| "Art Sparks" Ignites Individual Creativity
to Engage, Empower, and Transform
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15)
Knowledge Level: New to the topic
Room: E1
Art Sparks ignites individual creativity in a
big history context. The expressive multimedia arts program for ages 8-12
connects creativity and personal growth. The program’s focus on self-worth,
creativity, and the cosmos strengthens student engagement, esteem, and
empowerment. Learn Art Sparks’ techniques, methodology, and key to success.
Presenter:
Imogene Drummond, San Miguel Academy of Newburgh (United States)
Handout
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| Art and the Essence of Character Education
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15),
Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: E3
How can teachers use art to help students see
the differences between self-motivated and instrumental action, thereby seeing
human thriving as enjoying the work of helping create our world? Share texts,
works of art, discussion questions, journal prompts, and essay topics that help
students design a life where they can thrive by learning to enjoy their work
and care.
Presenter:
Martin Stegemoeller, St. Mark's School of Texas (United States)
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| Becoming a Relational School: A Global Collaboration
Track: The Heart of the Matter: Boys' Education
Appeals to: Middle School (Ages 12-15),
Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: Student Success Centre
Delve into a collaboration among an IBSC member
school in Australia, another in Canada, and Michael Reichert, principal
investigator on several IBSC-sponsored studies, about becoming relational
schools for boys.
Presenters:
Michael Reichert, Center for the Study of Boys' and Girls' Lives; Tom Batty,
Scotch College (Australia); Michael Fellin, Crescent School (Canada)
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| Campus as a
Classroom—A Model for Student-Led Experiential Learning
Track: The Heart of the Matter: Boys' Education
Appeals to: Middle School (Ages 12-15)
Knowledge Level: Intermediate
Room: Makerspace
Take steps to harness campus facilities to equip students with knowledge,
skills, work habits, and character traits that encompass 21st century learning.
Break the stereotype of a brick and mortar classroom and take the joy of
learning beyond four walls. Integrate learning with life and discover the
limitless resources available for the teaching-learning process. Simply design
an appropriate model.
Presenter:
Surendra Kulkarni, Mayo College (India)
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| Classroom Drawing: Memory Maps and More
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15)
Knowledge Level: Intermediate
Room: MAC 1
Student drawing—sketches, maps, graphics, and
silly faces—can liven your teaching and reach another channel in your students'
learning. Set the bar at medium for beauty and high for effective communication
as you include hand-drawn sketches in your lessons. Talk about memory maps as a
fully developed part of history; daily lessons can use drawing just as
effectively.
Presenter:
Robert Clements, St. Bernard's School (United States)
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| Competition, Cooperation, and Patterning in Boys’
Drama
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15)
Knowledge Level: Intermediate
Room: MAC 2
The balance between competition and cooperation
in the kinetic world of boys’ learning is challenging. Imagine a drama with two
characters claiming one chair. Both exit with dignity. Add the basics of a
three-step physical gag, a narrative pattern, and authentic characters, and the
distinction between collaborative performers and combative roles becomes clear.
Presenters:
Christopher Newton and Jay Kearsey, Royal St. George's College (Canada)
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| Global Education Models that Develop Boys' Empathic
Engagement
Track: The Heart of the Matter: Boys' Education
Appeals to: All Ages
Knowledge Level: Intermediate
Room: The Library
Global education programs, both in the classroom
and out in the world, catalyze boys' learning to be engaged citizens in their
world. Get a brief overview of current research on global competencies and
share two case studies from IBSC schools using global programs to develop boys'
understanding of multiple perspectives and empathy across difference.
Presenters:
Clare Sisisky, Global Education Benchmark Group; Sarah Mansfield, St. Christopher's School (United States); Jack Wilson, Chaminade College
Preparatory School (United States)
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| The He(art) of Design: Ethos-Led Design Thinking and
Creativity in Boys’ Schools
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15),
Upper/Senior School (Ages 15-19)
Knowledge Level: New to the topic
Room: MS 4
Everyone’s talking about design thinking and
creativity—in education, business, and public policy. But is there more
substance behind the colorful Post-it notes and TED talks? How can schools
develop grounded expertise rather than just follow the fashion? Find out how to
create “ethos-led” practice and programs in your school to form teachers and
boys as designers in the world.
Presenters:
Ian Lambert, Caitlin Munday, Andrea van den Bol, and Paul Vickers, The Scots
College (Australia)
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| Kandinsky, Klee, and Mondrian: Uncovering Geometry and
Fractions Through Abstract Art
Track: Boys and the Arts
Appeals to: Lower/Primary School (Ages 5-12),
Middle School (Ages 12-15)
Knowledge Level: New to the topic
Room: MAC 3
Join a sixth-grade math teacher and art teacher
as they showcase three lessons that infuse art into the math classroom.
