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Visual and Performing Arts in Collaboration: Perception. 6th-12th Grade By Candace Printz and Troy Herbort. Agenda. Objectives Opening Activity: Living Sculpture Understanding 3R-DI (Design) Observing & Assessing LUNCH V. Application in Perception. Enduring Understanding.

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Visual and performing arts in collaboration perception

Visual and Performing Arts in Collaboration: Perception

6th-12th Grade

By

Candace Printz and Troy Herbort


Agenda
Agenda

  • Objectives

  • Opening Activity: Living Sculpture

  • Understanding 3R-DI (Design)

  • Observing & Assessing

    LUNCH

    V. Application in Perception


Enduring understanding
Enduring Understanding

Using differentiated instruction, we can increase rigor, relevance and relationships in our fine arts instruction.


Day one objective perception
Day One Objective: Perception

  • Today we will wrestle with how we teach perception in the fine arts classroom.


Norms
Norms

  • All participants must be present the full day in order to receive credit for the workshop.

  • Employ proper cell phone etiquette.

  • Stay focused

  • Participate!

  • No electronic games, especially Angry Birds.

  • Please be on time. Participants who are more than 15 minutes late will be asked to attend a later session.

  • There will be no early egress.


To get credit
To Get Credit

  • Make sure you sign in

  • Make sure you do the online evaluation!!!!!

  • Check your school email!!!!!!!!! VERY IMPORTANT


Ii opening activity
II Opening Activity

  • Living Sculpture (Tableaux)


Reflection
Reflection

What did this activity look like?

What did it feel like?

How is this related to differentiation?

Why is it important?



The three r s
The Three R’s

  • Rigor

  • Relevance

  • Relationships

  • What are The Three R’s and how are they used in your instruction? Discuss!


Rigor
Rigor

  • Noun

  • 1 the quality of being extremely thorough, exhaustive, or accurate : his analysis is lacking in rigor.severity or strictness : the full rigor of the law.(rigors) demanding, difficult, or extreme conditions : the rigors of a harsh winter.

  • 2 Medicineshort for rigor mortis

  • 3 Education: Depth rather than breadth.


Rigor1
Rigor

  • What is it?

  • What does it look like?


Rigor in design
Rigor in Design

  • The 3 Little Pigs . . . An adventure in rigorous design ! Not a whole lot of huff and puff!


Relevance
Relevance

  • Noun

  • closely connected or appropriate to the matter at hand

  • The personal “why” of learning


Exploring relevant theatre
Exploring Relevant Theatre

  • How do we make students understand the relevance of art in our society?

  • Agusto Boal Theatre of the Oppressed.

  • “What Would You Do?”


Relevance1
Relevance

  • What is it?

  • What does it look like?


Relationships
Relationships

  • the way in which two or more people or organizations regard and behave toward each other : the landlord/tenant relationship. She was proud of her good relationship with the household staff.

  • Not content relationship, but student teacher relationship.


Relationship
Relationship

  • What is it? Positive Relationships with students and staff.

  • What does it look like?


Iv observing assessing
IV Observing & Assessing

  • Performances & Design

  • Simple Rubric (Discuss)


Design
Design

  • In groups of 5 to 7

  • Based upon a current event create a short play, set and costumes for a performance by your group.

  • The scenery and costumes MUST be created from found objects.


Project
Project

  • Research, Brainstorm and Scenario Creation. (15 minutes)

  • Design and Construct (40 minutes)

  • Present and Defend Design Choices

  • Fill out rubric



Iv b depth of knowledge rubric
IV B. Depth of Knowledge & Rubric

  • How did the previous activity explore the world of 3R DOK?

  • What level did your performance land in?


V teaching learning perception
V. Teaching & Learning (Perception)

  • CEDFA Powerpoint

  • Theatre of Empowerment

  • Art


VAD

  • Share your VAD ( wink, wink, nudge, nudge) with someone from another discipline in the room.

  • Circle similarities in your pamphlet.





Execution by Yue Minjun


Detroit Industry detail by Diego Rivera



Soup Cans by Andy Warhol



Ted talk
TED Talk

  • Ken Robinson says schools kill creativity.


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