Research Questions and Reflections Post-International Travel
Reflecting on the lack of Visual Arts Programs in Moroccan Public Schools
No art curriculum in Morocco?? When developing my capstone project, I realized that there is no art curriculum in Morocco, other than humanities. This is an interesting article to read on the state of the arts in Morocco, with its rich cultural traditions in the art and art history, are not integrated in the education system.
When TGC fellows met at the TGC symposium in Washington D.C. we met with a Moroccan english teacher who had participated in the ILEP program, International Leaders in Education Program, who spent a semester studying in the US. He prepared us with information about how the Moroccan Public schools worked, and that there are career pathways in high school so students choose early on which electives they will take that lead to a certain career path. I was happy to see the arts listed. Later I inquired what is included in the arts? He clarified, there are no fine art classes offered only the humanities. There are some fine art classes offered in schools of art, which are private, or trade schools, where students can learn a craft or trade. But arts in public education other than elementary school, is rare. This was such a stark contrast from a trip I had taken about five years ago to India with other art educators from NAEA, National Art Education Association, in which the arts were embedded culturally and throughout all years of public school as well. In reference again to the article, could it be that Morocco’s rich traditions in the arts could be in danger of slipping away? Or does this lack of general art classes make art-making more precious? Does their society value and support its artists? My guiding question became how does Morocco support the arts? What are the opportunities available for young striving artists?
This was my starting point. I was curious, what would the Moroccan students say when I asked them about this? I asked my own students about this. How would you feel if you could never take art? My students responded very insightfully how much they appreciate having the outlet for creativity and expression, even if they did not plan on having a career in art. I wanted to know what the Moroccan students thought about this. Cross culturally though, we have the same issues in our own state. When there is lack of funding and job shortages as there are in Morocco, the arts are the first to go, a luxury item. There are many public schools here in our state of Alabama without any arts programs at their school, especially in rural areas. When funds are very tight, you must meet the basics. I realized how much progress has been made with advocacy for the arts programs in our schools throughout the country where many students do have the choice of taking fine art electives in middle and high school years, yet the battle is there still for having these programs and keeping them in place. Within our own school system, there are schools without art teachers, and units lost.
When I arrived in Morocco with the TGC cohort and we visited several schools in Rabat and then a week long immersion at Saada High School in Agadir, I had the opportunity to ask the students about their art and what they felt about it. Students would show me their work and at some points I was literally mobbed by students with so many questions about art, how do I pursue it, what can I do, and wanting to give some of their artwork as gifts to remember them. They wanted to to take selfies and keep in touch, exchange, communicate, they were so eager and hopeful. They were very passionate about their art. You can see images of these moments in my travel blog.
At Saada High School in Agadir, we worked with our host teacher Karim Benlaayouni. He was very well respected by students and peers alike, and teaches english classes there. I was impressed by their school with colorful murals all over the school, and by the color of the school itself a pinkish red, a clay color the same as the color of their soil. The classrooms open up to a courtyard so there is a chance to get fresh air. The students tend the gardens. In the teacher’s workroom Karim told us another english teacher commissioned some work by students so the room was filled with colorful paintings and it seemed like a nice place to relax for a tea break and chat for a few minutes, which they do during the day for teachers and students. Just a few minutes of break during class change. Also their schedule is different, arriving at school around 8 and then leaving campus taking a long break at noon for lunch and prayers, then returning back to school and staying later, from 2 to 5 or 6. There are no school buses, students, walk, bike, carpool or take public transportation. Sometimes they go to school on Saturdays.
My co-teacher Vicky and I collaborated on a lesson plan between science and art that involved cleaning up the grounds of the school (discussing the environment, pollution effects), and creating art from recycled materials for the art part. Students worked in groups. One group came up with a design for a motorcycle, taking tires, cardboard, pipes and whatever else they could find to design their motorcycle/bike. They spray painted it and voila! It was a masterpiece and they were so proud of it. This picture is what you see on the website and I love their proud smiles. We do a similar project in my class where each year we participate in an outdoor sculpture design contest typically using whatever we have available. I am always so impressed with the ideas the students come up with, how they problem solve, and how they work together. This collaborative aspect of PBL is key, otherwise, how else will students gain those valuable soft skills if always working individually? Our host teacher Karim mentioned the teachers try to integrate in more projects like this but typically they don’t like the chaos that can ensue, it can be difficult to manage. I think many of us art teachers can relate to this which can happen at times.
