Page 34 - The story of the Art of Learning

The framework presented in the table below, gives information about key principles for curriculum approach, tasks, activities, the teachers’ role and pedagogical approaches to the learning as it has been developed and performed in Art of Learning. The Art of Learning Performative learning theory is based on several elements:
» Experience, principles and research from the previous Art of Learning pilots.
» Experience and principles from Creative Partnerships programmes and other arts based
interventions.
» Neuropsychological understanding of Executive functioning4
» TheoreticalandpedagogicalconceptsonPerformativelearning5,Creativity6,Artist’ssignature pedagogies7, Deep learning8, Art in Special Education9, Posthuman pedagogies10 and more.
Art of Learning
Performative learning theory
Thematic and interdiciplinary curriculum approach Irrestistible learning
Teacher’s role as catalyst, dramaturg, tutor
Artbased repertoire of approaches and activities
Flexible and varied use of time, space, groups
Physically, emotionally, socially, intelectually engagement Repetition with added challenge
Process-oriented, open and authentic tasks
Transparent learning process
Seing the competent child – add positive challenge, positive risk Practical, continuous reflection
This model has been key to all the Art of Learning Content development and has been the building blocks for creation of the Art of Learning themes, sessions and activities. The model itself has been developed through a discourse analysis of interviews with key contributors in the development of the Art of Learning content . The full analysis is available in Norwegian here.
For more on how the Art of Learning Performative Learning Theory is used in practice, see 4th level: The Art of Learning activities.
4 Diamond, Adele: «Want to Optimize Executive Functions and Academic Outcomes? Simple, Just Nourish the Human Spirit». Zelazo, Philp og Sera, Maria (red.): Minnesota Symposia on Child Psychology, volume 37, Wiley 2014
5 Østern, Tone Pernille, Dahl, Thomas, Strømme, Axel, Petersen, Jesper Aagaard, Østern Anna-Lena og Selander, Staffan: Dybde// læring – en flerfaglig, relasjonell og skapende tilnærming. Universitetsforlaget, Oslo 2019
6 Spencer, E., Lucas, B. and Claxton, G.: «Progression in Creativity: Developing new forms of assessment» Newcastle: Creativity, Culture and Education 2012
7 Thomson, Hall, Jones and Green: «The signature pedagogies project. Final report.» The University of Nottingham, Creativity, Culture and Education 2012
8 Dybdelæring, Utdanningsdirektoratet. Last edited: March 13, 2019.
9 Hanssen, Hassel, Haugen, Sæther (red.): Kunstens muligheter i spesialpedagogisk arbeid. Universitetsforlaget, Oslo 2022
10 Nordin-Hultmann, Elisabeth: Barns pedagogiske miljøer og barns subjektskaping. Pedagogisk forum, Oslo 2004
11 Hundevadt, Marie Othilie: Kunsten å lære. Ei diskursanalyse av tankemønstera som ligg til grunn for Kunsten å lære-prosjektet 2021-2024, University of South-Eastern Norway 2022
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