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Landscape Of Commitment: Phases of Positive Resistance

Creative Arts Students learn about these phases of commitment when enrolling. Learning appropriate ways to enter into and terminate commitments is an important aspect of an Arts EducationWhen children come to Creative Art Classes they rush through the doors bright eyed, bushy tailed and rearing to go. They want to be artists, dancers, singers and the like. Many see it as a life’s goal. Initially the excitement and the novelty is enough to sustain them. Students learn new techniques which are intriguing and exciting themes become established. Some students have a realistic idea of what is expected and others just think it will all be ‘fun.’As the expectations of the subject become clearer the novelty can wear off. For students to assimilate and consolidate techniques they may need to repeat them again and again. Themes may become less exciting as the students realise the extent to which they may need to research the topic. Perhaps other exciting activities such as sport and recreation call.

Is It Worth It?

For some the “honey moon” phase may end and the hard work doesn’t seem worth the effort after all!

  • Finishing work, (realising)
  • persisting with difficult techniques,
  • following through with themes until they are resolved,
  • looking after own work and materials
  • staying organised,
  • submitting projects on timeare attributes of the Creative Arts Classrooms.Fronting UpStudents will always be reappraising their level of motive and commitment. “Fronting Up” week after week and taking personal responsibility can seem onerous for some and students may start to drop out at this stage. Maybe the student is just not ready for this personal commitment. Affirmation, support and understating make this learning opportunity fruitful.At this stage it is wise for students to
  • examine their own motives
  • look at other options realistically
  • see out their commitment
  • make appropriate negotiations to terminate

Teacher Facilitation

  • The teacher can facilitate this change process by
  • talking honestly with parent and student
  • help the student look realistically at their reasons and motives
  • inform the student about other options
  • welcome them to return when they have the time and the inclination to recommit to the programme.

How Can Parents Help?

  • Parents can ensure a positive transition when they
  • make sure their children are terminating their commitment for the right reasons
  • work with the student so that they have an understanding about the nature of commitments
  • help the students think about priorities and work on their goals and time management skills.