Arts Education: A Curriculum Guide for the Secondary Level (September 1996)

Saskatchewan Learning

Teachers can greatly assist the development of attitudes and abilities for independent, lifelong learning by using resource-based instruction in Arts Education. The teacher and teacher-librarian should plan units which integrate resources with classroom assignments and teach students the processes needed to find, analysis and present information.

Resource-based instruction is an approach to curriculum which encourages students to use all types of resources: books, magazines, films, video tapes, computer software and data bases, manipulate objects, maps, museums, field trips, pictures, study prints, artifacts, media production equipment, galleries, performing arts groups, sound recordings, arts organizations and community resource people.

Resource-based learning is student-centred. It offers students opportunities to choose, explore and discover. Students who are encouraged to make choices in an environment rich in resources, where their thoughts and feelings are respected, are well on their way to becoming autonomous learners.

The following points will help teachers encourage resource-based learning:

• Discuss the objectives for the unit or assignment with students. Correlate needed research skills with the activities in the unit, so that skills are always taught in the context of application. Independent learning is increased as students are encouraged to reflect upon and determine for themselves the abilities they need to complete a learning task. Work with a teacher-librarian, if one is available.
• Plan ahead with the resource centre staff so that adequate resources are available and decisions are made about shared teaching responsibilities.
• Use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with students the use of other libraries, government departments, museums and various outside agencies. Students need an environment which allows some freedom to explore these resources.
• Ask the teacher-librarian, if one is available in the school, to provide resource lists and bibliographies when needed.
• Encourage students to seek assistance during the course of the assignment or unit.
• Participate in and help plan in-service programs on using resources effectively.
• Continually request good curriculum materials for addition to the school resource centre collection.
• Support the essential role of the school resource centre and the teacher-librarian in your talks with colleagues, principals and directors.