The Place of Music in 21st Century Education lectures: Introduction to Kamaroi; Screen-Free Children

The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children The Place of Music in 21st Century Education lectures: Introduction to Kamaroi; Screen-Free Children James Humberstone, Sydney Conservatorium of Music, The University of Sydney james.humberstone@sydney.edu.au @JamesHumbers Context This paper is an enhanced transcription of two lectures given as part of the University of Sydney Massively Open Online Course (MOOC), The Place of Music in 21st Century Education, published on Coursera (Humberstone, 2016) that has been edited in order to provide the clearest possible communication to the course participants. 1 Additional context from the original scripts that was omitted from the video and/or occasional clarifying screenshots may have been added for greater understanding. Each of the 36 short content lectures in this series either presents the author’s synthesis of the literature on a particular topic with his own research and practice; or is an observation or interview to further explore the topic beyond the confines of published literature. In most cases the intention is not to present new data (although many of the interviews published in this series become, in their own right, primary source material) or findings, nor to publish a “position” on a particular topic, but to illustrate that taking a position is incredibly difficult when the literature is in a state of contradiction and flux; the intention, instead, is to provoke critical thinking in the course participant. The lectures are best understood in their original format: video. Hyperlinks to Videos Published on Coursera https://www.coursera.org/learn/music-education/lecture/ZHVTa/introduction-to-kamaroi https://www.coursera.org/learn/music-education/lecture/xQUQv/screen-free-children 1 For an unedited (but sometimes inaccurate) transcription of the context material, see the hyperlinks to the videos. 1 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children Introduction to Kamaroi (Video 4) Introduction James Humberstone: At Northern Beaches Christian School, we saw an emphasis on the design of learning spaces and the pedagogy within them that was [based on] the students’ lives outside school—the modern world we live in, which is infused with technology and instant 24/7 “always-on” communication. We have considered research that suggests that such an approach may be key to engaging and motivating the 21st-century learner. Not all schools are responding to change in such a way, though. In the next few videos, we are going to consider what the benefits might be of resisting such change in our children's lives, and perhaps even holding back children’s access to the digital world. And although it might seem contradictory, there's plenty of research that supports the benefits of this approach too. Here at the Kamaroi Rudolf Steiner School, just 10 minutes down the road from Northern Beaches Christian School, learning and teaching are remarkably different. What Are Steiner Schools? James Humberstone: Steiner schools, also known as Waldorf schools, are found all over the world and vary in their interpretation of philosopher Rudolph Steiner's ideas about development and pedagogy published a century ago. In Australia, although Steiner schools are independent schools, the curriculum aligns with state and national syllabus guidelines. In countries, such as our neighbor New Zealand and, very recently, in the UK, governments fund public-sector Steiner schools for parents interested in different approaches to teaching and learning for their children. But despite their popularity, Steiner schools are sometimes still considered to be “alternative”, and debate about them is often divisive, which is not necessarily a bad thing for a a series of lectures such as these—designed to provoke you to think about education in the 21st Century! So, what are your experiences of and attitudes about towards Steiner education? Let's see if this video influences your thinking. 2 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children IN VIDEO POLL Tick one of these options about your experience and feeling about Steiner education: I know nothing about it and have no impressions. I know only a little about it and have a negative impressions. I know only a little about it and have a positive impressions. I’ve learned about or experienced it firsthand and have a negative impressions. I’ve learned about or experienced it firsthand and have a positive impressions. Other – I can add my thoughts in the discussion at the end of this module. How Kamaroi “Does” Steiner James Humberstone: Let's see what Kamaroi's modern interpretation of the Steiner philosophy is all about. As music teachers, you’ll love to see how much song is part of what the teachers refer to as “the rhythm of the day”: song and movement are built into every part of the day including the morning greeting here in Kindy (Figure 1). Let's go to another class and see how they're integrating song movement in there. Figure 1.Kindy students (and some visiting parents) participate in the morning greeting, which includes movement. 