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"What Happens to Student Behaviors When Schools Prioritize Arts" - is a nice and comprehensive article which highlights the importance of arts in the school curriculum. Arts can also provide an alternative means of expression as well as an essential engagement component.

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"What Happens to Student Behaviors When Schools Prioritize Arts" - is a nice and comprehensive article which highlights the importance of arts in the school curriculum. Arts can also provide an alternative means of expression as well as an essential engagement component.

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Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison. He had a radically different solution to its problems, which shocked many observers. He decided to eliminate the security staff altogether and invest the money in arts programs instead.

The school was enlisted as one of eight pilot schools for a new plan created by President Obama's Committee on the Arts and Humanities (PCAH). In the next two years, Bott replaced 80 percent of the teachers and recruited others with special expertise in the arts: teachers who believed in his new vision for the school. "This was a far better investment," said Bott, than "spending a quarter of a million dollars on six people to chase a few kids around who are misbehaving." Together they introduced strong systems to support students as individuals. They lengthened the school day and started a data-driven approach to school improvement from monitoring attendance to test scores. And they focused on reinvigorating the school culture as a whole. They bought instruments, invited artists to come into school to work with the children, and ran creative workshops for the teachers and parents. The arts classes gave the students fresh enthusiasm for learning, and the walls and corridors were soon covered with displays of their work, which itself created a more stimulating environment and sense of ownership by the children. "Kids do well," Bott said, "when you design and build a school that they want to be in. Having great arts programs and athletics programs makes school an enjoyable place to be and that's when you see success."

The school had more than eight hundred students, most of whom qualified for free or reduced lunches. Half the students were learning English as a second language, and one in five were on individual learning plans for special needs. The school's problems were not its students, Bott said. It needed a new approach to education. Having a broader curriculum, rich in the arts, engaged the whole student and promoted higher levels of achievement across the board.

Students who were struggling in the old system came alive and graduated with confidence to high school and beyond. For some people, abandoning security in favor of arts programs seemed like a crazy idea. Bott knew, and events proved, that it was a bold innovation rooted in a sound understanding of what really motivates young people to learn. The transformation is not yet complete, but progress has been considerable. Bott has now moved on from Orchard Gardens, but the school continues to flourish under the leadership of the current principal, Megan Webb.

The transformation of Orchard Gardens didn't depend on any new laws being passed. All it took was a leader with the vision to see beyond the conventional habits of schools to the opportunities to do education differently. The story of Orchard Gardens (and others like it)illustrates an essential truth in education. The problem is not usually the students; it is the system. Change the system in the right ways and many of the problems of poor behavior, low motivation, and disengagement tend to disappear. It can be the system itself that creates the problems.
Sir Ken Robinson, Ph.D., is an internationally recognized leader in the development of creativity, innovation, and human potential. For twelve years, he was professor of education at the University of Warwick in the UK and is now professor emeritus. He advises governments, corporations, education systems, and some of the world's leading cultural organizations. He is also the author of The Element (which has been translated into twenty-three languages), Finding Your Element, and Creative Schools. He lives in Los Angeles, CA. Lou Aronica is the author of four novels and coauthor of several works of nonfiction, including the national bestseller The Culture Code (with Clotaire Rapaille) and The Element, Finding Your Element, and Creative Schools, all with Ken Robinson.

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What Happens to Student Behavior When Schools Prioritize Art

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Principal number six, Andrew Bott, arrived in 2010. People had told him that becoming principal at Orchard Gardens would be a career killer. He knew its reputation as one of the worst-performing schools in Massachusetts and admits that when he arrived it did feel like a prison.

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This is a short clip which demonstrates how arts integration can make learning engaging. 

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This is a short clip which demonstrates how arts integration can make learning engaging. 

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Arts Integration for Deeper Learning in Middle School

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I really liked how the teacher came up with some really interesting roles such as word wizard,connector ,artful artist and discussion director.Apart from giving them an engaging experience these roles can also give them insight of real world professions/careers.I also liked teacher was continuously monitoring the progress of learners and encourages them to share their plans with him.Which boasted their confidence and instead of feeling incapable  they get a sense of ownership of their work which makes them understand  that they are capable of doing something 

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I really liked how the teacher came up with some really interesting roles such as word wizard,connector ,artful artist and discussion director.Apart from giving them an engaging experience these roles can also give them insight of real world professions/careers.I also liked teacher was continuously monitoring the progress of learners and encourages them to share their plans with him.Which boasted their confidence and instead of feeling incapable  they get a sense of ownership of their work which makes them understand  that they are capable of doing something 

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The only thing which i didn't like was how teacher was conveying the "Timeline of writing" to students.This timeline could have been made provided in form of visuals/graphics and should be right in front them as on a wall or whiteboard.
So learners can easily keep track of their work and know what their next expected level is.

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Good Point: 1) Teacher was giving them choices to choose step that they want to do first to write the poem. 2) He was questioning students how they are working on each step and students were explaining their ideas. 

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Good Point: 1) Teacher was giving them choices to choose step that they want to do first to write the poem. 2) He was questioning students how they are working on each step and students were explaining their ideas. 

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Recommendation: 1) Online reading material can be used which will be helpful if students want to highlight words or add meaning of the word as a note. 2) Online dictionaries can be used which will save time by just typing the word instead of searching all the pages of the printed one.

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Building background knowledge,Students autonomy promoted.which is good in keeping all students of the group engaged and motivated.
Lack of technology.

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I liked the thing that the teacher provided the students with lots of background knowledge and then students were allowed to choose their roles by themselves on the basis of their interests. 

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I liked the thing that the teacher provided the students with lots of background knowledge and then students were allowed to choose their roles by themselves on the basis of their interests. 

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The teacher also asked the students to define themselves on the timeline that where do they stand. They were asked to  articulate their own abilities and were allowed to define their own roles by becoming the executives themselves.

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I like the way in which the teacher gave the students autonomy to select the roles which they want, this highlighted the diversification among the students because students chose the roles according to their own abilities like drawing, writing, connecting etc. 

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I like the way in which the teacher gave the students autonomy to select the roles which they want, this highlighted the diversification among the students because students chose the roles according to their own abilities like drawing, writing, connecting etc. 

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The one recommendation that the teacher can use is that teacher can provide some resources himself because maybe there are some students who cannot chose or search for the resources. In this way some scaffolding or supports can be provided to those students.

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The thing I liked was that the teacher kept them engage through giving them option to express themselves. "What kind of Rhyming sequence do you want to use " gives students autonomy to express themselves the way they want and at the same time kept them focused to achieve the goal of writing a rhyme

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The thing I liked was that the teacher kept them engage through giving them option to express themselves. "What kind of Rhyming sequence do you want to use " gives students autonomy to express themselves the way they want and at the same time kept them focused to achieve the goal of writing a rhyme

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I like the way groups roles are developed by student themselves and teacher ask each student their role to make sure everyone is engaged.
but later he just took feed back from few members of a group that how they will work and not all student.
As a facilitator teacher can ask each student if they are working by posing questions to make sure how much they have done or where they require support.

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i like the way how teacher make them engage the methods how he make everyone to work and make their own notes. 

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i like the way how teacher make them engage the methods how he make everyone to work and make their own notes. 

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it think there should be an activity which was missing

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I liked the fact that all students were engaged in something. They were in charge of themselves from the setting of goals to the execution.

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I liked the fact that all students were engaged in something. They were in charge of themselves from the setting of goals to the execution.

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I felt that the teacher felt that everyone will use scaffolds which I think is not always the case.