Event :: Arts, Creativity and Education Futures Summit

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Arts, Creativity and Education Futures Summit

Arts, Creativity and Education Futures Summit

Aug 22 2019 To Aug 23 2019

Arts, Creativity & Education Futures Summit

Friday 23rd August 2019

Montessori International College

The attendees recognise the Kabi Kabi people as the traditional owners of the land where we meet and on which the school has been built, and pay our respects to the Elders past and present.

Forum Purpose

  1. To create the future directions for the Arts Front MIC program for 2021 - 2024
  2. To reflect on actions and outcomes from 2019 and develop the Arts Front MIC program for 2020.


Kabi Kabi community: Brent Miller (Gubbi Gubbi Dance) Laurel Alexander (Murri Montessori). 

Montessori International College - staff: Nick Aggs, Nick Harrison, Nicole Veovodin-Cash, Sarah Thompson, Sean Nagy, Kelly Doulin, Andrew Maitland, Chiray Fitton (apology). 

Montessori International College - student reps: Hugo Wiffen, Charlie Shelley, Sam Beeby, Thea Horton. 

Arts Front: Sarah Moynihan, Norm Horton, Leah Barclay

University of the Sunshine Coast: Jason Field.

Agreed Future Directions

  1. The program (2019 – 2024) will now be called Custodians of Country

  1. The aims of the program are:
  • To build respect for Indigenous Knowledge about caring for the land/country
  • To inspire a curiosity and sense of responsibility among the school community for the land/country of the school and its surrounding areas and a respect for the environment, culture and people of this place
  • To develop a strong collaborative partnership between the stakeholders – Kabi Kabi community, MIC school community, Arts Front and USC contributing to the MIC vision of a Learning Village
  • To develop a strong sense of custodianship among the school community, and an understanding that everything is connected to the environment we live in and affects who we are as people
  • To integrate the principles and practices of custodianship of country into the existing school curriculum, embedding this program across all school activities, curriculum and structures 
  • To be future focussed, experimental and generating new curriculum
  • To acknowledge and respect the leadership and contribution of the arts and artists to building respect for Country and provide opportunities for artistic and creative expression for students
  • To be open to all students and gradually engage all teachers and the wider school community
  • To research and document the activities and outcomes and make available the learning to other schools, arts projects and universities and provide best practice examples nationally and internationally

  1. The elements of the program are:
  1. In the first instance the program will focus on the adolescent community and seek to engage all of these students in projects for at least part of each year, including the development of the core skills students need to participate in this program
  2. Development and communication of a conceptual framework for the program in clear language that will engage the interest and commitment of staff, students and other stakeholders
  3. Building the relationship between the program partners to support the integration of program principles and goals into the curriculum and across  school practices
  4. Focussing on Wednesdays – Creative Expression Day –  (and possibly Fridays), with development of options for student and staff participation
  5. Continuing current projects 
  6. Engaging with teachers and leaders of current Wednesday projects not currently identified with this program and seek alignment of goals and approaches 
  7. Exploring new projects to offer students and teachers 
  8. Management of progress and the collaborative partnership to ensure ongoing learning and problem solving
  9. Communication of program stages, activities, achievements, learnings with the internal and external communities - locally, nationally and internationally

  1. The principles of the program are:
  1. Respect for the Kabi Kabi people’s knowledge, culture and country
  2. Student outcomes are at the centre of all projects 
  3. Projects will have artistic, creative and cultural leadership and students will learn to creatively express themselves
  4. Caring for the land, protecting the environment and understanding the responsibilities of custodianship are essential elements of the program
  5. Projects will be collaborations between artists, teachers and students
  6. Integration in MIC program and delivering on curriculum, not adding extra work to students and teachers
  7. Engaging with real issues and experiences of MIC students
  8. Building knowledge and capacity that can be shared with others
  9. Providing the opportunity for project based learning and the development of project management skills
  10. Contributing to the MIV vision of the Learning Village 
  11. Strengthening the school community and connecting students to a wider community
  12. Ensuring adult guidance for all projects to support student leadership
  13. Supporting experimentation and allowing for failure and refocus
  14. Stakeholders will allow each other time to build relationships, develop collaborations and integrate with each other and into the school program 

Agreed Immediate Actions & Leadership

  1. Engagement of the adolescent community & development of core skills
  • Nick will call a meeting of adolescent students to:
  1. Reinforce the purpose of Creativity and Expression Day (not just relax) 
  2. Reintroduce this program and how they can participate
  3. Ask for their help in caring for the precious environment the school is in

  1. Development of a Conceptual Framework
  • Norm, Sarah, Laurel, Kellie, Nick, Nicole, Thea, Charlie, Hugo, Sam to develop a draft for consideration

  1. Integration and Embedding into the Curriculum
  • Jason, Leah, Norm and Sarah to present initial ideas about what should be embedded into the curriculum, for consideration by teachers (Sarah and Sean) and discussion with relevant community groups
  • Teachers involved in curriculum design will consider how to include this advice, and give back the draft curriculum to the partners for comment

  1. Focus on Wednesdays
  • Norm and Sarah to meet with Nick each Wednesday morning to provide direction and coordination, prepare project offerings for next year and engage other teachers

  1. Continue Current Projects
  • MADE Walking Billy Can, Eudlo Creek, Toy projects

  1. Engage with Wider Teachers Group
  • E.g. creation of paths and boardwalks, surfing, AR/VR, bike riding

  1. Explore New Projects
  • E.g. The Swale, Traditional garden, winter burning, creek monitoring, soundscapes, Blue Carbon project, Planetary Regeneration project, student/partner research, Murri Montessori, photography & video

  1. Establish a Partnership/Stakeholder Steering Group
  • Steering group to meet once each term for half a day to consider progress, future directions, resolve problems and identify achievements
  • Invite Parent Ambassadors to participate in the group (maybe 2 or 3)
  • Resolve way to choose 3 or 4 student participants at steering group meetings  

  1. Develop a Communication Plan
  • Arts Front web site
  • Parents newsletter
  • Create an explanatory video
  • Consider a presentation to the Board
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Arts, Creativity and Education Futures

A collaborative space for the Arts, Creativity and Education program at Montessori International College in 2019.

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A collaborative space for the Arts, Creativity and Education program at Montessori International College in 2019.