To achieve an inclusive classroom, students must feel supported and welcomed by their classmates, in addition to the Classroom Professionals and Teaching Artists. Below, you’ll find strategies to develop positive collaboration and encourage all students to contribute to an inclusive environment.

Communication avec les professionnels de la classe

As Teaching Artists (TAs), it’s important for us to collaborate with the other Classroom Professionals in the room; this begins with emphasizing to them the value of their participation. Ideally tout students, Teachers, and Paraprofessionals are to be included in our work. Please request that any Fournisseurs de services associés push-in pendant vos cours lors de la réunion de planification. Cela peut permettre aux Classroom Professionals d'encourager et de renforcer les stratégies ci-dessous et d'aider les élèves à se concentrer sur votre classe. Cette conversation peut être intégrée à votre Réunion de planification afin de pleinement engager les adultes dans la salle, à la fois en personne et pendant apprentissage à distance.

Stratégies d'étudiant à étudiant 

Note: Some of these strategies may lead to loud noise levels or need to be modified to accommodate students’ physical abilities.

Find a New Place in the Circle/Room

• instructions
  • At the beginning of the lesson, welcome students and ask them to silently find a new spot in the circle (or other configuration in the space) on the count of 10.
  • Once students have found a new spot, prompt them to turn and talk to a partner standing next to them. This can be a prompt about the art form, upcoming content, or just a moment to share something nice that happened during the day.
  • Cela peut être répété plusieurs fois afin que les étudiants aient la possibilité de discuter avec différents camarades de classe.
• Conseil: This activity can get loud and energetic. To keep the energy calm, you can encourage students to find a new spot in slow motion, and tell them to whisper the prompt to their partner.
• Hébergement : Vous pouvez demander aux élèves de s'asseoir sur des chaises s'ils ont besoin d'un peu plus de guidage spatial. Ou la moitié des élèves pourraient s'asseoir et l'autre moitié pourrait être le groupe qui bouge.

Round-Robin 

• instructions 
  • Configure students into two circles (an inner circle and an outer circle) facing each other.
  • Chaque élève doit avoir un partenaire face à lui (cela peut également être mis en place à l'avance à l'aide de chaises).
  • Prompt students to share something with their partner or work together with their partner to create something (e.g., practice a dance step, share a piece of visual art and give each other feedback, share a location or character idea for a scene, create a secret handshake).
  • Once shared, ask one circle to stay where they are and the other circle to move one person to the right or left. Everyone will now have a new partner and should be prompted to share something else.
  • This can continue for a few rounds, or even until every student has had a chance to talk to every other student.

• Conseil: This activity can get loud with lots of students chatting at the same time. Be sure to establish a cue to get students’ attention and give them clear time limits.

• Hébergement : Demandez aux étudiants intérieurs de s'asseoir sur des chaises ou des fauteuils roulants. Placez une chaise face à eux, puis faites passer le cercle extérieur à la chaise suivante.

Introduce Each Other’s Art

• instructions
  • Avant de partager un travail avec la classe, demandez aux élèves de se mettre par paires.
  • In their pairs, they will share their name or artist name (this could be something like, ‘I’m known as the marvelous Malichi’), the name of the piece of work they’ll be sharing, and one thing they want the viewer or audience to know about their work.
  • Leur partenaire les présentera ensuite à la classe avec ces invites avant de partager.
• Hébergement : This can also be done nonverbally by collaboratively creating a gesture for the student’s name and creating an epic entrance that throws attention to the performer/sharer.

Turn and Talk

• instructions 
  • Incorporate turn-and-talks into your questioning and reflection process. Instead of a full-group discussion, ask a question and tell students to turn and talk to a partner about their response.
  • Give them clear time limits on the amount of time they have and when one partner should finish sharing and the other partner should begin.
  • Vous pouvez demander à des étudiants volontaires de partager après vous être parlé.

Attribution des rôles et stratégies de leadership

• When doing small group work, clarify what roles need to be present in each group (e.g., one writer, two actors, one director, etc.).
• Clearly define and assign the roles in advance or have students choose the role they want before they begin to work. If assigned, ask the Classroom Professionals ahead of time what each person is good at (e.g., a writer is someone who is good at creating stories and scenarios). Or prompt students to have a conversation about each other’s strengths and assign roles based on that.
• When doing this work over multiple sessions, think about switching up responsibilities. You or Classroom Professionals may want to write down who has had which role for the future.
• If conflict arises over someone’s idea not being heard, you can troubleshoot by going back to the definition of each role and who is responsible for what.
• You have the opportunity to highlight students’ unique ideas or point out when someone demonstrates mastery of a skill. If possible, ask students to teach the skill to the rest of the class, or share how they came up with their idea (e.g., a student creates a dance move that they then teach to the whole class and add to a sequence of choreography).
• Essayez de donner aux élèves des rôles de leadership qui les obligent à communiquer et à collaborer avec l'ensemble de la classe. Cela peut inclure un documentariste chargé d'écrire ou de filmer le travail d'autres étudiants, un réalisateur qui donne des commentaires structurés à de petits groupes ou à des étudiants individuels, ou un chronométreur qui vérifie avec les groupes pour leur faire savoir de combien de temps ils disposent. .

Stratégies d'établissement de relations avec les grands groupes

• Enseigner Les artistes doivent renforcer positivement les choix artistiques forts, l'initiative de leadership et les étudiants qui soutiennent et collaborent positivement avec leurs camarades de classe.
• Donnez aux élèves de l'espace et du temps pour partager leurs véritables sentiments et intérêts avec leurs camarades de classe. Encouragez les liens entre les élèves qui peuvent avoir des intérêts similaires.
• At the end of the workshop, ask questions that highlight collaboration.
  • “What is something you learned from a classmate today?”
  • “What is something you learned about a classmate today?”
  • “Do you want to compliment anyone for their work in class today?”
• Start artistic work with a show-and-tell or a mini talent show. Have each student bring in an object or piece of artistic work and share it with the class. Let students ask questions and give positive feedback to their classmates.