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International Music Seminar 2017

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International Music Seminar 2017

Programm Neerpelt

Wednesday March 15th

(14:15 - 17:30 H)�

  • Welcoming:
    • Situating
    • Content positioning�

by Diederik Celis �Managing Director Kunstacademie Noord-Limburg�Director of Music, Theatre and Dance

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Our National Motto : “Unity is Strength…”

(Eendracht maakt macht / L’Union fait la Force)

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5 Flemish Provinces

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Province of Limburg…

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Province of ‘Limburg’

�Kunstacademie Noord-Limburg

�35 teaching locations

in the northern part �of the Province

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IMS : PROGRAMM Neerpelt

�Plenum (De Toonzaal/ The Showroom)�14:15 Welcome + Situating + Content positioning Diederik CELIS

14:25 Artistic competences Ann DEBAILLIE

14:45 Performance (piano improvisation on a painting) Jasper SNOECKX

14:50 Concept for an artistic curriculum Erwin SCHELTJENS

15:10 Performance (classical guitar) Cedric HONINGS

15:20 Artistic competences in Kunstacademie Noord-Limburg Diederik CELIS

15:40 Pause

16:00 Workshop ‘Theatre (the artist) + Dance (The researcher) Wouter FIMMERS � (2nd Floor) Liesje OVERSTEYNS� (teachers theatre + � dance)

16:25 Workshop ‘Added values’ (1st Floor) Koen EVENS � Tanja SMITS� (teachers music)� + parents/ pupils

16:50 Workshop ‘Coaching teachers’ (Ground Floor) Erik SCHROOTEN

17:15 - 17:30 Plenum (Ground Floor)

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Basics Artistic Curriculum

IMS 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Output

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Process oriented

Artistic value

Artistic Competences

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Education

Education in the Arts

Arts

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Exact-fixed competences

Open/generic

framework of competences

Unable to formulate

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

I know

I can

I want

I ART

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Artistic Competences

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NOW

AND

THEN

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Growing complexity

With help

Rough �strengious

Growing quality

Growing personal touch

Simple

safe

Growing independence

Controled by teacher

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

How?

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Evaluation of Artistic Competences

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

Constant

&

Cyclic

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Kernen Artistieke Competenties | Ann Debaillie | IMS 15 maart 2017

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Jasper Snoeckx (piano)

Piano-improvisation...

on a painting which other pupils made

on a musical composition of a pupil...

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Concept for an artistic curriculum - IMS 2017

March 2017 Erwin SCHELTJENS

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Assessment criteria and teaching goals

  • The framework for this set of goals is created by the Belgian pedagogues Erik Schrooten and Luk Bosman in collaboration with 8 different academies.
  • Preparation for reform of the Flemish Artistic Education System.

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Assessment criteria and teaching goals

  • Not a detailed curriculum but a guideline
  • Based on assessment criteria and teaching goals teachers can use to construct curricula for their students/classes/academies
  • Meant to inspire teachers to look for their mutual personal goals with their students
  • Interdisciplinary, beyond the limitations of music, drama, dance and fine arts

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Assessment criteria and teaching goals

Starting points:

  • Art students can be assessed in 5 different roles:
    • Craftsman
    • Artist
    • Performer
    • Team Player
    • Researcher�
  • What are the common grounds for the different art disciplines?

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Assessment criteria and teaching goals

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IMS 2017

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Five artistic roles

  • Craftsman: has to master his material , needs to have basic knowledge of his art and has to master basic techniques and skills.
  • Artist: wants to experiment, wants to express himself in a personal way and aims to create.

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Five artistic roles

  • Performer: wants to communicate with an audience and feels confident in front of an audience.
  • Team player: wants to and is able to co-operate with anyone involved in the accomplishment of artistic goals.
  • Researcher: is curious and interested, is able to reflect upon his own work and wants to broaden his horizon.

IMS 2017

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20 ARTISTIC COMPETENCES

THE HEART OF THE CURRICULUM

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ARTIST and PERFORMER

  • More detailed look into two artistic roles:

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    • ARTIST
    • PERFORMER

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ARTIST in detail

ARTISTIC COMPETENCES

BINDING LEARNING GOALS

experiment

1. Vary, combine and play with the elements/units

2. Let go of uncertainties and accept coincidence

3. Dare (to unrail)

4. Challenge your first option

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ARTIST in detail

ARTISTIC COMPETENCES

�BINDING LEARNING GOALS

�express yourself in a personal way�

1. Add personal elements to what’s made

2. Continue until the work expresses your intention

3. Use your imagination

4. Be authentic in what you make

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ARTIST in detail

�ARTISTIC COMPETENCES

�BINDING LEARNING GOALS

�empathize�

1. Assume the role of

2. Interpret and impersonate

3. Master the style

4. Show energy, passion and enthusiasm

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ARTIST in detail

ARTISTIC COMPETENCES

�BINDING LEARNING GOALS�

create�

1. Mould

2. Cross out, improve and shape

3. (Don’t) fixate

4. Finish

IMS 2017

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PERFORMER in detail

ARTISTIC COMPETENCES�

BINDING LEARNING GOALS�

perform with quality

�1. Prepare

2. Deal with stage fright

3. Show with passion and enthusiasm

4. Go on (even when things go wrong)

IMS 2017

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PERFORMER in detail

ARTISTIC COMPETENCES�

BINDING LEARNING GOALS�

apply performance codes �

1. Focus before you start

2. Direct yourself to the audience

3. Salute the audience

4. Warm up

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IMS 2017

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PERFORMER in detail

�ARTISTIC COMPETENCES�

BINDING LEARNING GOALS�

aim to move the audience�

1. Dare to show yourself

2. Make (eye)contact with the audience

3. Show with confidence

4. Show yourself in a personal way

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PERFORMER in detail

�ARTISTIC COMPETENCES�

BINDING LEARNING GOALS�

build up an oeuvre / repertoire�

1. Have your own repertoire

2. Master different genres and styles

3. (Always) have something ready

4. Be able to master a piece of art

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IMS 2017

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ONLINE

  • INTERACTIVE PDF-TOOL���Read more on:

