Announcements

Summary Report – Think Creatively! A Forum on Integrating the Arts Into Our Children’s Lives

Artists, educators and presenters from across the province gathered at The King Street Theatre Centre and The Registry Theatre in Kitchener on Thursday, April 12, 2007.

The day was designed to bring together and coordinate the efforts of educators, performing artists and community presenters so that children can benefit from the best performing arts experiences possible.

We enjoyed a performance of Petrouchka by Motus O dance theatre, along with students from local schools. We participated in an interactive movement workshop with members of the dance company. We were inspired by a performance of students from the Integrated Arts Package at Eastwood Collegiate School, along with members of Motus O dance theatre. We participated in a panel discussion, workshops and discussion groups.

We truly did Think Creatively…Participate Actively…Imagine Artistically and Experience Passionately!

An important component of the day was to gather participants’ comments and ideas in the form of a survey conducted by Cheryl Ewing of eyeGo to the Arts. A total of 27 completed surveys, representing a return of 54%, were submitted to form the basis of this report.

General Results

Attendees:
• 36% identified themselves as teachers
• 18% were involved in presenting the performing arts and
• 21% were artists or connected to an arts organization
• The remainder self-identified as involved in two or more sectors.

Arts involvement:
• 44% of those attending are currently involved in the arts.
• 22% had no arts training at any time.
• The education sector had their experiences with music while the arts sector was fairly evenly distributed through instrumental and vocal music, theatre and dance.

The arts and teaching:
• The educators indicated that they were most familiar with theatre (60%) with slightly less (50%) familiar with choral and instrumental music and a familiarity with contemporary dance (40%).
• The artists and presenters were most familiar with instrumental music and theatre.

Specific Results

We asked a series of questions about attending performances; seeing arts education as a valuable part of children’s learning; and whether each child has the ability to express him/herself creatively but needs help. The arts and presenting sectors strongly agreed with the first two statements, but were less adamant about children needing help to discover their artistic talents. Educators strongly agreed with all three statements.

Who do you think should take a leadership role in exposing children to performing arts?
The Ministry of Education was identified across the sectors, with the Ministry of Culture and municipal and community venues close behind. Arts educators also added artists to the list and educators felt that the education system should take a leadership role. The presenting community was evenly split.


What barriers do you think limit exposing more children to the performing arts?
All sectors believe that teachers’ unfamiliarity with performing arts and cost are the biggest barriers. Educators identified teachers’ lack of interest, along with unfamiliarity with arts and artists and presenters identified teachers’ and parents’ unfamiliarity. Comments included:
• The arts are not a Ministry of Education priority;
• Performances do not always reflect our diverse community;
• Lack of time in day; competition with sports, standardized testing;
• Math/Literacy focus in schools;
• It is difficult for teachers to take on the extra work needed to organize performances;
• Not too expensive, just not enough money.

In discussing whether attending performing arts is frightening for someone unfamiliar with the performing arts or that the act of going to the theatre can be frightening; the only strong reaction came from artists who do not agree that going to the theatre is a frightening experience.

Overall (56%) attendees felt that children should experience more performing arts in the Waterloo school district. This was followed by concern about the future (48%) and wanting to learn more about educators’ needs regarding introducing children to the performing arts (48%). Artists and presenters were intrigued by the opportunity to participate in workshops based on performing arts (67%) and concern about the future of the performing arts (67%). They both placed more performing experiences for children at 50%. Educators were most concerned about children experiencing more performing arts (80%).

The Performances

Motus O dance theatre presented two performances. The first, Petrouchka, was directed to elementary school students and the second was a collective creation that included a number of secondary school students that the company had been working with for a day. Delegates were asked a series of questions about engagement, reflection and whether they were challenged.

Generally, it was agreed that the children watching the performance of Petrouchka were engaged. The adults were far more engaged in the performance that included students. The delegates rated Petrouchka as somewhat engaging, provoking and inspiring.

Educators were more involved and inspired to introduce elements of the performing arts to their students. Following the second performance, there was a question and answer period that included the students who spoke quite eloquently about the impact of having the opportunity to perform with professionals. They were clearly inspired to reach the expected standard of excellence required by the choreography.

The Workshop

The morning included a participatory workshop with the dancers from Motus O dance theatre. Although the delegates were split about whether the workshop was personally challenging, they all enjoyed it. One commented “I realized that I hadn’t risked like that with adults in a long time.”

Participation in the workshop affected an appreciation for the value of arts education by
• giving an appreciation of the skills learned in a short period of time;
• participation in performing arts activities requires a team approach; and
• it would be a good experience for all children.

The Panel Discussion

A panel consisting of individuals active in developing arts education opportunities in the community followed the workshop. 52% of delegates found the discussion to be stimulating.


The Discussion Groups

Following lunch, the delegates gathered in one of three discussion groups – education, presenters and artists. Each group was given the task of identifying five key questions to take back to the larger group at the end of the day. Delegates found the discussion groups to be stimulating and supportive, providing knowledge and additional resources that are available.

Overall Results

Following are the five key questions that each group posed for the larger group to address at the end of the day:

Artists’ Group

1. How can artists most effectively support a cry for designated long-term arts consultants?
2. How can artists/arts educators support artists and audiences from multi-cultural communities and reflect diversity?
3. How can artists get their message (values of arts education) to teachers?
4. How do we build community together through arts education to create lobbying power?
5. How do artists sell shows to educators?

Educators’ Group

1. Can artists and presenters together provide a forum for educators to preview the upcoming season, along with supporting resources?
2. Would artists and presenters like assistance from educators in marketing in ‘teacher-speak’?
3. What information do educators need about an artist and their performance in order to maximize the experience?
4. How can educators/artists/presenters work together to advocate for the value of the arts in education?
5. Can artists present study guides in an online format?

Presenters’ Group

1. How do presenters ensure the highest quality artistic experience while meeting curriculum needs?
2. Who should decide programming?
3. How should presenters communicate with educators?
4. How important is the venue?
5. Is there a better way to share the preparation process?


For more information

Susan Habkirk
Executive Director
Prologue to the Performing Arts
P | 416-591-9092 x 223
F | 416-591-2023
E | susan@prologue.org