their observation skills to explore their emotions, imagination andmemory and prepare them for the dance part of their planned performance. Thestudents were engaged in on-site and classroom inquiry-based activities toexplore, research, express and present ideas, information and feelings throughwriting, visual arts, creative movements and music.
  21. 21. LEARNING CASES/’11-’12 Henry Hudson (3)Nov ‘11: Visited a number of art exhibitions: BIG IDEAS Student Exhibition atArtStarts Gallery, Ian Tan Gallery. Worked on music rhythms.Dec ’11: Explore ordinary items in classroom. Created songs for Christmasperformance.Jan ’12: Visited Vancouver Art Gallery. First visit to Echoes @Kits Beach.Feb ’12: Group research project on environment. Worked on drawings andpoems.Mar ‘12: Worked on song and performanceApr ’12: Created dance, choreography, costume. Rehearse, rehearse andrehearse. Perform at Echoes.Student Creations: Drawings, Poems, Songs and a Public Musical PerformanceTimeline:
  22. 22. LEARNING CASES/’11-’12 Henry Hudson (4)Teacher: “This project was an undertaking that brought my teaching to a differentlevel. In many ways it helped me connect and bring various aspects of what andhow I teach, and piece them together in more comprehensive and meaningfulways. Without this experience, I would have probably taught various skills andconcepts in isolation instead of weaving them together in such a holistic learningcontext.”Students: “I would recommend it for other students. It was creative. It is goodteamwork and it gives you a chance to work with people like Holly and Kevin. Ithelped with poetry and singing which you might need in the future.” – Jacob“We were like scientists because we were finding seashells and seaweeds andlearning about seagulls. We learned about the beach and we learned how to listento sounds and pay attention to things and be observant. We would like to doanother big project but a different theme (but we liked this one) but something likeflowers, or gardens, or animals, or people, or different kinds of houses.” –Breanna“It was really fun even though we had to practice over and over again. It was funto have Holly and Kevin because we could be creative and make music. I likedother parts because we were learning outside.” – ChloeReflections:
  23. 23. LEARNING CASES/’11-’12 Henry Hudson (5)Students: “It was fun doing all the artwork, singing and dancing and stuff likethat! I liked telling people that seaweed are not random things or that the ocean isnot just something to be taken for granted.” – Emmaleen“I liked that other people could hear what kids have to say.” – Don“It was great because we didn’t have to do boring things. Instead we practicedand we learned what makes the beach extraordinary.” – Fraser and James“Other students should do something like this because we learned how to treatthe ocean well. Learning this way was good because first of all it was not only ourteachers ideas it was our ideas (most of it was). Second of all, we learned reallywell in a way that most children don’t get the opportunity.” – ClariceTaking Action: Parental Involvement, documentary video and public performanceReflections:Return to Home Page
  24. 24. BIG IDEAS in Transition2012 – 2013 BIG IDEAS Arts in Action SeriesLEARNING RESOURCES/Documentary Videos (1)Vancouver Biennale “BIG IDEAS” encourages community-based learning through art installations and provides opportunities for artistcollaborators to interact with students directly in creating a legacy and curriculum integrated projects that enhance students’ learningexperiences. See and listen to these projects from participating teachers and students here.BIG IDEAS in Science & TechnologyBIG IDEAS in Self-RegulationBIG IDEAS inSocial Justice
  25. 25. 2011 – 2012 BIG IDEAS Performance SeriesLEARNING RESOURCES/Documentary Videos (2)Vancouver Biennale “BIG IDEAS” encourages community-based learning through art installations and provides opportunities for artistcollaborators to interact with students directly in creating a legacy and curriculum integrated projects that enhance students’ learningexperiences. See and listen to these projects from participating teachers and students here.Queen Alexandra Gr 6@The Walking FiguresWest Bay Gr 6@EngagementCaptain Cook Gr 7@The Walking FiguresChaffey-Burke Gr 6/7@The Walking FiguresCarisbrooke Gr 6/7@JasperHenry Hudson Gr 2/3@EchoesKerrisdale Gr 7@EchoesNorgate Gr 7@The Walking FiguresArts Umbrella SeniorDance CompanyEdith Cavell+@The Walking Figures
  26. 26. 2010 – 2011 BIG IDEAS Visual Arts Exhibition SeriesLEARNING RESOURCES/Documentary Videos (3)Vancouver Biennale “BIG IDEAS” encourages community-based learning through art installations and provides opportunities for artistcollaborators to interact with students directly in creating a legacy and curriculum integrated projects that enhance students’ learningexperiences. See and listen to these projects from participating teachers and students here.Taking BIG IDEAS to the StreetWest Vancouver Exhibition2010 Great RaceNorth Vancouver Exhibition@We, 2008 @The Stop @Miss Mao
  27. 27. Inspired Art CreationsLEARNING RESOURCES/Inspired Art Creations350 multi-media student visual art works were selected from over 2,500 creative pieces from 24 secondary and elementary schools of sixschool districts to showcase in a series of eight gallery exhibition in West Vancouver, North Vancouver and Vancouver. .Inspired by Amazing LaughterInspired by Artificial RockInspired by Arriving HomeInspired by Open Borders/X Roads Vancouver
  28. 28. WHAT IS NEXT?2013 – 2014 BIG IDEASCross-Curricular ChallengeBIG IDEAS Workshops

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