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November 27, 2012. The Earth without art is just eh...

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Presentation on theme: "November 27, 2012. The Earth without art is just eh..."— Presentation transcript:

1 November 27, 2012

2 The Earth without art is just eh...

3  Take a sticky note and write down one thing you want to take away from today. Be specific.  Stick your response on the whiteboard.

4  Welcome, Pre-Assessment and Generating Questions  Arts Ed Breakdown  Music and Sharing  Unit Think Aloud and Application  FNMI  Immersing dance  Apply and Share  Final Thoughts  Parking Lot  Reflection


6 Using the coloured cards, indicate your comfort with each strand: Drama, Dance, Music, Visual Art

7  Pair up with someone and look through your curricular documents.  What questions do you have about: the strand, content knowledge, process, assessment, management, instruction, etc.?  Generate a list of questions on sticky notes and post at the front.

8  Students will investigate the content and aesthetics of the arts within cultural, historical, and contemporary contexts and understand the connection between the arts and the human experience.

9  Students will respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, creativity, and collaborative inquiry.

10  Students will inquire, create, and communicate through dance, drama, music, and visual art.

11 Arts EducationPhysical Education The purpose of dance in arts education is to engage students in:  exploring and expressing ideas and communicating with an audience  learning about dance within its cultural and historical contexts  responding thoughtfully and critically when viewing dance performances. The purpose of dance in physical education is to engage students in:  exploring rhythmic activities as well as cultural, social*, and contemporary dance as a means to positively influence both health-related and skill- related fitness  making critical and creative decisions about how to skillfully move the body  implementing and reflecting on positive relationship skills.

12 GradeFocus Grade 1Patterns Grade 2Community Grade 3Environment Grade 4Saskatchewan Voices Grade 5Pop Culture Grade 6Identity Grade 7Place Grade 8Social Issues Grade 9Taking Action

13 Arts Education is one of the most effective vehicles for empowering students to reflect on, act on, and give voice to their own opinions, beliefs, and ideas through the creation and presentation of their own arts expressions.


15  Examine the CP rubrics at your grade level:  How many of them require students to reflect on their work as part of the assessment? (Grade five example)

16  We are afraid to “judge” student art work. We are also afraid that some students “have it” and some do not.  Our role is to invite students to create art and then invite them to reflect on their own creations, on processes, successes and challenges. Students need to be able to justify their choices...not simply please us with their beautiful art.

17 The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they much reach into their poetic capacities to find words that will do the job.

18 Students need to:  Explore arts expressions of others  Create their own arts expressions  Reflect on their own and others’ art expressions In every strand...

19  Every indicator may not be applicable to every strand. Look to the rubrics to capture the outcome.

20 It is not so important to have all the answers as to be hungry for them. Carol Ann Tomlinson

21  Partnerships among teachers, artists and the community  Opportunities for public performance, exhibition and/ or presentation  Provision for critical reflection, problem solving and risk taking  Emphasis on collaboration  Understanding, skills and abilities within meaningful contexts  Investigation and solutions to artistic challenges  Flexibility and choice  Opportunities for students to build confidence and explore their own inner selves

22 The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.

23  My confidence teaching music is low because...  Or...  My confidence in teaching music is high because...

24  Group yourselves by grade level.  Share ideas you have for helping students to work through each strand. Make sure everyone gets a chance to share.

25  We have experts in this room. What can we learn from them?  Apps and other technological supports ex. Sting Trio, Piano app  Websites (See CC – Incredibox example for composition, Pinterest)  Guest speakers/ partnerships  STOMP – lets try a quick example  Authentic purposes – music  Instruments and centers (EMP example)  To be continued...


27  Process  Using the unpacked outcomes and rubrics  Essential questions

28  Take some time to consider a visual art “project” you plan on doing with students that you’d like to refine and expand on.  Review your rubrics  Consider:  How can we embed reflection?  How can I tie it to existing arts expressions?  Which essential questions will be explored?

29 The arts teach children that problems can have more than one solution and that questions can have more than one answer.

30  Essential Questions  Learning Strategies  Differentiated Instruction  Cross-curricular connections  Formative and summative assessment  -5/arts-education/supporiting-documents -5/arts-education/supporiting-documents

31 The best art lessons come from setting up prompts that present artistic problems and inviting students to solve the problems.

32  How can you layer in Learning Strategies?  How can you plan for DI?  How can you assess formatively and allow for feedback and practice?  How will you assess summatively (direct connection to rubric)?

33 The arts teach children that in complex forms of problem-solving, purposes are seldom fixed, but change with the circumstance and opportunity. Learning in the arts requires the ability and willingness to surrender to the unanticipated possibilities of the work as it unfolds.

34 Sharon Laflamme













47 The arts celebrate multiple perspectives. A big idea of the arts is that there are multiple ways to see and interpret the world.

48 The arts teach that small differences can have large effects. The arts traffic in subtleties.

49 Integrating the creative/ productive, cultural/ historical, critical/ responsive

50 The arts teach students to think through and within a material. All art forms employ some means through which images become real.

51  For over 25 years Remy Charlip has been sending his invention Air Mail Dances to soloists and companies all over the world. The performer/choreographer receives drawn dance scores of 20 single figures on an 8 1/2 x 11 sheet of paper and without instructions from Charlip, orders them, creates transitions between positions and provides the context and meaning. While the movement score may be the same for several artists, the resulting performance is incredibly unique - drawing on individual aesthetics, movement vocabularies and personal experience. This reflects Charlip's interest in collaborations and seeing how artists comment on his original impulse. Air Mail Dances has allowed artists all over the world to create innovative works based on Charlip's drawings.  (4 min)

52  What do you see?  How did the dancer and the door work together?  Draw three figures in poses you saw in this dance clip.

53 With a partner:  Draw two figures making three different poses  Make sure they are poses any person in this room can do  You have three minutes Mail your letters Find each pose Additions (claps, kicks, punches, 360 degree turn) Transitions Levels Beginning/ end Rhythm Music Performance

54  How could we adapt this dance to various grade level outcomes? Check your own and discuss ideas.  Ex. Saskatchewan – images of people doing Sask. Activities to springboard figure drawings.  Additional ideas: Drama  dance

55 Sharon Laflamme

56  Take what you have explored this morning and this afternoon and apply it to your own contexts.

57  Never under-estimate the power of explicitly taught routines in an arts ed classroom.  You should not be setting up and cleaning up on your own.  Transitions can easily be managed with a routine. Practice is essential.

58  Determine them  Clarify the rationale for them  Develop them  Teach them  Apply them  Automatize them  Reflect on, revise, and review them

59 The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.

60  Nothing captures the attention of students (middle years in particular), like weirdness.  Making students think and judge and question is the ticket to motivation within arts instruction.  Choose videos and images that “push”  Ask students to do the unexpected – it is harder to have a “fixed” mindset about ability if students are engaging in something new.  Altered Book example

61 The arts teach children to make good judgements about qualitative relationships. Unlike much of the curriculum in which correct answers and rules can prevail, in the arts, it is judgement rather than rules that prevail.

62 Parking Lot

63 The arts’ position in the school curriculum symbolizes to young people what adults believe is important!

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