3 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children It’s not just the youngest children who are guided through their day in song. In fact, the arts are integrated into all learning in the Steiner pedagogy, and whenever possible, learning is student-centered and experiential. One is reminded of the philosopher John Dewey's work, also in the first half of the 20th century. As early as 1902, Dewey wrote, “…subject matter never can be got into the child from without. Learning is active. It involves the reaching out of the mind. It involves organic assimilation starting from within. Literally, we must take our stand with the child and our departure from him.” (Location 88, Kindle Edition.) Writing about Waldorf education, Jack Petrash (2002) observes the use of “art to teach science, writing to teach math, and stories and literature to teach history and geography” (p. 72), with a specific emphasis on the use of music to enhance learning in all aspects of the curriculum. Let's now observe some older students (Figure 2). Figure 2. Older students participate in song and movement during the day. The 2005 UK report to inform government policy (Woods, P., Ashley, M., & Woods, G., 2005) found that some of the most distinctive features of the Steiner pedagogy are: “teaching science through observation, imagination and the engagement of pupils’ artistic faculties; the greater attention given to modern foreign languages, the emphasis on crafts, handwork, and practical activities, and the importance attached to art and the development of aesthetic sensibilities.” I've chosen Kamaroi to compare with the other schools discussed in this course [NBCS and Hilltop Road Public School, which we’ll get to in Video 7] for four reasons. First, they're all located here in Sydney. Second, while the Northern Beaches Christian School employs a distinctly new music pedagogy, Kamaroi uses music in every lesson. Third, because [all three schools’] approach to the use of technology is extremely different, as will be seen in the next 4 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children few videos. And fourth, because the 2005 UK report found “little research which systematically compares Steiner and mainstream schools”, suggesting that we are looking at an area of philosophy and pedagogy that requires more exploration So the classrooms are vibrant, and the students are definitely engaged, but what about the use of technology? Well, let's go and ask the principal about that Quick review questions (MCQs) Question Possible responses Do Steiner schools have to be independent (privately funded schools)? Yes No Law varies by country When teachers talk about the “rhythm” of the day, they mean: Correct response ✓ Having a timetable that changes every hour Doing unexpected things in class Integrating music in every class Sticking to regular routines The development of pedagogies that are student-centred and focus on experiential learning reminds us of another education philosopher of the early 20th century. Who is it? ✓ Rudolf Steiner Jean Piaget John Dewey ✓ Maria Montesorri Lev Vygotsky The 2005 report on Steiner schools in the UK recommended: The government could consider publicly funding Steiner education ✓ The government should not consider publicly funding Steiner education That Steiner schools spend less time on artistic pursuits, and more time doing rote learning of literacy & numeracy A review of the literature comparing Steiner and mainstream schools has concluded: Steiner education teaches arts better than mainstream schools but does worse in numeracy and literacy Mainstream schools attain better results in all traditional academic areas 5 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children More research needs to be done before conclusions can be drawn properly comparing Steiner and mainstream schools ✓ Steiner education is too inconsistent to offer a genuine alternative to mainstream schools Screen-Free Children (Video 5) Interview with Virginia Moller, Principal, Kamaroi School James Humberstone: I'm now with the principal of Kamaroi School, Virginia Moller. And Virginia, we've just taken ourselves on a little tour of the school. And I've been incredibly impressed that the integration of the arts into every subject, not just arts on their own like music or visual arts, but in every class. Is that typical of Steiner? Virginia Moller: Yes, you've hit the nail on the head: it is typical Steiner. As we see the integration of the arts, the social and emotional learning, and the academics. Like real integration is pivotal to the development of the whole person, and the development of a