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Digital activities for creative and performing arts

In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (, a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.

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Digital activities for creative and performing arts

  2. 2. Context TACCLE 2 - Teachers' Aids on creating content for learning environments. 517726-LLP-1-2011-1-BE-COMENIUS-CMP 2011/2014 Development of strategies for teaching and learning with ICT in articulation with teacher education Processes Curricular areas: •Primary •STEM •Humanities •Core skills •Arts
  3. 3. Problem (in TACCLE1) To enhance the awareness of teachers about the pedagogical potential of digital technologies for teaching and learning. To stimulate concrete actions involving teachers and students to explore namely the pedagogical potential of Web 2.0 Difficulties referred by teachers in the first stage of the project (TACCLE 1) Asking for pedagogical and methodological guidelines! Challenges (in TACCLE2)
  4. 4. Aims To identify creative and innovative solutions to inspire and guide teachers of Arts to use ICT with their students To identify specific ideas and strategies that can mobilize the potential of ICT to promote active learning, and bring added value to the process of teaching
  5. 5. Desig Learning with digital tools CLE’s (Jonassen 1996) Learning with technologies (Costa 2010, 2012) Active Construtive Collaborative Conversational Reflective... Creativity of the Arts subjects Arts and Cultural Education at School in Europe (EACEA 2009) The TPACK Model (Mishra & Koeler 2006) Change Innovation Transformation Transversality Integration Other ways for teacher education The f@r Model (Costa 2007) The PCK Model (Shulman, 1986) Autonomous Reflexive Critical Integrated Practice Conceptual framework
  6. 6. Using theoretical knowledge to find solutions for practical problems Analysis of a practice problem (researchers and teachers) in the context Search of solutions in agreement with a theoretical reference. Application and testing of the activities organised in real application contexts Reformulation and fine-tuning of the activities based on the feedback obtained Development Research (Van dan Akker 1999) Methodology
  7. 7. Phase 1 Auscultation of specialist teachers Phase 2 Discussion and drafting of practice activities with ICT Phase 3 Implementation and evaluation of activities with ICT in real contexts Phase 4 Analysis, reformulation and evaluation of activities developed Problem analysis, solutions development and evaluation of the results Development phases
  8. 8. Contact teacher specialists of Arts and ICT Focus group / brainstorming Audiovisual and written artifacts in the working sessions Transcription and analysis of data collected Social networks (facebook, e-mail list...) Organize regular meetings work (Focus Group) Auscultate the 10 specialist teachers in the area of Arts Procedures P H A S E 1 P H A S E 1 and P H A S E 2
  9. 9. 10 teachers Different disciplines of the Arts with great motivation and experience of using ICT in their classrooms. The focus group 7 researchers in the field of ICT and education with experience in the development of strategies for teaching and Learning with digital technologies
  10. 10. A concern to define the best way to present the content, methods, techniques and tools used in an activity in order to create an estimulating environment, also aiming acquisitions prescribed in the curriculum. Results The proposed activities should be organized around a common didactic objective, although sufficient flexibility for teachers to build their own content.
  11. 11. Provide flexibility, in terms of teaching and learning by designing their own content in conjunction with the curriculum. Results Enable teachers to define their own path according to their interests or needs.
  12. 12. Curricular activities in the Arts area using ICT should be structured in a flexible way, allowing teachers to define their own path depending on the specific characteristics of the given pedagogical situation (learning goals, profile of group of students, technologies, time available, etc.) and their own technical-pedagogical- methodological skills Conclusion
  13. 13. References Costa, Fernando (2007). Tendências e práticas de investigação na área das tecnologias em educação em Portugal. In A. Estrela, Investigação em Educação (pp. 169-224). Lisboa: Educa. EACEA (2009). Arts and Cultural Education at School in Europe. Jonassen, David (1996): Computers in the classroom: mindtools for critical thinking, Columbus, OH: Merrill/Prentice Hall. Mishra, Punya & Koehler, Matthew. J. (2006). Technological Pedagogical Content Knowledge: a framework for teacher knowledge. Teachers College Report, 108, 1017-1054. Shulman, Lee (1986). Those who understand: Knowledge growth in teaching. In: Educational Researcher, Feb. 1986: 4-14. (AERA Presidential Address). Van den Akker, Jan (1999). Principles and methods of development research. In Jan Van den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson & T. Plomp (Eds.), Design Methodology and Developmental Research in Education and Training (pp. 1-14). The Netherlands: Kluwer Academic Publisher.