The ‘ARC’ of project-based Learning (PjBL)

Sustaining the curiosity of students “across the arc of a project” is feasible, assert Krauss and Boss (2013, ix), if “how inquiry works” is understood. The noun ‘arc’ originates from Latin arcus, meaning a bow or an arch. The noun is used with regard to a bow-shaped curve; an unbroken section or part of curved line, graph, geometric figure or circumference of a circle; part of a circular section of the apparent path or course of a celestial body; also used with regard to the luminous bridge or discharge that occurs when an electric current flows between two electrodes. In addition to the use of ‘arc’ in geometry, maths, astronomy and electricity; it is used for story-arcs and project-based learning (PjBL).

Veronica Sicoe, a science-fiction writer, differentiates three character ‘arc’ types and a variant of one, namely:

1. The Change Arc, the hero’s journey or evolution of the protagonist “from an unlikely fellow into a savior and hero”. The transformation is often radical.
2. The Growth Arc, involves the protagonist overcoming one or more flaws, past wounds, fears or weaknesses as result of outer conflict or motivation (Ackerman & Puglisi 2013a, 10-12; 2013b, 17-19). The end result is an improved version, an upgraded protagonist 2.0, a fuller, better person. Related, but often overlooked variant, is the Shift Arc, where the protagonist forms new perspectives, acquire new or additional skills, or assume a different role. The end result is not more or better, only different.
3. The Fall Arc, or tragedy, where a fatal flaw hinders the character’s growth or change resulting in decline of the protagonist into doom, insanity, immorality or even death.

Krauss and Boss (2013) urge that projects should be rigorous, demanding efforts that mirror accomplished adults from students. Based on Krauss and Boss (2013, 53-56) the following steps towards the design of the project-arc are recommended:

• Identify important and enduring concepts fundamental to field of practice
• Explore the significance and relevance of identified concepts/topics—why do they matter? What should students derive from them with regard to their employment readiness and careers?
• Find the real-life contexts to which the concepts and/or topics apply. Determine which theory and subject knowledge are necessary.
• In which ways would students engage critical thinking pertaining to the topics and contexts?
• Consider how the topics should be framed and draft the project sketch/es, including an overview, the scenario/s, required actions and outcomes.
• Formulate the project assignment. Ensure a clear title to anchor the project; an inspiring driving question and challenging outcomes to accomplish.
• Workshop the formulated project assignment with colleagues, practitioners and/or students to resolve misconceptions and finalise.

Ackerman, A. and Puglisi, B. 2013a. The negative trait thesaurus: a writer’s guide to character attributes. Jupiter, FL: JADD Publishing.

Ackerman, A. and Puglisi, B. 2013b. The positive trait thesaurus: a writer’s guide to character attributes. Jupiter, FL: JADD Publishing.

Krauss, J. and Boss, S.  2013. Thinking through project-based learning, guiding deeper inquiry. Thausand Oaks, Ca: Corwin (Sage).

Sicoe, V. 2013. The 3 Types of Character Arc – Change, Growth and Fall. A blog post created 29 April 2013, accessed 15 April 2014 at: http://www.veronicasicoe.com/blog/2013/04/the-3-types-of-character-arc-change-growth-and-fall/