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Young Talent Royal Conservatoire 2005-2007
Young Talent Development
How do we give shape to the education in preparatory phases for the conservatoire / our junior departments? If we shape learning environments in the context of Lifelong Learning at the Conservatoire, the first question will be: what does this mean for the preparatory phase? Contexts for the research and training are the pre college situation, the co-operation of the conservatoire with private teachers (whether or not in a public music school environment), and the context of the secondary school (the RC has a secondary school in-home). Research is carried out into: mental and physical health; self exploration; aural skills; expression; collaborative practice; interdiciplinary approaches; working forms and other pedagogical issues. This project started in September 2005.
At the Prince Claus Conservatoire research into integrative working methods takes place as well as into approaches to team teaching. At the Royal Conservatoire the focus is on research into interdisciplinary approaches. In both schools pilot projects will take place.
Film
From October 2006 to January 2007, a group of pupils from the School for Young Talent in The Hague worked with their teachers on realising a cross-arts project. The pupils were from mixed disciplinary backgrounds, as were their teachers: music, dance and visual arts (fine arts and design). The challenge for both pupils and teachers was to work together effectively as a team, and to reach the deeper layers of meaning between the arts disciplines. The project took place over the course of seven working sessions and a more intensive week at the end, working towards a presentation during the school dance party. The process was followed and filmed by student assistant Jessica de Boer of the Interarts Faculty. Her footage shows the pupils’ and teachers’ efforts as well as struggles to make the project into a success. The final presentation during the dance party was a hit – earning the participants world fame within their school. A detailed description of the pilot project and the outcomes of the research is also available from this website. A short impression of the final presentation.
Final report
How does interdisciplinarity contribute to lifelong learning for young talented artists and what competencies are required in teachers to facilitate this optimally, working in a team with other teachers (team teaching)? This is the central question of the research conducted by Ninja Kors and Anthony Zielhorst in a pilot project at the School for Young Talent of the Royal Conservatoire in The Hague. On this page you will also find the Final report of the project.
Young Talent RC Final Report
Coaches Young Talent RC 2005
Final presentation Young Talent
The final presentation of the Young Talent project took place during the festivities surrounding the 50the anniversary of the School for Young Talent. There was a series of short presentations in the evening programme, that had been organised completely by the 4th class pupils themselves. For the duration of the project the pupils had been split up into two groups and each group worked on different projects. Group I (coaches: Koosje van Haeringen, Eric Hirdes and Keith Derrick Randolph) started the evening with an opening act. Group II (coaches: Daniël Salbert, Thom Stuart and Pauline Schep) performed a number of presentations, spread out over the evening. More
Reflection
Reflection is an important part of the Young Talent project in The Hague. Reflection by teachers about their role and the contents of team teaching in an interdisciplinary team, but also reflection by pupils about what it means to be a creative artist (fine arts, music or dance). Although they share a classroom for their lessons in Dutch, maths and geography on a daily basis, many pupils (16) worked together for the first time on an art project. All art subjects are taken separately and this sometimes made it quite difficult for them to make a connection between the project and their education. They wondered how this creative-reflective project would contribute to their development as a trombone player in an orchestra or as a ballet dancer. This thought process started late for the pupils, and really only began when the results of their creative efforts became more concrete.
Because the pupils already had a heavy workload at school and initiatives to make them express their opinions about the project on a weblog failed, reflection was stimulated during the lessons and monitored by the coaches. Soon after the project there was an evaluation with the aid of video footage. The coaches were guided more intensively in the process of thought development. They received a questionnaire every three weeks about their vision on the project, the cooperation with other teachers on the team and the interaction with the pupils. The questionnaires were completed and returned by all coaches and were later used to give insight into the shaping and development of their thought processes.
On 20 December 2006 there was a reflective session with Peter Renshaw. He led the discussion about the nature of interdisciplinary work and the implementation of this in the education of young talents, guided by a list of questions for discussion he made beforehand (see below). In February 2007 further evaluations took place with both pupils and teachers. The results of this were added to the final report.
Reflective session with Peter Renshaw
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