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Creating ‘Thriving Minds’ Through Arts Education Thursday, October 25.

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Presentation on theme: "Creating ‘Thriving Minds’ Through Arts Education Thursday, October 25."— Presentation transcript:

1 Creating ‘Thriving Minds’ Through Arts Education Thursday, October 25

2 Establishing Quality Measures

3 The Power of the Creative Process Giselle “Gigi” Antoni, President/CEO, Big Thought, TX Hollis Headrick, National Arts Consultant, Arts and Cultural Strategies, NY Elaine Thomas, Board Member, Texas Music Educators Conference, TX Craig Welle, Member, College Board Arts Academic Advisory Committee, TX

4 The Power of the Creative Process

5 Proving the Power of Creativity Photo Courtesy of Americans for the Arts

6 “If I was a ners, I would be feeling happy because I get to hwod the babby. And I like this chid.” First Grader’s Classroom Writing Before One-hour Museum Visit

7 First Grader’s Classroom Writing After One-hour Museum Visit with guided docent tour “Being playful makees me feel like going to the park. You can see the way I look. Being happy makees me feel like I am made up of all differn kind of colros on the inside.”

8 Big Thought Supported Mandated Curriculum The Value Add Proposition Research conducted in partnership with Dallas ISD Evaluation and Accountability, Researcher Dennie Palmer Wolf representing the Annenberg Institute for School Reform and the Harvard Graduate School of Education Project Zero. Also using the 6+1 © Trait Writing Model developed by Education Northwest.

9 Investment in Quality Behaviors Active Learning Behaviors Experiments in Learning Behaviors The Value Add Proposition Research conducted in partnership with Dallas ISD Evaluation and Accountability, Researcher Dennie Palmer Wolf representing the Annenberg Institute for School Reform and the Harvard Graduate School of Education Project Zero. Also using the 6+1 © Trait Writing Model developed by Education Northwest.

10 Step one: Engage

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12 Engage: What is Quality? Dallas ’ quality tool has elements from local partners: The Nine Principles of Learning (Dallas ISD) The Institute for Learning condensed theoretical statements summarizing decades of learning research into universal principles applicable to all disciplines. 21st Century Skills Framework (Business Community) Too which combines a discrete focus on 21st century student outcomes(a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems. National Fine Arts Standards (Cultural Community)

13 Engage: What Is Quality? Published Research: Education Institutions and Organizations:

14 Step Two: Define

15 Define: What Is Quality? Supports for Learning Climate that Supports Learning  Using clear rituals and routines matched to the discipline (e.g., warm- ups, focusing exercises, strategies, etc.)  Creating a climate of mutual respect between the instructor and the students Engagement and Investment in Learning  Sharing and responding to clear expectations  Providing students with clear entry points to demanding assignments  Motivating work to reach high standards  Inspiring: Hard work, Trying new things, Risk-taking Resources for Creativity and Innovations Classroom Dialogue and Sharing  Ensure that students’ contributions are an integral part of the class  Learn key vocabulary and concepts in order to better communicate through discipline  Share, critique, and discuss ideas, works and performances with the goal of improving and extending work Skills, Techniques and Knowledge of the Discipline  Modeling or demonstrating skills and techniques to build mastery and expressive power for making meaning  Actively exploring historical, contemporary and cross-cultural works to broaden or deepen student choice Creative Choices  Using their imaginations and expressing themselves and their unique interests and experiences  Making creative choices that are warranted and that inform the product or performance  Creating distinct and original works or generating new interpretations that develop or extend existing works Expectations, Assessment and Recognition  Teaching students to assess their own work and activity  Facilitating respectful response and reflection among students that opens up new approaches or ideas  Providing students with opportunities to revise or revisit work in light of evaluations

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17 Step Three: Assess

18 Assess: About the Panels The Quality Review Panels take place 2-3 times a year and in multiple settings across the district to provide a complete picture of quality. Who’s in the room? Community Artists Dallas ISD Fine Arts Teachers Dallas ISD & University Researchers National Experts

19 Assess: About the Panels

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21 Sharing Quality Among Colleagues

22 Step Four: Advance

23 *Research conducted in partnership with Dallas ISD Evaluation and Accountability and WolfBrown, using a rubric based on the Principles of Learning developed by the Institute for Learning, the National Standards for Arts Education, and the Framework for 21 st Century Learning, developed by the Partnership for 21 st Century Learning Skills. Percentage of High-Impact Learning* Occurring in Thriving Minds Thriving Minds Success

24 Advance: Training Evaluators In order to assess consistently, there must be a pool of able evaluators, some of which are currently untapped or under utilized: Parents Volunteers Retired instructors College students Apprentice teaching artists

25 Creating ‘Thriving Minds’ Through Arts Education Thursday, October 25


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