1 / 103

Literacy in the Arts

Literacy in the Arts. Welcome – Day 1 Please sign in Take your name badge (color-coded by arts content area) Follow the instructions at your table to embellish a “ Signature ” name plate. Introductions. “ Signature ”

Download Presentation

Literacy in the Arts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. Literacy in the Arts Welcome – Day 1 Please sign in Take your name badge (color-coded by arts content area) Follow the instructions at your table to embellish a “Signature” name plate

  2. Introductions “Signature” • Using ‘non-arts’ symbols – embellish your name plate to reflect your personal style • Introduce yourself at your table and share the background information regarding your symbols • Establish an ‘SMP’ - Standing Meeting Partner – find another person at your table whose signature is somehow linked to yours – this will be your SMP for quick breakout conversations throughout the day 10 minutes

  3. Program Overview forLiteracy Integration in the Arts Trailer Objectives • Increase understanding of literacy (vocabulary & strategies) • Discover natural links between the Arts & Common Core State Standards • Review/revise lesson plans to ramp up literacy integration • Create collaborative network of support 5 minutes

  4. Literacy in the Arts - Features • Workshop design – based on teacher input • Strategically scheduled • 1 full day w/ Substitutes paid by RttT • (Thanks to Modified & YR Calendar folks who gave up their vacation) • 2 workdays (latter half) 10/28 & 2/17 • 2 after school 1/22 & 5/20 • Online support Arts Ed Wikispaces • Daily evaluations 2 minutes

  5. Google Survey Results • Current Level of Integration Participant feedback indicates: • Developing • Every day • Fair • Once a week • Not as much as previously • Need more confidence to increase integration • Low>Medium … Hoping after training medium>high consistently • Very low • Very high • Very comfortable • Something every day 2 minutes

  6. Google Survey Results • Barriers / Concerns Participant feedback indicates: • Time • for training • for implementation • for students to produce artistic work • for reflection • Integrity • of arts content • of literacy strategy implementation 2 minutes

  7. Benefits Google Survey Results Participant feedback indicates: Potential to reach all students – not just ‘artists’ Improve vocabulary, reading, writing, prepare for EoGs Make connections transfer artistic literacy to academic literacy Help struggling readers Challenge advanced students Deepen artistic understanding Art as an academic pursuit Assist in academic classes Literacy is in EVERY subject

  8. Alignment – Teacher Evaluation Instrument Standard I: Teachers demonstrate leadership • A. Teachers lead in their classrooms • B. Teachers demonstrate leadership in the school • C. Teachers lead the teaching profession Standard II: Teachers establish a respectful environment for a diverse population of students • C. Teachers treat students as individuals Standard III: Teachers know the content they teach • A. Teachers align their instruction with the Standard Course of Study • B. Teachers know the content appropriate to their teaching specialty • C. Teachers recognize the interconnectedness of content areas/disciplines • D. Teachers make instruction relevant to students Standard IV: Teachers facilitate learning for their students • B. Teachers plan instruction appropriate for their students • C. Teachers use a variety of instructional methods • E. Teachers help students develop critical-thinking and problem-solving skills Standard V: Teachers reflect on their practice • A. Teachers analyze student learning • B. Teacher link professional growth to their professional goals 2 minutes

  9. Alignment – Effective Teaching Framework • Instruction • Clarity • Motivation • Expectations / Class Climate / Relationships • Curriculum • Design • Learning Experiences • Assessment • Overarching Objectives Saphier, J., Haley-Speca, M.A. , & Gower, R., (2008). The Skillful Teacher. Research for Better Teaching, Inc. Acton, MA. 2 minutes

  10. HousekeepingRules of Engagement • Take personal breaks as needed • Stay on Task - Engage • Cell phones on Vibrate • Check email @ breaks • Take risks – Stretch yourself • Collaborate - Share your insights • … 2 minutes

  11. Addressing the challenges of Adolescent Literacy • Table Groups • Post-it brainstorm (individually) • what are the challenges? • Round robin share • Categorize – reading/writing/speaking/listening • Prioritize 25 minutes

  12. Sharing • Big ideas • Level of Table Agreement? • Surprises? • Priority chart? Scan this article about student engagement - http://thejournal.com/articles/2013/04/16/the-6-key-drivers-of-student-engagement.aspx?=THE21 20 minutes

  13. SMP SharingStanding Meeting Partner • Select 1 example from “I Can” column • Share with your SMP 10 minutes

  14. Checkpoint • Professional Learning Community • Adolescent Literacy Challenges • Current practice • Questions – Concerns ??? 10 minutes

  15. Networking Break – 10 minutes 20 minutes

  16. Common Core State Standards Activity 1.2.1 Access the Standards via: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf • Page 7 = Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language • Demonstrate Independence • Build Strong Content Knowledge • Respond to the varying demands of audience, task, purpose, discipline. • Comprehend as well as critique. • Value evidence • Use technology and digital media strategically and capably • Understand other perspectives and cultures. • At your table – number off and read the details of the corresponding bullet point – as you share the key elements from the text connect it to what it might look like in your classroom 30 minutes

