Action Research: Embedding Employability for 14-19 education and training in Performing Arts by developing their skills thought project based learning (UK & Northern Ireland).

Action Research: Embedding Employability for 14-19 education and training in Performing Arts by developing their skills thought project based learning (UK & Northern Ireland).

Action Research: Embedding Employability for 14-19 education and training in Performing Arts by developing their skills thought project based learning (UK & Northern Ireland).

Paper instructions:
Design and create a poster presentation to disseminate your learning from the action research project in A2 format (1000 words).
The development of a poster in support of the action research project. A poster presentation should involve, viz:
i. Consideration of the poster content – outline of your project idea/issue, title of project, overview of themes associated with rationale and a presentation of innovative design features.
ii. A brief description of the project findings and areas of challenge: student impact, resources, areas of demand.
iii. Recommendations for future action researchers.

The poster format may follow one of the following layouts:
1. A brief poster display with a podcast from the action researcher, utilising new TEL skills and VAK principles of good practice.
2. A large A1/A2 poster, printed for display, laminated and ready for showcase presentations

Title of Research:
Embedding Employability for 14-19 year olds in education and training in Performing Arts by developing their skills thought [through] project based learning.
Introduction
Performing Arts courses is a large part of many primary, secondary schools and further education organizations curricula in Northern Ireland. Many schools now provide Performing Arts courses to help their students, who have difficulties in expressing their ideas and emotions in language alone a creative outlet.
‘The vision is of a Britain in ten years’ time where the local economies in our biggest cities are driven by creativity, where there is a much expanded range of creative job opportunities in every region with clear routes into creative careers from local schools and colleges, and
where every young person believes they have a real choice to use their talents in a creative capacity. It is a vision of creativity as the engine of economic growth for towns, cities and regions. It’s also a vision of dynamic, innovative, successful creative businesses providing prosperity and fulfilling job opportunities right across the country.’ (?)

“The aims of the Northern Ireland curriculum are defined in a similar way to those in England and Wales. The Education (Northern Ireland) Order 2006 requires all grant-aided (publicly funded) schools to provide a balanced and broadly-based curriculum that promotes the spiritual, emotional, moral, cultural, intellectual and physical development of pupils at the school and thereby of society, prepares such pupils for the opportunities, responsibilities and experiences of life by equipping them with appropriate knowledge, understanding and skills”. (C. Higginson, 2009, p.2)
In my experience, some prospective students view a Performing Arts course as an easier option and/or a fun way to gain qualifications (e.g., GCSEs, A Levels, HND and Higher education). This view point can present a problem when students realise that this course of study requires commitment and dedication and would not be just fun and it is definitely not easy. This can cause a percentage to lose interest and therefore, learning outcomes may be difficult to achieve. The course, contains not just practical classes but also theory classes that are assessed with written assignments. Historical context is one unit where it is evident that students’ interest may wane, especially when they have to do independent research on a particular subject/theme.
Visual and performing arts have the ability to enhance everyone lives in a variety of ways.
This research report involves the creation and implementation of an action for educators entitled teaching Performing Arts.
What is action research?
Johnston defines this as an approach to introducing problem identification, action planning, implementation, evaluation, and reflection into your teaching (Johnson, 1993). Johnston further explains that; Action research is a learning process that allows learning and creation of knowledge through critical reflection on experiences, forming abstract concepts, and testing the implications of these concepts in new situations (Johnson, 1993). Simply put, action research is a way of scientifically examining the way we teach and how this can be improved on , for positive future development.
There is clearly an epistemological dimension to quality in action research. Action research is an approach to the generation of knowing which aims to bring ideas and knowledge and action together, to produce practical knowing. There is a huge debate, […] , about the nature of such practical knowing, and the epistemological changes that the action research perspective brings to the academy (Heron & Reason, 1997).
Objective of research
The primary objective of this research is to aid the 14-19 years old participants in their skills development,. This will aid in embedding employability, by providing them the space, technical/academic support (through arts training)and the opportunity to experiment with different ways of being in the classroom.
Questions
How do I enhance my students’ learning interest on a Performing Arts course with implicit but significant educational learning outcomes? (e.g., self-esteem, critical thinking, cross-cultural thinking, body/kinaesthetic intelligence, inter disciplinary perspectives, academic knowledge and enhance employability skills).
The question that my action research project will undertake to answer will be
“Does project based learning, influence the learning atmosphere of the classroom and help to develop students’ skills to embedding employability?”
This will not only help students to develop and improve new skills, but will also be important for the?? academic reasons and classroom management as well as for the social/emotional attitudes of the individual students.
Target group
This research involves 15 Year 4 pupils, 7 Year 5 pupils and 4 Performing Arts teachers. The school and college involved in the research is categorised as a secondary school and further and higher education college.