person [who] eventually develops meaning and purpose in their lives. So instead of being an “add-on” or something you do on a rainy Wednesday afternoon, it's seen as central, the integration. So the balance is very, very necessary for us. And so we put the resources in, human and other kinds of resources, to make that happen. James Humberstone: I saw blackboards for the first time in a few years. . . . Virginia Moller: Yes. James Humberstone: And I noticed that there was no use of modern technology in the classroom, such as computers or iPads. Even the teacher wasn’t using a computer or a data projector. Is that part of the philosophy? Virginia Moller: Yes, it is, and it's due to our developmental approach and our view of child development. So we do remain, what I would call, “unplugged”, mostly at Kamaroi until the upper grades. That is because—we're not against technology by any means—but it's about when. So we'd like the children to create their own, original thought and develop those capacities before utilizing technology because it can be so misused. And in the later stages they can use the technology as a tool. So, for instance, Class Five and Six just recently had a whole day on clay animation and making videos. So they used their creative skills and their considerable artistic skills, I must say, to integrate that into the technology experience. James Humberstone: Got you. In a later module of this course, in fact, we're going to look at the pros and the cons—what the research is showing us, and we know that it is showing us cons as well as pros. 6 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children Virginia Moller: Yes. James Humberstone: I wonder how you see a modern reinterpretation of Steiner pedagogy really fitting into the 21st century. Virginia Moller: Really, it's simple, in that the skills of the 21st century are all about empathy, inventiveness, connection, storytelling even. These are the skills that can't be automated or outsourced easily. So, for children going into this unknown future, to possess those skills enables flexibility in options, and really the ability to contribute in a meaningful way to the future society. So, it’s funny to say that about an education which started in 1919. However, it's amazing how relevant it is even today. But it's not a static curriculum or an education either. It does need to adapt to great thinking out there, current educational thinkers. And that's exactly what we need to do. And that's why it needs to be a two-way conversation, you know, between what's happening out there and with technology. James Humberstone: I think it's very telling to me—not even thinking about technology, but just thinking about modern education—when you see classrooms which do, truly, on every level, integrate the arts, but also integrate lots of different subjects together, the more academic subjects together as well. Rather than preparing for standardized testing and standardization. Virginia Moller: Don't get me started there. James Humberstone: Yes. But is seems that this is actually, it's almost a resistance against that more than anything else. Virginia Moller: The results in standardized tests are like what spelling and grammar are to great literature. If it's the be all and end all in itself, well, where are you left? So we're aiming for the great literature. And we're not just focused on the instrumental approach to teaching and learning. [Bell ringing] James Humberstone: Well it sounds like it's lunchtime. Virginia Moller: Yes. James Humberstone: So, thank you so much for speaking to me. Virginia Moller: It's a pleasure. James Humberstone: It's been really fascinating to talk, and thanks so much for letting us come and look around your school. Virginia Moller:It's an absolute pleasure. Any time. James Humberstone: Thank you. And now we're going to go and see what a music class, specifically, looks like here at Kamaroi. 7 The Place of Music in 21st Century Education—Module 1 Videos 4–5: Introduction to Kamaroi; Screen-Free Children References for Video 4 Dewey, J. (1902). The child and curriculum. Chicago, IL: University of Chicago Press. Retrieved from http://www.gutenberg.org/ebooks/29259 Petrash, J. (2002). Understanding Waldorf education: Teaching from the inside out. Beltsville, MD: Gryphon House. Woods, P., Ashley, M., & Woods. G. (2005). Steiner schools in England (Research Report No. 645). Retrieved from the National Archives website: http://www.education.gov.uk/publications/eOrderingDownload/RR645.pdf Additional Recommended Sources Kamaroi Rudolf Steiner School. (2014). The Kamaroi difference [video]. Retrieved from https://vimeo.com/68889303 Note: There is a Wikipedia page Studies of Waldorf education which is a better place to start researching than simple Googling, which tends to bring up the more extreme views of Steiner’s pedagogy. https://en.wikipedia.org/wiki/Studies_of_Waldorf_education 8