kara smith language arts wayne tousignant visual arts terry sefton music university of windsor n.
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Integrating through Animation

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  1. Kara Smith, Language Arts Wayne Tousignant, Visual Arts Terry Sefton, Music University of Windsor Integrating through Animation

  2. Multidisciplinary vs. Transdisciplinary (Drake, 1998) Importance of Embedded Curriculum (Innovation) Modelling vs. Lecturing The Animation Project

  3. The Creative Process (Ontario Arts Curriculum, 2009, p. 20) • Ideas Underlying the • Arts Curriculum: • Developing Creativity • Communicating • Understanding Culture • Making Connections

  4. Evolution of the Project through Visual Arts Methodology

  5. The “Stick Project” Exhibition

  6. Main Topic I just wanted to tell everyone a little bit about my stick. My stick was given to me from David Makkituq, an Inuit artist. You see, I used to live in Nanavut for about 2 1/2 years. The stick began as a hockey stick that David cut up and made into a kakivak. This fish spear sat in my house for a while. When this project started I could not find a stick that I thought would be neat or interesting to use. Then I came across the kakivak. So, now this kakivak has changed considerably already. It has been painted blue and has buttons glued to it. I am just wondering how else I could change it's present state. From: Lee Bird Section 4 on 09/29/07 at 12:12 PM Subject: The life history of my stick

  7. Evolution of the Project through Visual Arts Methodology

  8. Evolution of the Project through Visual Arts Methodology

  9. The Visual Arts Connection Connecting Points in Visual Arts

  10. Evolution of the Project through Language Arts • Daily Classes: • Animation Model • Reading Strategy Model • Negotiated TACK Assessment • Practice and Exploration of Reading Strategy • Peer, Group, or Mentor Feedback Creative Process: Reading

  11. The Project in Language Arts Evolution of the Project through Language Arts • Daily Classes: • Animation Model • Step in Writing Process - Model • Negotiated TACK/6 Traits Assessment • Practice and Exploration of Writing Step • Peer, Group, or Mentor Feedback Creative Process: Writing Generating Prewriting Ideas

  12. The Music Connection Connecting Points in Music

  13. 2009 Pilot with Music

  14. Teacher Candidates’ Reflections during Process “Can’t see how what we’re doing in Language is connected to Art or Music” “I just want some practical things I can actually use in my practicum, not all this other stuff” (Q) “This can be like a template for a lot of different topics” “I now realize how powerful song, music can be to tell the story – it’s everything!” “I want to learn how to make scenes and transitions go smoother [between slides]” “I want to get timing right” “to crop my pictures with more facial expressions” “I had an interview with TDSB and this had nothing to do with my questions” (Q) “I learned more about technology here than anything else I have done all year!” “I can’t believe how professional they look!”

  15. Players’ Reflections

  16. References Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: exploring the experience of creativity in cross-discipline visual arts projects. Invited paper for the Society for Teaching and Learning in Higher Education (STLHE), Canada. Tousignant, W., Salinitri, G., Stanley, D. & K. Smith. (2008). Negotiating shared understandings of our work through a collaborative curriculum: Exploring the experience of creativity in cross-discipline visual arts projects. Celt: Collected Essays on Learning and Teaching, Chapter 7, Vol.1: 40-46.