Presentation is loading. Please wait.

Presentation is loading. Please wait.

COUNTIES ON THE MOVE FOR ARTS LEARNING Original Presentation: CCSESA Arts Initiative Colloquium May 14, 2013 Used with permission for SHIFT June 17, 2013.

Similar presentations


Presentation on theme: "COUNTIES ON THE MOVE FOR ARTS LEARNING Original Presentation: CCSESA Arts Initiative Colloquium May 14, 2013 Used with permission for SHIFT June 17, 2013."— Presentation transcript:

1 COUNTIES ON THE MOVE FOR ARTS LEARNING Original Presentation: CCSESA Arts Initiative Colloquium May 14, 2013 Used with permission for SHIFT June 17, 2013 Robert Bullwinkel, Region 7 VAPA Lead Stacy Young, Arts Education Resource Teacher

2 COMMON CORE IS COMING!

3

4 It’s all in how you look at it…

5 COMMON CORE STATE STANDARDS ARE BUILT ON THE FOUR C’S OF 21 ST CENTURY SKILLS.

6 ments/common-core-shifts.pdf

7 (Sept. 13, 2012) VISUAL ART AS TEXT Attributed to Banksy In an age when literacy dominates public discourse on education, we must begin to think more broadly about what students read. Sure—the new Common Core State Standards support the “reading” and scrutiny of other forms of high-quality text. Works of art can, indeed should, be “read” in a very similar way to a poem by Shakespeare or a speech by Winston Churchill. Lynne Munson, President and Executive Director of Common Core

8 VISUAL THINKING STRATEGIES (VTS) What's going on in this picture? What do you see that makes you say that? What more can we find?

9 The Thing We All Live With Norman Rockwell, 1964 Oil on canvas

10 Principles of Design Balance is the distribution of the visual weight of objects, colors, texture, and space. Emphasis is the part of the design that catches the viewer’s attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc. Movement is the path the viewer’s eye takes through the work of art, often to focal areas. Such movement can be directed along lines, edges, shape, and color within the work of art. Rhythm is created when one or more elements of design are used repeatedly to create a feeling of organized movement. Rhythm creates a mood like music or dancing. To keep rhythm exciting and active, variety is essential. The J. Paul Getty Museum © 2011 J. Paul Getty Trust

11 Information Processing Increasing in rigor Information Processing Increasing in rigor Cognitive Ramp Performance Task Essay, story, script Display, models, design Oral presentation Scoring Rubric Performance Task Essay, story, script Display, models, design Oral presentation Scoring Rubric Cognitive Demand Design Elements Item C Item B Item A Stimulus Text Graphs Photos, media Artistic Presentation Etc. Stimulus Text Graphs Photos, media Artistic Presentation Etc. Low Mid High Smarter Balanced Performance Task Specifications THE ARTS ARE PERFORMANCE-BASED ASSESSMENT

12 THE ARTS ARE CONTENT “There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts…it is the deep foundation in rich knowledge and vocabulary depth that allows you to access more complex text.” David Coleman, Common Core State Standards Author, President of the College Board

13 THE ARTS ARE NOW REQUIRED TO TEACH LITERACY IN GRADES 6-12.

14 PERFORMING ARTS AS TEXT

15 Tableau— A silent, motionless depiction of a scene created by actors, often from a picture. The Last Supper c.1546 Jacopo Bassano (1510–1592) Oil on canvas

16 TABLEAU CHECKLIST (Taken from Communication: Does the tableau tell a story? Are the poses and expressions bold and strong? Skills: Are the students frozen? Do the students use and maintain appropriate focal points? Compositional Qualities: Is the tableau balanced? Are there varying physical levels (high/medium/low)?

17 Excerpts, “Letter from a Birmingham Jail” We have waited for more than 340 years for our constitutional and God given rights. …..Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society;...when you are humiliated day in and day out by nagging signs reading "white" and "colored"; when your first name becomes "nigger," your middle name becomes "boy" (however old you are) and your last name becomes "John," and your wife and mother are never given the respected title "Mrs."; …when you are forever fighting a degenerating sense of "nobodiness"--then you will understand why we find it difficult to wait… One may well ask: "How can you advocate breaking some laws and obeying others?" The answer lies in the fact that there are two types of laws: just and unjust. I would be the first to advocate obeying just laws. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that "an unjust law is no law at all." Dr. Martin Luther King, Jr. April 16, 1963

18 PERFORMANCE TASK COLLABORATE WITH YOUR GROUP TO CREATE A TABLEAU THAT COMMUNICATES A THEME GENERATED FROM THE PAINTING AND TEXT SET YOU JUST READ. USE THE TABLEAU CHECKLIST TO THINK CRITICALLY ABOUT YOUR WORK. AS THE AUDIENCE OBSERVES THE TABLEAU, HAVE ONE PERSON STATE THE TITLE OF YOUR PIECE.

19 ARTIST STATEMENT In what ways does your tableau reflect a theme found in “The Thing We All Live With” and “Letter from a Birmingham Jail?” How did you use the elements of theatre and visual art to communicate that theme? Cite evidence from the text and from your own work to support your thinking.

20 COMMON CORE STATE STANDARDS FOR ELA/LITERACY Which Reading and Writing Anchor Standards were evident in this lesson?

21

22 CALIFORNIA VAPA STANDARDS 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. Development of Theatrical Skills 2.1Demonstrate skills in pantomime, tableau, and improvisation. Creation/Invention in Theatre 2.2 Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

23 REFLECTION “The arts have a central and essential role in achieving the finest aspects of the common core.” Knowledge Observation Evidence and Choices (David Coleman, blog.artusa.org/2012/09/17)

24 What’s one way that WE COULD integrate literacy and the arts through CCSS?


Download ppt "COUNTIES ON THE MOVE FOR ARTS LEARNING Original Presentation: CCSESA Arts Initiative Colloquium May 14, 2013 Used with permission for SHIFT June 17, 2013."

Similar presentations


Ads by Google