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In 609: Inquiry in the Arts

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  1. In 609: Inquiry in the Arts Course Overview 2002 Virginia R. Francisco, Ph.D. Sally Rule-Gwinn, M.A.T. Kathryn Ward, M.Ed.

  2. Course Goals • Enjoyment • Understanding • Valuing Arts • Inquiry • Teaching and Learning • Planning Lessons and Units

  3. Assumptions about the Course • Honor Code • The Creed

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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.

  9. 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

  10. 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*

  11. 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.

  12. 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.

  13. Options • Revise assignments. • See Extra Credit on the Web Site. • Choose assignments you can use! • Ask for help in adapting assignments to your classroom.

  14. 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.

  15. Limits of SOL’s • Arts are not about right answers!

  16. Assessment • 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.

  17. Grading Criteria • See Syllabus for general criteria for all assignments and specific criteria for each assignment. • See Preparing Assignments for helpful standards.

  18. 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

  19. Resources • 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

  20. More Resources • Teaching Resources in Deming 05 • CD-Rom galleries • The Web Course site Links Search engines

  21. 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!

  22. The Course on the Web • access directly at http://academic.mbc.edu/vfrancisco/IN609Home/default.html • or through MBC home page at http://mbc.edu • click academic programs • click Faculty and Discipline Web Sites • click Virginia Francisco • click Courses I Teach • click IN 609

  23. 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

  24. Learning Links • National Standards, Research Compendium • SOL’s • Hotlinks to the Web • Assignment Information: units, lessons, final presentations • Sample work for some assignments

  25. Syllabus, Schedule, Deadlines • academic.mbc.edu/vfrancisco/IN609Home/Syllabus2002.htm • http://academic.mbc.edu/vfrancisco/IN609Home/Deadlines2002.html • http://academic.mbc.edu/vfrancisco/IN609Home/Schedule_Summer_2002.htm