The education framework is based upon the french education system and its roots there, with the teacher being the main authority and excellence in Academics and scoring well on their National exams is the main focus. However, our host teacher Karim mentioned that you have to try new things now to reach the students, largely probably due to social media and shifting global culture, the old style is not as effective. His main allies are having very close caring, encouraging relationships with his students whom he treats as his own family, and not being afraid to try new things...such as hosting with the TGC program and having some project based learning activities that excite and engage the students. Other than the Moroccan Ministry of education reforming their current curriculum model to include the arts in public schools, I think their best hope is having some access to extracurricular activities involving the arts like an arts club, or arts integration approaches in the classroom if teachers are willing to try it. Otherwise, those who cannot afford private art schools or lessons are left to learn on their own. So, the debate continues. The opinions of my TGC colleagues varied, some felt that maybe the arts meant more to students since it was not part of their everyday experience to be taken for granted or for an easy A. However, the Moroccan students I talked to complained that there is no space in their schedules for the arts, especially in high school to fit in anything extra other than their academics. And if money is an issue for their families, it just won’t happen for them other than what they do in their own time for enjoyment. To again quote the author Mohammed Bella from the Morocco World News article "Art Winding Through the Maze of Moroccan Educational System:
"One should be proud that the arts have always been a rich part of the Arab world’s history and culture. Islamic art dating back to the seventh century is still celebrated today for its immense impact on architecture, painting, crafts, and literature. Morocco’s educational curriculum should include the arts, and Morocco should institute after school programs that include the arts".
In conclusion and going forward... I leave the debate and these questions open in the hope for change, and I am curious to see the results of continuing to develop relationships with the Moroccan students to stay in touch and communicate on these issues and what we can do to implement and strengthen our arts programs both locally and globally, because the arts are such a valuable learning tool cross culturally, and by and large all students are eager to stand up for and have equal access to. I stand for being a global arts advocate. Go Global Arts!
When TGC fellows met at the TGC symposium in Washington D.C. we met with a Moroccan english teacher who had participated in the ILEP program, International Leaders in Education Program, who spent a semester studying in the US. He prepared us with information about how the Moroccan Public schools worked, and that there are career pathways in high school so students choose early on which electives they will take that lead to a certain career path. I was happy to see the arts listed. Later I inquired what is included in the arts? He clarified, there are no fine art classes offered only the humanities. There are some fine art classes offered in schools of art, which are private, or trade schools, where students can learn a craft or trade. But arts in public education other than elementary school, is rare. This was such a stark contrast from a trip I had taken about five years ago to India with other art educators from NAEA, National Art Education Association, in which the arts were embedded culturally and throughout all years of public school as well. In reference again to the article, could it be that Morocco’s rich traditions in the arts could be in danger of slipping away? Or does this lack of general art classes make art-making more precious? Does their society value and support its artists? My guiding question became how does Morocco support the arts? What are the opportunities available for young striving artists?
This was my starting point. I was curious, what would the Moroccan students say when I asked them about this? I asked my own students about this. How would you feel if you could never take art? My students responded very insightfully how much they appreciate having the outlet for creativity and expression, even if they did not plan on having a career in art. I wanted to know what the Moroccan students thought about this. Cross culturally though, we have the same issues in our own state. When there is lack of funding and job shortages as there are in Morocco, the arts are the first to go, a luxury item. There are many public schools here in our state of Alabama without any arts programs at their school, especially in rural areas. When funds are very tight, you must meet the basics. I realized how much progress has been made with advocacy for the arts programs in our schools throughout the country where many students do have the choice of taking fine art electives in middle and high school years, yet the battle is there still for having these programs and keeping them in place. Within our own school system, there are schools without art teachers, and units lost.
