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Arts Integration: Teaching Artists and Others. Make It Last! Building Connections through ASSESSMENT. Arts Integration for Teaching Artists and Others Jan. 22, 2013 Dr. Mary Palmer Program Director. Special Guest: ARNOLD APRILL.
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Make It Last! Building Connections through ASSESSMENT Arts Integration for Teaching Artists and Others Jan. 22, 2013 Dr. Mary Palmer Program Director
Special Guest: ARNOLD APRILL Founder and Lead Consultant of the Chicago Arts Partnerships in Education (CAPE)
The Chicago Arts Partnerships in Education (CAPE) developed an on-line survey in the Fall of 2009 to gather information about current practices and trends in assessing arts teaching and learning in Chicago, identifying the following issues:
Disconnects between programming and assessment.Organizations are typically not assessing those areas of programming that they are actually interested in and skilled at.
Are you able to identify specific learning goals/outcomes and align your assessments?Please go to CHAT and share.
Limited access to assessment expertise and outside evaluators.
Assessment of student learning is primarily focused on opinion surveys and unstructured observations.
Limited representation of arts education programming at the board level.
Do you have “champions” for Arts Education? How did you inform and nurture them?Please go to CHAT and share.
Widespread interest in and limited capacity for measuring long term impacts of arts education programming.
Next, CAPE identified an Arts Assessment Road Map: 6 steps in the assessment practice of arts organizations that were effectively moving beyond “pretending perfection”, and were becoming “learning organizations”.
Step 1: Mission What is your organization’s educational mission? How does that relate to your overall organizational mission? What educational program goals grow out of those missions?
Step 2: Questions What do you want to learn about your work, and what kinds of assessments will answer your organizational questions?
Step 3: Program Structure How can your program be structured so that the collection of assessment data grows out of and contributes to on-going connections to learners and learning?
Step 4: Instruments How can you create assessment instruments that will capture the data that you need? How can you design your instruments to keep the data collection manageable?
Step 5: Results How can you analyze the assessment data to answer your assessment questions?
Step 6: Future How does your analysis of your assessment data guide your organizational planning? How can you best share your new evidence with various stakeholders?
What are you doing to share learning outcomes with stakeholders?Please go to CHAT and share.
Each Step is linked to a set of Tools and Guiding Essays, as well as PRACTICE BASED EXAMPLES of actual implementation from real organizations. Here is an example from the “Questions” page: Questions: Tools for identifying assessment questions: Brainstorming Assessment Questions Tool “The Chicago Guide for Teaching and Learning in the Arts Online” Guide for developing assessment questions (click to download PDF file): “Assessment Questions that Matter” Practice Based Examples of assessment questions: Adventure Stage Questions American Theater Company Questions Auditorium Theatre Questions Chicago Symphony Orchestra Questions Intuit Questions Global Girls Questions Lookingglass Questions Young Chicago Authors Questions
What assessments are you working for you?Please go to CHAT and share.
Here are couple selections from the Brainstorming Assessment Questions Tool: Blue Sky Brainstorm: It is five years from now.There is fiscal prosperity in the U.S. and peace internationally. Your organization’s programs were all fully funded, fully staffed, and are working perfectly. What does a visitor to your programs see? Do not be constrained in your thinking by current obstacles. In this brainstorming exercise, those obstacles no longer exist. Enduring Understandings Brainstorm: Imagine that your students have grown up, and are now your current age. They are looking back with fond remembrance on their experiences in your program. What enduring understandings, developed in your program, do you want them to have sustained all these years?
The website also has a Resources section which documents professional development workshops on assessment, as well as commissioned essays, Power-Points, a bibliography, and commissioned essays. Explore! • Check out: • On the Professional Development page: Video interviews of kindergartens on their learning in an arts integrated unit, and a pre and post video of a young dancer working on adding detail to her dance (her task is to dance how she prepares for school). • On the Guides and Think Pieces page, the Karen L. Erickson essay “Why Use a Rubric When a Checklist Will Do?” • On the External Resources page: A Power-Point by Linda Darling Hammond on different approaches to assessment in different parts of the world.
Your task is to work with your colleagues to identify your Questions about your practice. You can’t develop meaningful assessments if you haven’t thought about what you really want to assess. Here is an example from the Case Studies on the website of some of the Assessment Questions from an actual organization (Global Girls): • Are our program participants developing the vocabulary, work ethic, and the technical knowledge that will allow them to matriculate into other dance and theatre opportunities? • Do our program participants understand a range of theatre and dance genres, and can they critique and create within that range? • Do program participants know how to give and receive constructive criticism in theatre and in dance? • Do program participants understand how to analyze theatrical devices (stage movement, props, stage position, set design, lighting) used in professional performance? • Can program participants analyze and implement the difference between improvised performance and scripted performance? • Are our program participants able to analyze and implement principals of playwriting and choreography? • Are our program participants developing technical skills in theatre and dance? • What do participants learn in Global Girls that they carry into other aspects of their lives?
