Liberated Learning Environment Framework

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 interupt systems of oppression. We are putting this into action through this Liberated Learning Environments Framework.

This framework is challenging ArtsConnection’s 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 Liberated 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 ArtsConnection 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. TAAB was charged with developing 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 Liberated 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.

“To alienate human beings from their own decision making is to change them into objects.” – Paulo Freire

“Cultural humility requires historical awareness – in order to practice true cultural humility, a person must also be aware of, & sensitive to, historic realities like legacies of violence and oppression against certain groups of people. For example, if you are a white person pushing into a classroom of black and brown students, what is the awareness you are bringing into the space with how you see, work with these students…” `Hogg Foundation’s “3 Things to Know”

“Without community, there is no liberation…but community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist.” Audre Lorde

“Traditional pedagogical practices in the United States were developed within systems defined by colonization, including the establishment of educational practices shaped by philosophies that privileged the education of some bodies based on racialized conceptions of an individual’s value.” (Todd, 2018)

Undoing this work takes both intentionality in your planning and also space to adjust & respond.

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, choicemaking, 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 disempowered could look like:

• Seat in rows facing the teacher.
• There is only one right way to respond to an assignment.
• Teacher tells students the topic, focus, and skill they must work on.
• Students sit still for the duration of class time.
• Feedback is provided only by the teacher.
• Students are facing the teacher.
• Students generally only speak when spoken too.
• Students are obedient and compliant.
• Teacher is the expert.
• The Teachers voice is heard from the most during the class.
  Students are unconfident in making choices, or working in ways they work best.
  There are no supports on hand (visuals, tactile, etc.)

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 reccomend.

If you have a recomendation 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.