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"Much of what we know about learning through relationships has its origins in the work of Lev Vygotsky, the child psychologist who asserted that learning is relational, and that language/conversation is central to the relational aspects of learning. Another reason that I admire Vygotsky's work is his emphasis on the role of community and how that facilitates the learning process. I am also inspired by the philosophy of Martin Buber and his idea that consciousness itself only arises through relationship. Buber understood that the social framework of teaching is fundamental to how we learn and to the development of human culture in general. Buber was an early proponent of the idea that the best way to teach a student is to see him or her not as an "it," but as a whole, complex, and empathetic human being."

Not only learning to wait, but wrestling with content creates a fertile learning space for all of us. Think about this content in relationship to the arts. How might slow learning, staving off immediate feedback support learning skills in the arts?

Personalized Learning Handbook and content

Understanding the needs of our students with special needs is at the core of our practice. Meeting students were they are and finding ways to connect and grow their self confidence through creative problem solving and making is a key to learning. This source does not focus on the arts but the content suggests deep opportunities and links.

Is this the future and if it is how and where do the arts connect?

Good questions in this article on need for creativity in life and schools. Who is, what level, how to grow and how much work it takes.

"Authentic tests are representative challenges within a given discipline. They are designed to emphasize realistic (but fair) complexity; they stress depth more than breadth. In doing so, they must necessarily involve somewhat ambiguous, ill structured tasks or problems."