THE KENAN CREATIVE COLLABORATORY HOW TO

This is seen most clearly in performance-which is the ultimate accountability for an ensemble. In addition, each member is obliged to get the work done. Every member has something unique to accomplish. And no doubt, members of an ensemble all have responsibility for the group’s success. Helping someone else learn a choreographed sequence or the blocking for a scene reinforces one’s own knowledge and skills.ĭo your part. When collaborating, students take responsibility for, and are personally accountable to, the ensemble. Students working collaboratively often end up teaching others something they have mastered. Students must learn that they need to help each other to meet the ensemble's goals and that competition within a collaborative group doesn't work. Lend a helping hand. It’s no wonder that music, dance, and theater all use the word “ensemble” to refer to a group working together. Seeing the connections between jobs helps build reliance on each other. When learning collaboratively, students will benefit from time spent planning and identifying roles or jobs, such as set designer, performer, conductor, or composer. Every student in a collaborative group needs an understanding of their group’s goal and how they contribute to it. We are all in this together. When collaborating, students are interdependent they depend on each other to succeed. When they accomplish that, move them on to small groups. And if your students are new to collaboration, start simply and have them begin working with a partner. Its structure, rules, roles, and etiquette can help create clarity about outcomes and expectations. In the arts, the rehearsal setting creates a framework for students to work collaboratively. Establish procedures and expectations for collaborative work. Next, create a structure within which students will work. Plan for time to teach these skills in addition to the arts content.

THE KENAN CREATIVE COLLABORATORY HOW TO

Getting started. First, successful collaboration involves learning several key skills so be prepared for students to neet time and instruction to learn how to collaborate. But in collaborative learning, students’ work is intertwined throughout the process, resulting in a product that many hands have made.ĭrawing on the work of Roger Johnson and David Johnson, two educators (and brothers) from the University of Minnesota, here are six tips to start creating successful collaborations. In cooperative learning, students work independently on their own tasks that contribute to the final product. Educator Olga Kozar highlights an important difference between collaboration and cooperation, which is the process. In this regard, it is similar to cooperative learning. In collaborative learning, students work together to accomplish a shared goal. Or, to be more precise, built, a day at a time, through practice, through attention, through discipline, through passion and commitment-and most of all, through habit.” “Collaborators aren’t born, they’re made. Given that the performing arts are primarily group experiences, the arts become a prime tool for building skills in collaboration. Humans are social creatures and being a member of a group is a good description of the human experience. And because working with others is an essential skill to learn, collaboration has been identified as a 21st-century workplace ability as well as a component of the Common Core State Standards.

The kenan creative collaboratory