  17. College & Career ReadinessAnchor Standards Activity 1.2.2 – Page 35 • As you consider the next section – remember to use a broad definition of “text” that includes the music score, the script, the choreography, (and any performance of these) and visual images • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity Individually • Identify the standards that you ‘already’ address with a COOL color highlighter • Identify the standards that you need to learn more about with a WARM color highlighter • Discuss your responses with your SMP 20 minutes

  18. Reading Components Activity 1.2.3 • http://www.scsk12.org/SCS/subject-areas/kweb/images/NationalReadingPanel_FAQ.pdf • Defining the terms of Reading - Review the National Reading Panel – Frequently Asked Questions • put a check mark (√) by the headings that you understand / already or could address in your class • put a question mark (?) by the headings that remain unclear • put an (x) by the headings with which you cannot make a connection • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension • Describe authentic text in the arts classroom. 20 minutes

  19. Lunch Break – 75 Minutes Glenwood Bada Bing Brueggers Hillsborough Char-Grill Snoopys Peace Mellow Mushroom Mo & Joe McDonalds Subway Boylan St Brew Pub

  20. Reading ‘Text’Activity 1.3 • Text or Not? http://office.com/MS910219027.wav http://officeimg.vo.msecnd.net/en-us/images/MH900431324.jpg 3 minutes

  21. Reading ‘Text’Activity 1.3 • Text or Not? http://richka.net/images/rh07/image002.jpg Rainbow Round My Shoulder 3 minutes

  22. Reading ‘Text’Activity 1.3 • Text or Not? PUCK - If we shadows have offended,Think but this, and all is mended,That you have but slumber'd hereWhile these visions did appear.And this weak and idle theme,No more yielding but a dream,Gentles, do not reprehend:if you pardon, we will mend:And, as I am an honest Puck,If we have unearned luckNow to 'scape the serpent's tongue,We will make amends ere long;Else the Puck a liar call;So, good night unto you all.Give me your hands, if we be friends,And Robin shall restore amends. Midsummer Scene Puck's Final Scene 3 minutes

  23. Reading ‘Text’Activity 1.3 • Text or Not? http://officeimg.vo.msecnd.net/en-us/images/MR900406652.jpg http://officeimg.vo.msecnd.net/en-us/images/MP900448698.jpg?Download=1 3 minutes

  24. Reading/Analysis/WritingActivity 1.3.1 • Compare/contrast these two works of art – Listen to the 2 music clips • Jelly Roll Morton the Chant & Stravinsky Rite of Spring Graphic • Explain the artists’ choices using textual evidence • Create an artistic response in your own art form • Varsity Rag Dance Pablo Picasso – Cubism http://www.pablopicasso.org/images/paintings/three-musicians.jpg Three Musicians Fernand Leger - Primal Naivism http://www.wikipaintings.org/en/fernand-leger/not_detected_196071 30 minutes

  25. Reflection • If you were going to teach this text tomorrow, how would you teach it? • How has this conversation informed/changed your approach to teaching text? • What additional support do you need to change the way you will teach text to align with the new Common Core expectations? • What can YOU do to ensure that these kinds of conversations happen about your content on a regular basis with colleagues in your school? 10 minutes

  26. Decoding Unfamiliar TextActivity 1.3.2 • In content groups (facilitated by content leader) • Generate a list of unfamiliar elements that you present to your students (e.g. vocabulary, concepts) (5 mins.) • Analyze the techniques you use to help students attack new material (5 mins.) • Create a graphic representation (chart, picture, etc.) that reflects the big ideas (5 mins.) • Post for a gallery walk (15 mins.) 25 minutes

  27. Writing ComponentsActivity 1.2.4 Review the Adolescent Literacy website • http://www.adlit.org/article/27336/ • Writing strategies • Summarization • Collaborative writing • Specific product goals • Word processing • Sentence combining • Prewriting • Inquiry activities • Process writing approach • Study of models • Writing for content learning • After you review the strategies – identify a lesson idea that incorporates any of the strategies listed. • Craft an “email” that you would send to your principal inviting him/her to visit your classroom to see evidence of writing – incorporate a brief explanation of the activity and articulate the arts objectives and the writing objectives (refer back to Common Core State Standards). • Round-robin share at your table. 20 minutes

  28. Networking Break – 10 minutes 20 minutes

  29. Common Core Speaking & ListeningActivity 1.3.3 • In content groups (facilitated by content leader) • Comprehension and Collaboration • CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Unpack these standards – what does it look like in your content area? • Consider the tools you already have in your classroom - (voice, descriptive words, music dynamics, phrases) and create a list of examples 25 minutes

