A manifesto for the development of authentic cross-curricula learning models for all students to better prepare them for the challenges of the 21st century and beyond.
Originally written Friday 3rd November 2017
edited Friday, 6th July, 2018
edited Friday, 6th July, 2018
Where we are now
There is not a single subject that we teach in K-12 that is there because it represents an explicit pathway for a student. Everything we teach represents something that we value, in some way.
So, the fact that we compartmentalise learning into subjects – often removed from real world contexts in terms of application and practice – means that we are denying the fact that all the disciplines of human endeavour are intricately linked.
Nothing exists without influence from that which surrounds it.
In this manifesto I make the call for an authentic embrace of student centred, hands on, real life, cross curricula learning. Learning through inquiry and problem solving, through projects and challenges that mirror the reality of our world and prepare students for their futures.
To achieve this goal we will need to address that which currently holds us back.
Where to from here?
The following three ideas are designed to take us forward:
1. Development of all in-service K-12 teachers through:
2. The elevation of music, drama and all the performing arts, visual art & design from choice subject to core subject.
3. An acknowledgement of the research that clearly outlines the benefits of music education such as an increase in:
Why the arts are important
Music is an essential expression of culture. It is omnipresent. We use music to celebrate, to relax, to dance, to grieve, to express how we feel, to understand each other. The performing arts in general give life to our shared values, tell unspoken stories and allow the voiceless to be heard. The work of visual artists and designers surround us creating the essential scaffolds by which we live our lives.
The creative act is fundamental to what it means to be human. We literally rely on it to survive.
A civil society requires a vibrant culture whose citizens are active participants, not passive consumers. Citizen’s who collaborate for the wellbeing of humanity and who are able to affectively communicate ideas with people in other disciplines. Citizens who use critical and creative thinking skills to develop solutions to problems – these are the citizens we need to take us in to the future.
Moving forward as an educator
My personal plan, as a starting point to making a contribution toward the broader manifesto, is to continue to expand and develop my skills, understanding and application of:
I will continue to strive to create, encourage and enable students to develop a deep love of learning, to build their confidence, self-esteem and hope for their futures.
Most importantly I will remember to always start with where the student is at. Respecting that place and using it as the launchpad for everything else that is possible.
Dani Burbrook ©
There is not a single subject that we teach in K-12 that is there because it represents an explicit pathway for a student. Everything we teach represents something that we value, in some way.
So, the fact that we compartmentalise learning into subjects – often removed from real world contexts in terms of application and practice – means that we are denying the fact that all the disciplines of human endeavour are intricately linked.
Nothing exists without influence from that which surrounds it.
In this manifesto I make the call for an authentic embrace of student centred, hands on, real life, cross curricula learning. Learning through inquiry and problem solving, through projects and challenges that mirror the reality of our world and prepare students for their futures.
To achieve this goal we will need to address that which currently holds us back.
Where to from here?
The following three ideas are designed to take us forward:
1. Development of all in-service K-12 teachers through:
- accessible and dynamic training and skill development in new and emerging technologies that engender in teachers, confidence, not fear
- mentoring networks to support the development of the authentic application of these skills in the classroom
- schools develop cross curricula multidisciplinary teams of teachers to collaborate in the delivery of curriculum
2. The elevation of music, drama and all the performing arts, visual art & design from choice subject to core subject.
3. An acknowledgement of the research that clearly outlines the benefits of music education such as an increase in:
- general cognitive capacity
- improved memory systems
- the capacity to better moderate emotional states
- the ability to solve complex problems
Why the arts are important
Music is an essential expression of culture. It is omnipresent. We use music to celebrate, to relax, to dance, to grieve, to express how we feel, to understand each other. The performing arts in general give life to our shared values, tell unspoken stories and allow the voiceless to be heard. The work of visual artists and designers surround us creating the essential scaffolds by which we live our lives.
The creative act is fundamental to what it means to be human. We literally rely on it to survive.
A civil society requires a vibrant culture whose citizens are active participants, not passive consumers. Citizen’s who collaborate for the wellbeing of humanity and who are able to affectively communicate ideas with people in other disciplines. Citizens who use critical and creative thinking skills to develop solutions to problems – these are the citizens we need to take us in to the future.
Moving forward as an educator
My personal plan, as a starting point to making a contribution toward the broader manifesto, is to continue to expand and develop my skills, understanding and application of:
- project based learning principles
- a balanced and dynamic use of appropriate technologies
- curated and student led open learning
- self organized learning models
- models of assessment that genuinely assess individual student learning and do not rely solely on standardised measures (it's important to ask "are we measuring what is easy to measure? Or what is important?")
I will continue to strive to create, encourage and enable students to develop a deep love of learning, to build their confidence, self-esteem and hope for their futures.
Most importantly I will remember to always start with where the student is at. Respecting that place and using it as the launchpad for everything else that is possible.
Dani Burbrook ©