Global Art Ed

Project Based Learning and Assessment in Uruguay

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When I was assigned to Uruguay as my host country, I felt pressure to not only learn as much as I could to bring back to my teaching practice, but to also share some of my experience as a seasoned art teacher. I wasn’t sure what to expect and was open to anything.  I chose project-based learning and rubric making/assessment as something to look for and share as I visited schools and communities of learning.

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According to the Buck Institute PBLworks, project-based learning is a learning technique in which students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

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As I understand it, project-based learning in Uruguay is part of a government implemented mandate called “The Transformation” currently taking place throughout the country. All schools and programs are expected to implement this approach. We visited several schools which were piloting project-based learning and also visited a CERP teacher training college. The school in which I saw project-based learning in action was Escuela Rural No. 88 “Alfredo Nobel”. The entire school of 100 students was pursuing a project-based learning model, with collaboration between grade levels, ppt presentations and posters, high engagement and even an outdoor butterfly garden. These students took and charted data and drew conclusions on that data, adapted a narrative to a digital space, and learned as a community. Rubrics and assessments were not included in the presentation, and as in every group project there were different roles for different students, each group having its own experience. This is the challenge of project-based learning, however through presentations the experience seemed circular and metacognitive. What struck me also in this visit was that the students were given the time to create their own work and that the work was age appropriate and process oriented. I wondered if students were achieving depth of knowledge in the actual subject matter as the experience was generated by them. This experience also made me question the importance of depth of knowledge vs. the creative process of gaining knowledge about any topic at hand, which is the essence of metacognition and what we strive for in education. Overall, project-based learning requires immense trust in the individual students capabilities and engagement and subsequently trust in teachers to assess their growth properly and in Escuela “Alfredo Nobel”, I saw this process successfully implemented.

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When we visited the CERP training college in Maldonado, I spoke to several teachers who were greatly concerned about assessing students using this model. I was able to speak about rubrics and checklists and we all admitted that some students would not be engaged in this process as deeply as we might wish. I had an opportunity to share my experience as a teacher and reminded the students and myself that there are also unengaged students in traditional education. Additionally, students are quite familiar with the rubric system. I shared that checklists can be more student friendly. Lastly, project-based learning is a system that you would apply to anything you want to learn, much like inquiry based learning and the creative process, which once developed, is transferrable.

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My reflection on my experience with this nimble, adaptive and progressive country would not be complete without considering that, due to their half day model and resources, the arts are not taught in the schools that I saw. There is art and creativity throughout project-based learning and there was no lack of decorations in schools, however there is no energy given towards a vertically aligned, coordinated acquisition of art skills, the creative process, and visual competence. By the end of the trip, I had experienced one small, self-contained existential crisis. Even in my own country with a full set of art standards, art teachers are very independent, and one class can look completely different than another, even in the same school.  There is nothing like a district curriculum, and often people don’t even know what we do. So, you can imagine going to an entire country that doesn’t know what I do for a living caused, at some point, a questioning. In the United States, art teachers help create the culture and identity of a school. In Uruguayan middle schools, there are three sessions per day with different students and teachers going to several schools a day. There are no clubs, after school practices, cheerleaders, teams, or shows, although these activities might take place off campus or privately. This caused great reflection on my part and challenged me to consider the structure of their system. I am still processing this experience and I strive for understanding, acceptance and ultimately, a celebration of our shared strengths.  

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I would love to collaborate with students through some kind of shared art experience. I know through cross curricular and global competence we can find a way to work together. Until we do, I will treasure my experience there and continue to admire the hard working teachers, administrators and students of Uruguay.