  30. Common Core Speaking & ListeningActivity 1.3.4 • Presentation of Knowledge and Ideas • CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. • Unpack these standards – what does it look like in your content area? • Create a graphic organizer that students can use in your classroom to gather evidence in preparation for the articulation of effective presentations – use the theatre graphic organizer (character stickman) on the next slide as a model 25 minutes

  31. Theatre – Character Stickman Know/Think: What does the character know? Vision: How does the character see the world? How do others view the character? Say: What does the character say – tone of voice? Strengths: What are the strengths of the character? Feel: How does the character feel about him/herself? Actions: What does the character do … that makes a difference in the ;lot, that represents who he/she is … Weaknesses: What are the weaknesses of the character? Does the ‘Achilles Heel’ keep this character from growing – being successful? www.openclipart.org

  32. Reflection & Exit Ticket Make a journal entry that reflects any big ideas you learned today that you take back to the classroom + What worked well ∆ What needs an upgrade ? What questions remain … Additional comments Leave your name badge 15 minutes

  33. Preview Day 2 & Homework Discovering the natural links between CCSS & the Arts • Homework – Activity 1.4 • CCSS – Grade 6 – Reading Literacy Standards • Key Ideas & Details • Craft & Structure • Integration of Knowledge & Ideas • Range of Reading & Level of Text Complexity 15 minutes

  34. Teacher Talk Find a partner that is not in your same content area and share your insights/concerns about natural vs. forced connections between Common Core & the Arts (you may wish to refer to your highlighted homework) Regroup with your new SMP and discuss the same question – share what you learned from the other arts area 15 minutes

  35. HousekeepingRules of Engagement • Take personal breaks as needed • Stay on Task - Engage • Cell phones on Vibrate • Check email @ breaks • Take risks – Stretch yourself • Collaborate - Share your insights • … 2 minutes

  36. Literacy in the Arts Welcome – Day 2 Please sign in Review the strip that is attached to your packet think of an example in your classroom - be prepared to connect & share

  37. Literacy Strip Connections Find the partner that has the same Common Core Literacy Standard & share your classroom examples Hint – your partner will have a different color (Yellow & Blue) Pair > Pair Share 8 minutes

  38. Overview of Day 2 Activities 8 minutes

  39. Common Core through the Arts Lens Textual Evidence Activity 2.1 • The Original • http://www.youtube.com/watch?v=_7jj8McPlVY • The Contemporary • http://www.youtube.com/watch?v=O47sYsUBnp0 Close Reading Activity 25 minutes

  40. Common Core through the Arts Lens • Analyze the lesson plan for: • Clarity • Authenticity • Revised Bloom’s Taxonomy Verbs • Level of Rigor – Cognitive complexity alignment between instruction & evaluation • Strengths/Recommended changes 20 minutes

  41. Vocabulary Artistic Vocabulary & Real World Vocabulary • Dancers – Develop Kinesthetic Awareness and understand Central Initiation • Visual Art – Practice Art Criticism • Theatre – Build Aesthetic Achievement • Musicians respond to dynamic markings – Or understand Dissonance Google Doc Vocabulary List Revised Bloom’s Taxonomy Verbs 10 minutes

  42. Arts Curriculum Analysis In content groups (facilitated by content leader) • Complete the Curriculum Connections grid for your content area • 15 >30 >40 • Post on google doc before break 40 minutes

  43. Checkpoint • Close Reading Activity • Lesson Plan Analysis • Clarity • Authenticity • Revised Bloom’s Taxonomy • Rigor • Current practice • Questions – Concerns ??? 5 minutes

  44. Networking Break – 10 minutes 20 minutes

  45. Integrated Lesson Planning In content groups (facilitated by content leader) • Craft an integrated lesson you will teach in the next 2 weeks • Options > individuals or pairs • Safety net – if everyone but you wants to work individually – your content leader will be your partner • Remember to use all your resources • RBT verbs • Curriculum Connections Grid/CCSS 90 minutes

  46. Sharing and Critique • In content groups (facilitated by content leader) • Share your lessons • Use the Observation Checklist as a guide 40 minutes

  47. Reflection & Exit Ticket Make a to-do list that reflects any big ideas you learned today that you take back to the classroom Include your name – I’ll email it to you this week as a check-in reminder + What worked well ∆ What needs an upgrade ? What questions remain >< What will help you stay connected … Additional comments 15 minutes

  48. Preview Day 3 & Homework Formal & Informal Writing opportunities in the Arts • CCSS – Writing Standards • Text Types & Purposes • Production & Distribution of Writing • Research to Build & Present Knowledge • Range of Writing • Literacy Strategies • Text Analysis • Comparisons with Evidence • Develop Vocabulary • Produce & Create 15 minutes

  49. Literacy in the Arts Welcome – Day 3 Please sign in Preview the day Writing & Literacy Strategies

  50. Common Core Van Gogh Music? 5 minutes

More Related