When I arrived in Morocco with the TGC cohort and we visited several schools in Rabat and then a week long immersion at Saada High School in Agadir, I had the opportunity to ask the students about their art and what they felt about it. Students would show me their work and at some points I was literally mobbed by students with so many questions about art, how do I pursue it, what can I do, and wanting to give some of their artwork as gifts to remember them. They wanted to to take selfies and keep in touch, exchange, communicate, they were so eager and hopeful. They were very passionate about their art. You can see images of these moments in my travel blog.
At Saada High School in Agadir, we worked with our host teacher Karim Benlaayouni. He was very well respected by students and peers alike, and teaches english classes there. I was impressed by their school with colorful murals all over the school, and by the color of the school itself a pinkish red, a clay color the same as the color of their soil. The classrooms open up to a courtyard so there is a chance to get fresh air. The students tend the gardens. In the teacher’s workroom Karim told us another english teacher commissioned some work by students so the room was filled with colorful paintings and it seemed like a nice place to relax for a tea break and chat for a few minutes, which they do during the day for teachers and students. Just a few minutes of break during class change. Also their schedule is different, arriving at school around 8 and then leaving campus taking a long break at noon for lunch and prayers, then returning back to school and staying later, from 2 to 5 or 6. There are no school buses, students, walk, bike, carpool or take public transportation. Sometimes they go to school on Saturdays.
My co-teacher Vicky and I collaborated on a lesson plan between science and art that involved cleaning up the grounds of the school (discussing the environment, pollution effects), and creating art from recycled materials for the art part. Students worked in groups. One group came up with a design for a motorcycle, taking tires, cardboard, pipes and whatever else they could find to design their motorcycle/bike. They spray painted it and voila! It was a masterpiece and they were so proud of it. This picture is what you see on the website and I love their proud smiles. We do a similar project in my class where each year we participate in an outdoor sculpture design contest typically using whatever we have available. I am always so impressed with the ideas the students come up with, how they problem solve, and how they work together. This collaborative aspect of PBL is key, otherwise, how else will students gain those valuable soft skills if always working individually? Our host teacher Karim mentioned the teachers try to integrate in more projects like this but typically they don’t like the chaos that can ensue, it can be difficult to manage. I think many of us art teachers can relate to this which can happen at times.
The education framework is based upon the french education system and its roots there, with the teacher being the main authority and excellence in Academics and scoring well on their National exams is the main focus. However, our host teacher Karim mentioned that you have to try new things now to reach the students, largely probably due to social media and shifting global culture, the old style is not as effective. His main allies are having very close caring, encouraging relationships with his students whom he treats as his own family, and not being afraid to try new things...such as hosting with the TGC program and having some project based learning activities that excite and engage the students. Other than the Moroccan Ministry of education reforming their current curriculum model to include the arts in public schools, I think their best hope is having some access to extracurricular activities involving the arts like an arts club, or arts integration approaches in the classroom if teachers are willing to try it. Otherwise, those who cannot afford private art schools or lessons are left to learn on their own. So, the debate continues. The opinions of my TGC colleagues varied, some felt that maybe the arts meant more to students since it was not part of their everyday experience to be taken for granted or for an easy A. However, the Moroccan students I talked to complained that there is no space in their schedules for the arts, especially in high school to fit in anything extra other than their academics. And if money is an issue for their families, it just won’t happen for them other than what they do in their own time for enjoyment. To again quote the author Mohammed Bella from the Morocco World News article "Art Winding Through the Maze of Moroccan Educational System:
"One should be proud that the arts have always been a rich part of the Arab world’s history and culture. Islamic art dating back to the seventh century is still celebrated today for its immense impact on architecture, painting, crafts, and literature. Morocco’s educational curriculum should include the arts, and Morocco should institute after school programs that include the arts".
In conclusion and going forward... I leave the debate and these questions open in the hope for change, and I am curious to see the results of continuing to develop relationships with the Moroccan students to stay in touch and communicate on these issues and what we can do to implement and strengthen our arts programs both locally and globally, because the arts are such a valuable learning tool cross culturally, and by and large all students are eager to stand up for and have equal access to. I stand for being a global arts advocate. Go Global Arts!
Disclaimer: This is not an official U.S. Department of State site. The views and information presented are the grantee’s own and do not represent the Teachers for Global Classrooms Program, IREX, or the U.S. Department of State.