Methods
• Surveys; The questions will be targeted at both students and teachers from different schools, that have Performing Arts programmes in place. By participating in the surveys, students will develop their skills through practice and pilot studies, without even acknowledging it., and teachers can be made more aware of …….
• Interviews (the analysis of interview material can be very challenging but useful in understanding individual learning needs, as well as personal interest in the subject)
• Tutorials (from one-to-one to focus group)
• Observational studies (can be useful for students to reflect on their own performance, giving peer critical feedback. Observation and feedback activities can lead to useful analyses of both the teacher, and the student
• Collaboration with colleagues, who understand and may recognise identical issues in their class can offer advice on tried and tested methods.Evaluation by teachers from other schools/colleges, who are delivering the same programme, is invaluable in helping to create an overview on further development.
• Evaluation by students
• Teaching 3 different groups of students with different approaches
• Informal activities (after school activities e.g., dance club)
• Field trips to see live performances
Reflection of previous teaching and learning
previously teaching two classes of Performing Arts (Dance) students, I was distressed to find that one of the classes had a number of students who were very impolite in their criticisms . This manifested when they made unkind comments not just to each other, but also to a teacher. I recognised that these behaviour problems, evident lack of team work, concentration and understanding of the subject, were more predominant during theory classes. I realised that before I could approach helping students to develop their skills to lead to employability in the future, I had to solve these minor disruptions first. . Instead of trying to find a solution for every single problem, I began to think about a project that could encompass all the factors and help me to resolve all the problems at once.
For example My 4th Year class, which consists of 15 girls, can be quite energetic, but also appear undisciplined. and rowdy, making teaching and learning process almost impossible.
How can I keep that class on track?
All teachers face a “4th Year” (…..) occasionally. Our challenge is to work through this difficult classroom situation to achieve effective teaching and learning! Unfortunately this is often not easy to do. If we can’t identify the root cause of the problem, changing it is unlikely.
As Teachers, We ask ourselves; “What can be done to improve classroom management and affect positive student learning with progressive learning outcomes?” Action Research may be the answerto find a strategy to implement in the classroom that would help to build a team building approach that would result in a more positive atmosphere in the classroom., this would in turn help to develop positive behaviour as well as enhance learning progress.
I had already designed a project to implement in my classes which I call ‘The Company’. Therefore, I will base my action research on the project based learning that ‘The Company’ will provoke.
Context
“Learning by doing”, is a common method that people use to approach many new aspects in life, even more so in the case of getting an education. Teachers, as practitioners, want to develop knowledge and improve their understanding of their practice, so they engage in a research paradigm like Action Research. The process seeks to do this by putting the teacher in the dual role of producer of educational theory, and user of that theory. This process also requires a dual commitment by the teacher (researcher) and students (clients), to study and change the system in place, to achieve a desirable direction in the curriculum of the course. In a sense, it is a learning process where by learning and creating knowledge by critically reflecting upon actions and experience, tests the concepts, and implements change.
We all want our students to do their best. In today’s world where standardised testing can greatly impact not only the student’s life, but also the teacher’s job, the question arises concerning the optimal time to teach students; reading, writing, language arts, social studies, science, math and performing arts. There are always plenty of questions that arisewhen you try to work on project based learning:
Is the project compatible with the age group?

What can I do to best implement the project, ?
To find out these answers, I would look at previous data collected by researching scholarly journals. I would also attempt to collect data within my own school by having students learn performing arts and sports (PE) ??????. I would have the students learn reading, watching (DVD), and writing in the afternoon during the first 3 weeks of experiment. During the other 3 weeks, I would place the students in reading, watching, and writing in the morning. Using feedback tests after each 3 weeks, I would test the students on what was taught during these 3 periods. I would attempt to discover which time was optimal for learning these different subjects.??????
Students need to control their own behaviours and become decision makers. They need to learn meaningful ways to shape their behaviour. There is usually success when rules and structure are put together. The school-wide rules give a clear layout of the expected behaviours. I also have expectations for my classroom routines. I have found through research that a token system can be used to address some of these issues.
Arts Council of Northern Ireland 5 Year Strategy
The mission of the Arts Council of Northern Ireland is
-‘to place the arts at the heart of our social, economic & creative life’
Creative Connections, the Council’s plan for developing the arts in Northern Ireland 2007-2012 sets out 4 main themes
– Promoting the value of the arts
– Strengthening the arts
• ‘we will assess what type of support artists & creative business people need to develop & sustain a flourishing creative industries sector’
-Growing audiences & increasing participation, &
– Improving our performance
It is proposed that ACNI will administer the Creative Industries Seed Fund on behalf of DCAL, using the consortium model developed for the Re-imaging Communities initiative.
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