The Studio and The Master Learner

One of the most important things I've learned experimenting in my classroom is about ideas of studio. I've written about studio a number of times but now I'm thinking more about my role in this space. I started off wondering about professions where studios or studio like settings are common:

- artists
- designers
- architects

The themes of creativity and the concept of flex and flow in work schedules, creation and personal space are important. Flexible spaces that fit the individual or the team. Spaces that can change when needed. Time schedules that shift around personal needs help establish some of the atmosphere. The design of the space is important and something that is often sorely lacking in classrooms; including my own. I'm not sure how to tackle this. Laws state that students must be supervised at all times so creating any kind of learning space that is individual or personal is difficult.

The role of the person who is the leader in a studio is something that needs exploring. Studios often have "masters" who are in charge of "apprentices." The master directs the activity that is going on, offers help, direction, and critique. Apprentices in a studio have both rights and responsibilities. While supervised and directed, they are given the freedom to try out new ideas and experiment. In fact, they are encouraged to do these things.

So how does the role of being a master learner in a studio mesh with that of a teacher?

Often it doesn't. Or, it doesn't mesh with people's expectations of what being a teacher means in their experience. In my mind, being a master means being a learner. Each day and every day needs to be approached with an open mind and expectations of change and discovery. Being a master learner means allowing kids to explore, to sometimes fail, and often times to surprise me with their discoveries and their work. It means being open to new directions and new thoughts that might take us to places I had never thought of before. I struggle with finding a balance between directing activity and letting it emerge and flow. I aim in the direction of provincially mandated outcomes and strive to provide the direction that gets us there, but I'm also willing to miss. I believe that as a master learner I should promote questions and ideas, and even answers occasionally, but I often struggle with this as well.

I think there are advantages in small schools like my own where I have my kids basically all day. Our schedules change and flex as needed. We can talk, explore, experiment, and then enter intense periods of creation; long stretches of time where my role becomes mentor, guide, and point - of - first - critique. Working in large groups, small group tutorials or seminars and as individuals are all points that we can work across over a day or a week. Finding the balance between all of these combinations for kids as they need them is the challenge. Sometimes we are loud and boisterous. On other occasions we are completely silent, with everyone working individually. I find there is great value in being able to read the mood of my classroom as a whole.

I believe that the idea of a classroom being a creative studio holds a lot of potential for the type of learning we'd like to happen for our time. As teachers, we  have much to learn about them and about the people who can lead one of these spaces effectively.

Tags: studio, learning

Comments

[Rodd Lucier]

The 'studio' is exactly the model I used to use in my classroom Clarence. Treating my grade 7/8 students as professional writers in my 'Writing Studio' classes, resulted in a wide range of reading, writing, and publishing. The idea that individuals could pursue unique areas of interest, on their own timelines, all with the intent of sharing their learning, provided to be highly motivating for most of my students.

This model later became one way that my students completed individual and group inquiries in science classes. Although many of my teaching peers didn't approve (I wasn't preparing my students for the reality of high school and beyond...); although it took a few years, I later smiled widely upon learning that some 'forward-thinking' educators at the New Jersey Institute of Technology, were using similar techniques with university students. http://www.sciencedaily.com/releases/2004/11/041123103942.htm

These types of learning experiences provide teachers with plenty of opportunities to interact with students as co-learners. In consulting with writers and scientists, we are able to provide coaching and feedback on a very personal level.

In fact, it is through this type of teaching, that I learned to record anecdotal evidence of achievement by engaging in rich conversations with students. Consequently, in reporting results to parents, I found myself able to talk in far greater detail about the progress of my students.