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In 609: Inquiry in the Arts. Course Overview 2002 Virginia R. Francisco, Ph.D. Sally Rule-Gwinn, M.A.T. Kathryn Ward, M.Ed. Course Goals. Enjoyment Understanding Valuing Arts Inquiry Teaching and Learning Planning Lessons and Units. Assumptions about the Course. Honor Code The Creed.

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In 609: Inquiry in the Arts

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In 609 inquiry in the arts

In 609: Inquiry in the Arts

Course Overview 2002

Virginia R. Francisco, Ph.D.

Sally Rule-Gwinn, M.A.T.

Kathryn Ward, M.Ed.

Course goals

Course Goals

  • Enjoyment

  • Understanding

  • Valuing Arts

  • Inquiry

  • Teaching and Learning

  • Planning Lessons and Units

Assumptions about the course

Assumptions about the Course

  • Honor Code

  • The Creed

Arts education a creed

Arts Education: A Creed

I believe that arts in education are

  • About students and their journey to learning,

  • not about teachers and their knowing.

  • Active, not passive.

  • About experiencing, not about being told.

  • About creating, not about manufacturing.

  • About process, not about product.

About what students perceive not about what teachers tell them to perceive

About what students perceive, not about what teachers tell them to perceive.

  • About how to look, not about what to see.

  • About a process of thinking, not about what to think.

  • About experiencing the risk of thinking without being told what to think.

  • About meaning constructed as the artist selects, arranges, and transforms materials.

About meanings embedded in and around the art work not merely on the surface

About meanings embedded in and around the art work, not merely on the surface.

  • About perceiving and describing complex, and perhaps even contradictory, meanings,

  • not about "right" answers.

  • And about the artist’s progress, not about product.

Assumptions about arts and inquiry

Assumptions about Arts and Inquiry

  • Arts are valuable across the curriculum.

  • Teachers are artists and learners.

  • Artists, aspiring artists, arts processes, art work, learners, graduate students, and teachers are worthy of respect . . .

  • and professionalism.

  • Artists respond to experience and environment.

Assumptions about process

Assumptions about Process

  • Arts are some students’ most effective way to learn.

  • Arts lessons and activities require planning.

  • Appropriate assessment of arts lessons and activities is essential.

Five approaches to teaching arts

Five Approaches to Teaching Arts

  • Arts making: experience as artist and teacher

  • Arts appreciation: experience as informed audience

  • Arts analysis and aesthetics: inquiring as critic

  • Art history: inquiring as scholar

  • Arts advocacy

Course requirements incorporate five approaches

Course Requirements Incorporate Five Approaches

  • Participate as artist and audience.

    Assignment 1*, 3*, 5*, 7*, 8*

  • Become an informed audience member, analyst, and scholar.Assignment 5*, 7*, 8*, 10*

  • Teach a lesson in each arts area. 2*, 3*, 9*

  • Know the case for the arts in education. Assignment 4*

  • Integrate analysis, scholarship, and appreciation.10*

  • Plan for the arts in your classroom; create a usable unit. 6* and 11*

Inquiry as arts advocate critic and scholar

Inquiry as Arts Advocate, Critic, and Scholar

  • Write clearly and correctly .

  • Articulate the case for arts education.

  • Analyze a plays and its performance.

  • Analyze a work of (visual) art.

  • Respond analytically to music in performance.

  • Integrate learning as audience, critic, scholar, teacher in final presentation.

Incorporate arts in your classroom

Incorporate Arts in Your Classroom

  • Study and teach arts works you can use!

  • Make a plan for the year that you can really implement.

  • Develop a unit keyed to your SOL’s.



  • Revise assignments.

  • See Extra Credit on the Web Site.

  • Choose assignments you can use!

  • Ask for help in adapting assignments to your classroom.

The role of the sol s

The Role of the SOL’s

  • This is the system that we have.

  • Involved in many assignments for this course.

  • Use arts to make lessons vivid, memorable.

  • Incorporate arts everywhere, everywhere.

Limits of sol s

Limits of SOL’s

  • Arts are not about right answers!



  • Assumed: clear, correct oral or written communication in APA style.

  • Assumed: academic honesty, documentation.

  • Assumed: written communications machine-processed, stapled, labeled.

  • Keep a copy of all work you submit!

  • See online Syllabus and rubrics for criteria for each assignment.

Grading criteria

Grading Criteria

  • See Syllabus for general criteria for all assignments and specific criteria for each assignment.

  • See Preparing Assignments for helpful standards.

Artistic errors to avoid

Artistic Errors to Avoid

  • leaving out parts of process or assignment

  • using inappropriate materials

  • purposelessness

  • lack of focus

  • inartistic presentation

  • using others’ resources or time inappropriately



  • Ourselves: Faculty, Teaching Partners, and Students

  • Textbook: MAT Office

  • Essential References

    • SOL’s

    • Schools, Communities, and the Arts: A Research Compendium

    • Dance, Music, Theatre, Visual Arts: What Every Young American Should Know

  • Library: evening hours this week

More resources

More Resources

  • Teaching Resources in Deming 05

  • CD-Rom galleries

  • The Web

    Course site


    Search engines

The teaching resources

The Teaching Resources

  • are mostly personal, not college, property

  • check out on yellow pad

  • return within two days and check in

  • no course grade until ALL checked in

  • and bring some to share!

The course on the web

The Course on the Web

  • access directly at

  • or through MBC home page at

  • click academic programs

  • click Faculty and Discipline Web Sites

  • click Virginia Francisco

  • click Courses I Teach

  • click IN 609

What s on the web page

What’s on the Web Page

  • Course Information = Syllabus

  • Course Schedules

  • Students and Faculty Information

  • Announcements You’re Responsible for Reading! Check daily!

  • Course Helps

  • Assignment Helps and Rubrics

Learning links

Learning Links

  • National Standards, Research Compendium

  • SOL’s

  • Hotlinks to the Web

  • Assignment Information: units, lessons, final presentations

  • Sample work for some assignments

Syllabus schedule deadlines

Syllabus, Schedule, Deadlines




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