The staff at Youngtown Primary School review their inspiring MAD Project

collated by Nathan Karas, Youngtown Primary School

 

 

What made you choose the ruMAD? Program?

“Personally I believed in the ideas of making lasting change within the community. I thought the idea of making a difference is something that there needs to be more of in schools. Having a project like this seemed to me to be a once in a life time opportunity.

Some students can forget to care for the wellbeing of others. Projects like this allow students to investigate areas of concern at a deeper level. Understanding the causes of problems increases their awareness and understanding of the issues at heart. It gives them empathy and insight that they might miss out on otherwise.

A project that is student driven is difficult, challenging, inspiring, exhausting and worthwhile. As teachers we continually make a difference in the life of others. A student driven investigation should maintain high levels of enthusiasm, investigation and higher order thinking. Each small step taken forward is new and as such the perspective forward is never the same as before.

As educators we accept responsibly the challenges placed before us because in our heart we know the world is changing. We become the change we seek in this world. We act out of the interests of the children, parents, staff and the community. That I believe is our main concern as quality educators.”

Nathan Karas
Gr 3/4 teacher, Youngtown Primary School

Do you think it was worthwhile?

It was a very big project, taking the focus for nearly two terms, not to mention the extra planning and organisation. However, it created a lot of student satisfaction and community interest. We found that parent interest was also generated as a result of a survey that we used to investigate areas of concern within the local community. Students bundled, tallied and graphed the results from the survey. They then voted secretly on the area in which they wished to investigate, change and make a difference.

There were three stages to the project (deciding/investigating, fundraising, and executing). It was quite a lengthy exercise. However we found that it was worthwhile because the students had very real ownership of the project.

“Yes, it was a very big project! It was big in terms of size, commitment and result.

What did I get out of it? I loved they way in which the students were able to make a difference in their community, one that will have an enduring effect. I also love to drive past the underpass and see a hint of all the vibrant colours that lie below and to know that I was also a part of making that happen.

My hope for the future? I hope that the students involved, including those older students from the High School, will know that if they are pro-active they can make a change for the better in their world. We don’t have to wait for Governments, Councils or politicians to make the changes for us. We can enlist their help and make the difference ourselves.”

Jo Brady
Gr 3/4 Teacher, Youngtown Primary School

 

What did you gain as educators from the program?

The way we operated was normal classroom practice. This involved incorporating thinking and problem solving into the learning. Numeracy and Literacy were included and linked to other areas of the Essential Learnings.

Compared with regular units there was a significant impact on the community and the tangible, meaningful, final product can be both seen and felt.

We have been using Inquiry Thinking and Team Teaching at our school for a number of years. We like the way in which this approach draws on a pool of strengths, skills, and resources in team teaching. Our school gives us great support by allowing teaching teams to have shared decision making, ownership and planning time.

ruMAD? enabled the students to drive the project, so that it had real meaning for them.

“This has been one of the most powerful inquiries I have ever seen students undertake. I know I have said it already, but you must feel so very proud – I know that I am of and for you and our children.”

Shireen Thomas
Principal, Youngtown Primary School

 

 

What did your students gain from being involved in the ruMAD? Program compared with the normal way of teaching a unit of inquiry?

It helped children understand that they can make a real difference, and gave them the tools they could use to make a difference in the future. Seeing the end product as a tangible thing made a difference. Having all the positive feedback from staff, students and in assembly made them feel good about themselves. The concept ‘change, not charity’ was really developed. The focus on vandalism, with a case study from Perth, brought real adult understandings from the children about why people choose to vandalise. The students sought advice on this from our ex-adopt-a-cop, psychologists and a local charity worker.

During the project, students met the Mayor of Launceston and other important guests. They greatly anticipated the artists coming to work on the mural. When they arrived it was good for the students to watch and to work with them, and to see how they made a living. It was wonderful for them to be able to watch a horrible, dingy, concrete underpass being transformed into a vibrant, colourful and fun environment before their very eyes. The other young men from outside the school who participated also benefited. Everyone involved really felt part of the project.

It was great to hear that not only the students of Youngtown were positively affected, but other members of the community as well. Even those who normally get negative feedback have a continuing reminder, in the underpass, of their positive contribution to the community.

Many students, and older children outside the school, have said that they are no longer scared of the underpass. The students now have a lasting awareness of issues surrounding graffiti, vandalism, and art. One student had asked whether they could do another project.

It was great to see students from our school “who were the youngest participants across Tasmania” presenting our project to other schools across the State. It was even better that they were allowed to become ambassadors for our school and the Tasmanian Centre for Global Learning. Best of all they had fun in the process!

“The project incorporated all elements of the differentiated curriculum, change, challenge and choice.  It is a wonderful example of a rigorous teaching and learning program that provided many entry points for student learning.  The partnership between professional artists and educators has provided a model that will hopefully be replicated in other communities.”

Mario Bergamin
AST, Youngtown Primary School.

Toward a conclusion and beyond

Our project has continued to develop this year (2006). We are accessing a grant with the Launceston City Council to put vandalism proof paint over the underpass in order to protect it. We have also received more support from local businesses in the way of paints and resources.

We have just about completed all the painting of the underpass with only a few more areas to cover. Other members of the community are coming in to help. We have had help from students who have participated in “Streets Alive”, some traveling from as far way as Burnie.

We are continuing to forge links with artists from across the state who would have been otherwise unknown to us. Aldermen from the Launceston City Council have endorsed the benefit of our project and as such have suggested that it be used as a pilot project for two other underpasses in our local community.

 

Read about the Youngtown Primary MAD Project.