What kinds of Assessment Instruments will help you answer your Assessment Questions? The website provides Tools, Guides, and Examples: Tools for the creation of assessment instruments: Checklist Creation Tool Rubric Creation Tool Developing Surveys, Interviews, and Focus Groups Tool “The Chicago Guide for Teaching and Learning in the Arts Online” Guide on instruments: “What do we measure how?” Practice Based Examples of assessment instrument development and management: Rubrics: Free Write Rubrics Intuit Rubrics Surveys: Free Write Student Survey Chicago Architecture Foundation Student Pre/Post Survey Focus Group and Journal Protocols: Lookingglass Theatre Company Focus Group and Journal Protocols
The practice based examples from the case studies on this website are NOT being held up as exemplars of what YOUR organization ought to do. Rather, their work is intended to stimulate YOUR thinking about connecting your assessment process to your commitment to your core mission.
Over 50 case studies have been taken through CAPE’s method for assessment development, shifting from seeing assessment as solely about reporting to others to seeing assessment also as an opportunity to ask questions about what and how learners are learning, from using found instruments that have little or no connection to what organizations actually do or care about to developing new tools to grow their work. Click on image to link to case studies
Trends in Rubrics A consistent pattern emerging as a shift from developing rubrics that describe technical skills to rubrics that describe growing student self-direction ….
… more conceptual approaches to learning…. Montclair Academy Photography Criteria Craftsmanship: Does your work show an that you have command of the technical basics covered so far (e.g., focus, exposure, white balance, printing) Are your prints well composed and framed? How effectively did you use light and shadow? Inventiveness: Did you think broadly and/or in depth while originating, developing and executing your work? Did you find different ways to frame your elements or did you do the same thing over and over again? Concept: Does your work show that you have an understanding of the elements of light and shadow? Productivity: Was the work finished on time? Does the work meet the assignment requirements? Were you on task during class time? Did you make a strong effort? Did you make good use of your time outside of class and come to class prepared?
…movement from independent work to collaborative and dialogic work….
Critical Mass – SIUC University Museum Identify an artwork that you want to nominate for inclusion in the Critical Mass exhibition: What are your arguments for this work’s inclusion? What kinds of variations on this artwork are you proposing to produce?
Trend from Program Evaluation to Organizational Research on Learning: from rubrics, checklists, and forced response satisfaction surveys to open ended surveys and focus groups. Young Chicago Authors: open-ended survey data in answer to just two questions: 1) how many years have you been in program?, and 2) what matters to you in the program? provided vivid evidence that young authors who participate in the Louder Than a Bomb spoken word festival over multiple years move through the following developmental stages:
Results from Black Ensemble survey question: “How do you show respect for people you disagree with?”
Another trend we are seeing is the development of tools that assess the level of students’ sharing with their parents and community. Urbana Park District Summer Arts Camp Extensions: Guide to Creating a Home Museum of Your Child's Artwork Directions: Ask your child the following questions, and if they are interested, create a Home Museum with them of your child’s artwork. Consider ways to make it “a big deal” - such as designing and sending invitations together, organizing an opening reception, creating a photo catalogue, etcetera. A Home Museum is most effective if it includes “process documentation” - photos of and quotes from your child in the course of artwork creation. If you and your child create a Home Museum, please photograph the exhibit, write down quotes from visitors, and share this documentation with the Summer Arts Camp Community Program Coordinator for display at the Phillips Recreation Center. The Questions: Is there anything that you are doing in Summer Arts Camp that you would like to also be doing here at home, and what would you need to be able to do it? Would you like to show off your artwork in our home? Where and how would you like to show it? Would you like us to write down some of your ideas about your artwork - how you made it, what was hard to do, where you got your ideas, what you’d like to make next, and so on - so we can share your thinking with others? Would you like to go to a museum with us to see how they show artwork at a museum, and how they share ideas about artwork? Would you like to create a museum in our home of your artwork? Who would you like to invite into our home to see your museum?
Do you have some effective techniques for getting parents/caregivers involved?Please go to CHAT and share.
If you are interested in working with CAPE to develop a case study of your organization’s growing understanding of meaningful assessment of student learning in the arts, contact: Arnold Aprill Founder and Lead Consultant Chicago Arts Partnerships in Education (CAPE) aaprill@capeweb.org 312 870 6140 X 141 www.capeconsults.org You are also encouraged to post responses to Arnold’s blog: www.capeconsults.org/arnies-blog
THANK YOU, ARNIE!!! Arnold Aprill Founder and Lead Consultant of the Chicago Arts Partnerships in Education (CAPE)
Save the Dates… FAAE 2013 Arts Integration Symposia Series Central Florida - Orlando: Jan. 26 Gulf Coast - Sarasota: Feb. 9 North Florida – Ocala: Feb. 23 South Florida – West Palm Beach: March 16 REGISTER Today at www.faae.org Questions? Contact MPalmerAssoc@aol.com
Plan now for Summer! FAAE Leadership SUMMIT June 19-21, 2013 in Tampa Teaching Artists’ Showcase Friday, June 21: 8 am
Join us… Become an FAAE Member today: Details at http://www.faae.org/membership
Thank You for Joining Us! Make It Last! Building Connections with Schools and Communities through Assessment Presented by FAAE in collaboration with the Florida Division of Cultural Affairs and the Florida Department of Education. Dr. Mary Palmer, Program Director