Students learn how shapes play a role in artistic design and apply mathematical
concepts to identify polygons, calculate area and perimeter, and work with
fractions. See student work on display and discuss alternate paintings.
Presenters:
Kristina Barnaby, Elaine Klabonski, and Grace Connell, Fairfield Country Day
School (United States)
Abstract Art: Math Project - Paul Klee
Abstract Art: Math Project - Piet Mondrian
Abstract Art: Math Project - Wassily Kandinsky
Presentation
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| Mental Well-Being: How the Whole School Community Can
Foster Healthy Boys
Track: Boys and Mental Wellness
Appeals to: Middle School (Ages 12-15),
Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: MS 5
Find out how to promote boys’ mental well-being
by engaging the whole school community in the priority. Consider the role of
staff, parents, and boys themselves as we analyze four years’ work focusing on
the issue. By paying attention to all of our community, we have helped boys
live better and understand the mental wellness of themselves and others.
Presenter:
David Atkinson, Dr. Challoner's Grammar School (United Kingdom)
Discussion Notes
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| More than One Way to Skin a Cat—Teaching English in
the Middle Years
Track: The Heart of the Matter: Boys' Education
Appeals to: Middle School (Ages 12-15)
Knowledge Level: Intermediate
Room: F2
Take a whistle-stop tour of tasks and approaches
designed to engage adolescent boys in literacy. Explore the role of creativity
when confronted with issues of spelling, vocabulary, expression, research, and
analysis. Highlight several ways to use technology to augment learning.
Presenter:
Paul Stewart, Melbourne Grammar School (Australia)
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| Myth-Busting in the Studio
Track: Boys and the Arts
Appeals to: Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: MAC 4
An art student is born with their skills and
produces art effortlessly as a solitary genius; by extension, anyone else is
excluded—so say the myths surrounding visual art classes. Debunk the common
myths of natural ability, solitary work, and artistic genius and consider how
to foster an open and participatory visual art culture.
Presenter:
David Sturtevant, St. Albans School (United States)
Presentation
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| Organizing a Musical in a Boys' School
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15),
Upper/Senior School (Ages 15-19)
Knowledge Level: New to the topic
Room: MS 3
Find out how to plan a musical, build a team to
organize it, and involve boys in acting, singing, and dancing in front of an
audience of thousands of people. Discuss how to overcome the prejudice some
boys may have about participating in activities like acting, dancing, or
singing—and how to help boys improve their talent.
Presenter:
Josep Maria Simon Colomer, Bell-lloc (Spain)
Workshop Preview Video
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| The Practitioner Model: How the Arts Provide a Roadmap
for All Subjects
Track: Boys and the Arts
Appeals to: Middle School (Ages 12-15)
Knowledge Level: Intermediate
Room: Red Room Theatre
Hear how an English teacher adopted the
instructional approach of his school's woodworking teacher, transforming his
students into practitioners of writing. Whether telling the stories of the
unheralded in our school community or working as archivists of the life stories
of the elderly, the boys’ writing—much like the objects they make in
woodworking—serves a purpose.
Presenters:
Matthew Byars and Doug Finkel, St. Paul's School for Boys (United States)
PowerPoint
How the Periphery is Often More Powerful Than the Core" article
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| A Strength-Based Approach to Project-Based Learning in
Music Education
Track: Boys and the Arts
Appeals to: Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: E2
Music education is crucial in the development of
many young people. Music inspires people across cultural, socioeconomic, and
age divides. How do we best engage young people and help them achieve the
success they are capable of? Join us to delve into strength-based,
project-learning experiences at a boys’ school in New Zealand.
Presenters:
Brad Banks, Shirley Boys' High School (New Zealand)
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| Three-by-Four-Foot Self-Portraits
Track: Boys and the Arts
Appeals to: Upper/Senior School (Ages 15-19)
Knowledge Level: Intermediate
Room: Agora Classroom
Drawing a self-portrait is always
intimidating—imagine drawing your face larger than life as though on a
billboard! Boys love the scale and intimacy of drawing themselves in charcoal
in the garb of their choice. Follow a series of drawing assignments that lead
up to this two-week term-end project that always pushes the boys to their
limits and provides a terrific display at school.
Presenter:
Ned Reade, Trinity-Pawling School (United States)
Materials List
Timeline
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| Trust or Bust—Why Relational Leadership Is Crucial to
Your School
Track: Boys and Mental Wellness
Appeals to: Upper/Senior School (Ages 15-19)
Knowledge Level: New to the topic
Room: MS 6
Why do you trust the people you do? Why do
people trust you? Teachers and leaders who generate strong relational trust
bonds create higher performing schools and more purposeful cultures that
increase the well-being of a whole community. Discover the principles of how to
generate more trust in your organization, the neurological impact it has, and
why your school culture can't survive without it.
Presenter:
Andrew McBride, Westlake Boys' High School (New Zealand)
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