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Process and Content Indicators

Process and Content Indicators. Leslie Gates. The Big Picture. Big idea: Artists from various cultures throughout history have utilized text in the creation of images. Essential Question: How did ancient Japanese artists use text and image to increase meaning and/or enhance design?

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Process and Content Indicators

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  1. Process and Content Indicators Leslie Gates

  2. The Big Picture • Big idea: Artists from various cultures throughout history have utilized text in the creation of images. • Essential Question: How did ancient Japanese artists use text and image to increase meaning and/or enhance design? • Summative Task: Students will create an artwork that integrates text and image, utilizes Japanese traditions of suggestion and subtlety, and displays refined artistry both in creation and presentation of final work.

  3. Choosing Standards • What standards should we be using? • What is the best synonym for standard? • A. Benchmark • B. Goal • Where do I find the standards?

  4. Choosing Standards • Which standards are connected to the content in my big idea?

  5. Choosing Standards • Where do I put the standards in my unit template?

  6. Make a Table

  7. The Big Picture Big Idea Artists from various cultures throughout history have utilized text in the creation of images. Select Arts Standards 9.1.D “Use knowledge of cultural and historical styles to create works in the arts.”9.2.G “Relate works in the arts to geographic regions.” 9.3.B “Analyze and interpret specific characteristics of works in the arts.”

  8. The Big Picture One way you might check for richness: Do the standards that you’ve chosen come from different standard categories? 9.1 Production and Performance, 9.2 Historical and Cultural Contexts 9.3 Critical Response 9.4 Aesthetic Response

  9. Where to put ‘em

  10. Content and Process What are • The CONTENT the students will learn • The PROCESS through which the students will understand the content Indicators?

  11. The alignment (KNOW) (DO)

  12. The alignment

  13. The alignment

  14. The alignment

  15. The alignment

  16. The alignment

  17. Would the word DEFINE appear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  18. Would the word KNOW appear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  19. Would the word LISTappear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  20. Would the word PREDICT appear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  21. Would the word UNDERSTAND appear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  22. Would the word SHOW appear in a content or process indicator? • A. Content Indicator • B. Process Indicator

  23. Content Indicators:KNOW / UNDERSTANDProcess Indicators:list, classify, describe, define, create, retell, identify, model, read, observe, analyze, conclude, judge, rate, predict, score, revise, infer, determine, rank, probe, debate, predict, forecast, show, develop, imagine, generate, reorganize, write, improve, inspect, examine, solve, discover, deduce, use, translate, illustrate, calculate, sketch, make, relate, change…

  24. Bloom’s Taxonomy • Not all tasks are equal! • The tasks in your unit should be constructed in ways that are rich and engaging

  25. What you have done: • Determined your big idea and essential question(s), and summative task. • Identify critical pieces (content and process indicators) • Develop rubric / assessment • Develop accommodations and adaptations Homework: What you will do (next steps):

  26. Contact Info Leslie Gates 717-375-8036 lesliegatespaea@gmail.com Skype: lesliegates

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