ArtsConnection's Framework for...

To create a supportive & liberated learning environment so that all students, & educators feel valued and are able to learn in tandem with the essential skills needed for the artform.

ArtsConnection as an organization is committing to dismantle and interrupt systems of oppression. We are putting this into action through our liberatory arts education framework.

This framework is challenging arts education staff and artists to examine any assumptions personally, or in programming, practices, and curriculum conscious and unconscious that may actually hinder the growth of public-school students, who are caught in a system rife with racial and socioeconomic inequities.

This includes systems & structures of oppression such as racism, sexism, heterosexism, cis-sexism, classism, ableism, nativism, ageism, religious, body type, colonialism, white supremacy and other forms of discrimination and oppression that can negatively affect the young people in our programs.

Our Definition of a Liberatory Learning Environment is an learning space that is:

• Student centered & supportive of each individual student’s autonomy.
• Collaborative, co-generative, & responsive.
• Culturally sustaining, decolonized, and stigma-free.
• Intersectional, inclusive, anti-racist, gender inclusive and accessible.

This initiative is challenging arts educators to examine any assumptions in programming that may actually hinder the growth of public-school students, who are caught in a system rife with racial and socioeconomic inequities. Our goals is to develop an arts learning framework that validates young people’s identities, solidifies their agency in schools, and supports their place in the world. Through centering youth voice, choice and actively acknowledging the many layers of students’ identities, new instructional practices will work to undo oppressive structures that create barriers to learning.

Over a 2 years period, ArtsConnection’s Teaching Artist Advisory Board (TAAB) researched, designed and piloted programs with aligned  observations, then reviewed and refined their new curricular frameworks, to further field test programs and finalize this work in collaboration with additional ArtsConnection Artists.

This framework is built upon the work of many others before us – the idea of Liberatory Learning comes from Paulo Freire, and we have learned from and been inspired by many others.

The resulting curricular frameworks and program models have been collaboratively designed by AC staff and artists, beta tested in community with young people across both in-school & out of school residencies and will continue to be revised and updated as we learn more. Working in this way is a continual ongoing process of learning, reflection, and revision, and will require ongoing maintenance & hygiene.

Supports voice, and choice. Adults work in partnership with young people. Students have an active role in their learning and are making, creating, doing, sharing, and collaborating in ways that are meaningful to them.

Empowers students to increase individual or collective power by exposing the fallacies of “power over” and increasing our abilities to use “power with” and “power within.”

An intentionally designed space & community where everyone feels seen, included, valued, has a voice and the power to co-create the structures that shape the community. Fosters ideation and expression and aids in honoring differences while finding common ground.

A lifelong practice of critical self-reflection and learning from others in order to respect and honor different cultures. It involves cultural competency and sustainability while also acknowledging that we can never fully understand another’s cultural experience. Requires an understanding of how power dynamics impact classroom interactions, disciplinary practices, and educational opportunities. Understanding that no culture is superior to another, it recognizes the shifting nature of intersecting identities and encourages us to listen with curiosity, reminds us of our limitations and to value diverse perspectives and experiences.

Opening Ritual & Check Ins – top of the class community building, transition & focusing moment with students ( incorporates kinesthetic, physical, auditory) Includes moment when the TA shares the plan/agenda.

Reflection – moments throughout the class for students to reflect on their learning and provide reflections back to you that could influence where you go next

Space & Time in the lesson plans – take pressure off of the stress of getting it done – focus on what’s needed in that moment. Time with materials, and time to actually be in artistic flow.

Closing Ritual & Transition – end of class moment for students to prepare to transition out of class – and have a moment of self-reflection.

Prior to residency  – Teacher Workshop for the Classroom teachers, Paraprofessionals, and Admin, a Logistics meeting, TA Responsive Planning

First Third of the Residency – Community Building through art experiences, getting to know each other & the art form, Learning Artistic Toolbox skills, Reflection meeting with collaborating teachers.

Second Third of Residency – Deepening artistic skills, utilizing them in artistic practice. Collaboratively developing goal/aim final sharing together as a community, Peer feedback, small group work, choice making, reflection. Reflection meeting with collaborating teachers

Final Third of Residency – Hone in, finalizing, continuing to deepen art making. Create towards final collaboratively decided goals/sharing experience

A classroom where students feel empowered could look like:

• Students spend lots of time in circles or small groups.
• There are multiple ways for students to express their knowledge – verbal, visually, kinesthetically, written etc
• Students choose how they are learning, and have a say in what they are learning.
• There are conversations, mixed noise levels, and thoughtful check-ins with students about the noise.
• Students have flexible seating options, desks, floor, wobble stools, and standing.
• Feedback is provided by peers, teachers and self.
• Teachers ask lots of questions.
• There is a sense of community.
• Lots of reflection is occurring.
• There are accessible tools, and supports on hand.
• Students speak up for themselves and others.
• Class is full of joy!

Are there vocabulary terms that are unfamiliar? Do you have questions about what language you should be using. Check out this glossary resource.

This work is built upon the work of many others before us. To deepen your understanding and to continue to learn here are some books and articles we recommend.

If you have a recommendation share it and we’ll add it!

ArtsConnection’s asset-based approach focuses teaching and learning through the arts on the strengths of a student as the foundation for growth, defined by their aspirations and contributions.  We should always aim to provide culturally sustaining liberated learning environments.

5 Guidelines for Conscientious Communication  

• Talk about policies and solutions in realistic and accurate ways that spur social justice.
• Lift up unity, participation and cooperation over division, extreme individualism, compliance, and competition.
• Reinforce prosperity over scarcity.
• Accurately and respectfully talk about people’s identities, situations, and roles in society.
• Retire outdated and problematic phrases and metaphors.