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www.kunstigcompetent.be� artistiekecompetenties.blog

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IMS 2017

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Cedric Honings plays ��Un Sueño en la Floresta by Agustin Barrios Mangoré

www.cedrichonings.com

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COMPETENT IN ARTISTIEKE COMPETENTIES

The Artistic Competence Based Evaluation system

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in the Academy of Art��

�Noord-Limburg

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Diederik CELIS

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Implementation of the system

  • 1st school year (2012-2013)
        • 1 teacher (guitar) experimented in her classroom;
        • teachers ‘music theory’ were given space to experiment;
        • organisation of a training day in June�(participation : voluntarily)
  • 2nd school year (2013-2014)
        • Teachers ‘music theory’ used the new system of evaluation for all 1st years pupils;
        • 2 Training Days for teachers (August 2013 + February 2014)
        • 25 teachers (from 75) voluntarily choose to participate.

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Implementation of the system

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  • 3th school year (2014-2015)
        • Full implementation;
        • Competence based ‘toolkit’ for every teacher;
        • Clear communication to pupils/ parents;
        • Training days
            • how to organize an intake conversation with pupils;
            • how to give meaningful feedback;
            • how to work with the different ‘roles’.
        • Foundation of a ‘Review committee’;
        • Cloud based evaluation sheets.

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Implementation of the system

  • 4th school year (2015-2016)
        • commissioning of the rewritten artistic educational project;
        • retraining/ further training teachers;
            • use of the tool-kit;
            • giving feedback;
            • formulation of competences (e.g. craftsmanship);
            • working ‘in the cloud’;
        • month of the performer;
        • practical adjustments.
  • 5th school year (2016-2017)
        • retraining/ further training teachers;
        • month of the researcher;
        • practical adjustments.

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More specific...

  • teachers write 2 evaluation sheets every year with feedback
  • every evaluation sheet contains feedback on:
        • minimum 2 roles;
        • maximum 3 competences per role;
        • minimum 5/ maximum 10 competences.
  • each competence gets a gradation (insufficient-...-brilliant)
  • every pupil participates each year at minimal
        • 2 performances (music) or
        • 1 performance (theatre + dance)
  • performances are:
        • given feedback
        • rated by a degree (insufficient-…-brilliant)
        • assessed by the teacher and 1 colleague minimal

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More specific...

  • At the end of the school year every student gets written feedback and a global final evaluation by grade.
  • A student fails if :
      • the last period of evaluation mentions 3 X insufficient;
      • the average of rated performances is inadequate;
      • the pupil did not participate at the obliged performances.
  • The overall final evaluation consists of one of the following terms:� OV inadequate (onvoldoende)� V sufficient (voldoende)� G good (goed)� ZG very good (zeer goed)� S brilliant (schitterend)

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Dear Sir,

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This way I would like to thank you and congratulate you with the method of assessment / reporting applied by you in the academy!

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As a parent I find it very encouraging that my daughter's talents are ‘graded’ and commented in a constructive, clearly understandable and motivating language.

�I am a teacher in Special Elementary School and I am highly encouraged that children, adolescents and adults are seen as ‘people’ and not as ‘a number of measurable object’.

I appreciate it that your team recognizes talents in people, that your teachers judge people to value and give pupils the opportunity to work at their talents and their personality.

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Once again, sincere congratulations and thanks!

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Greetings,

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PAUSE

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3 Alternating workshops (in groups - colors)

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16:00 - 16:25 Theatre : artist De Speelkamer (2nd Floor) W. Fimmers + L. Oversteyns Teachers Theatre & Dance� Dance : researcher

16:25 - 16:50 Added values Classroom 1.1 (1st Floor) K. Evens + T. Smits Teachers Music + Pupils/ Parents�16:50 - 17:15 Coaching Teachers De Toonzaal (Ground Floor) E. Schrooten Coordinator project comp. based teaching

16:00 - 16:25 Added values Classroom 1.1 (1st Floor) K. Evens + T. Smits Teachers Music + Pupils/ Parents �16:25 - 16:50 Coaching Teachers De Toonzaal (Ground Floor) E. Schrooten Coordinator project comp. based teaching

16:50 - 17:15 Theatre : artist De Speelkamer (2nd Floor) W. Fimmers + L. Oversteyns Teachers Theatre & Dance � Dance : researcher

16:00 - 16:25 Coaching Teachers De Toonzaal (Ground Floor) E. Schrooten Coordinator project comp. based teaching

16:25 - 16:50 Theatre : artist De Speelkamer (2nd Floor) W. Fimmers + L. Oversteyns Teachers Theatre & Dance� Dance : researcher

16:50 - 17:15 Added values Classroom 1.1 (1st Floor) K. Evens + T. Smits Teachers Music + Pupils/ Parents

17:15 - 17:30 Plenum