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Arts Education Learning Project Day

Arts Education Learning Project Day. November 27, 2012. The Earth without art is just eh. One thing I want out of today is. Take a sticky note and write down one thing you want to take away from today. Be specific. Stick your response on the whiteboard. agenda.

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Arts Education Learning Project Day

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  1. Arts EducationLearning Project Day November 27, 2012

  2. The Earth without art is just eh...

  3. One thing I want out of today is... • Take a sticky note and write down one thing you want to take away from today. Be specific. • Stick your response on the whiteboard.

  4. agenda • Welcome, Pre-Assessment and Generating Questions • Arts Ed Breakdown • Music and Sharing • Unit Think Aloud and Application • FNMI • Immersing ourselves...in dance • Apply and Share • Final Thoughts • Parking Lot • Reflection

  5. Pre-assessing our comfort Using the coloured cards, indicate your comfort with each strand: Drama, Dance, Music, Visual Art

  6. Generating questions • Pair up with someone and look through your curricular documents. • What questions do you have about: the strand, content knowledge, process, assessment, management, instruction, etc.? • Generate a list of questions on sticky notes and post at the front.

  7. Cultural/ Historical • Students will investigate the content and aesthetics of the arts within cultural, historical, and contemporary contexts and understand the connection between the arts and the human experience.

  8. Critical/ resonsive • Students will respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, creativity, and collaborative inquiry.

  9. Creative/ productive • Students will inquire, create, and communicate through dance, drama, music, and visual art.

  10. Dance in Phys Ed and Arts Ed The purpose of dance in arts education is to engage students in: • • exploring and expressing ideas and communicating with an audience • • learning about dance within its cultural and historical contexts • • responding thoughtfully and critically when viewing dance performances. The purpose of dance in physical education is to engage students in: • • exploring rhythmic activities as well as cultural, social*, and contemporary dance as a means to positively influence both health-related and skill-related fitness • • making critical and creative decisions about how to skillfully move the body • • implementing and reflecting on positive relationship skills. Arts Education Physical Education

  11. Focus by grade level

  12. Arts Education is one of the most effective vehicles for empowering students to reflect on, act on, and give voice to their own opinions, beliefs, and ideas through the creation and presentation of their own arts expressions.

  13. In other words...students need to create art with a purpose

  14. Looking at the creative/ productive outcomes • Examine the CP rubrics at your grade level: • How many of them require students to reflect on their work as part of the assessment? (Grade five example)

  15. We are afraid to “judge” student art work. We are also afraid that some students “have it” and some do not. • Our role is to invite students to create art and then invite them to reflect on their own creations, on processes, successes and challenges. Students need to be able to justify their choices...not simply please us with their beautiful art.

  16. The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they much reach into their poetic capacities to find words that will do the job.

  17. So... Students need to: • Explore arts expressions of others • Create their own arts expressions • Reflect on their own and others’ art expressions In every strand...

  18. But... • Every indicator may not be applicable to every strand. Look to the rubrics to capture the outcome.

  19. It is not so important to have all the answers as to be hungry for them. Carol Ann Tomlinson

  20. The arts ed. curriculum includes... • Partnerships among teachers, artists and the community • Opportunities for public performance, exhibition and/ or presentation • Provision for critical reflection, problem solving and risk taking • Emphasis on collaboration • Understanding, skills and abilities within meaningful contexts • Investigation and solutions to artistic challenges • Flexibility and choice • Opportunities for students to build confidence and explore their own inner selves

  21. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

  22. Music • My confidence teaching music is low because... • Or... • My confidence in teaching music is high because...

  23. sharing • Group yourselves by grade level. • Share ideas you have for helping students to work through each strand. Make sure everyone gets a chance to share.

  24. Just some ideas... • We have experts in this room. What can we learn from them? • Apps and other technological supports ex. Sting Trio, Piano app • Websites (See CC – Incredibox example for composition, Pinterest) • Guest speakers/ partnerships • STOMP – lets try a quick example • Authentic purposes – music • Instruments and centers (EMP example) • To be continued...

  25. Visual Art unitThink aloud

  26. How i began... • Process • Using the unpacked outcomes and rubrics • Essential questions

  27. Your turn... • Take some time to consider a visual art “project” you plan on doing with students that you’d like to refine and expand on. • Review your rubrics • Consider: • How can we embed reflection? • How can I tie it to existing arts expressions? • Which essential questions will be explored?

  28. The arts teach children that problems can have more than one solution and that questions can have more than one answer.

  29. Think aloud continued... • Essential Questions • Learning Strategies • Differentiated Instruction • Cross-curricular connections • Formative and summative assessment • http://curriculum.nesd.ca/curriculum/grade-5/arts-education/supporiting-documents

  30. The best art lessons come from setting up prompts that present artistic problems and inviting students to solve the problems.

  31. Continuing to build • How can you layer in Learning Strategies? • How can you plan for DI? • How can you assess formatively and allow for feedback and practice? • How will you assess summatively (direct connection to rubric)?

  32. The arts teach children that in complex forms of problem-solving, purposes are seldom fixed, but change with the circumstance and opportunity. Learning in the arts requires the ability and willingness to surrender to the unanticipated possibilities of the work as it unfolds.

  33. FNMI connections Sharon Laflamme

  34. The arts celebrate multiple perspectives. A big idea of the arts is that there are multiple ways to see and interpret the world.

  35. The arts teach that small differences can have large effects. The arts traffic in subtleties.

  36. The letter dance! Integrating the creative/ productive, cultural/ historical, critical/ responsive

  37. The arts teach students to think through and within a material. All art forms employ some means through which images become real.

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