Mapping - Linking - Planning - Documenting Making Artistic Teaching and Learning Visible

The Arts & NCLB “The importance of the arts in No Child Left Behind is clear. They’re an important part of a well-rounded, complete education for every student. The knowledge and skills that learning in the arts imparts, uniquely equip young person for life. What’s more, combining music, art, dance and drama with subjects such as math, reading, and language can be highly effective, enhancing student engagement and increasing academic achievement.” Margaret Spelling, US Secretary of Education

It’s the Law! The definition of core subjects in the new law is located in Title IX, Part A, Section 9101 (1)(D)(11). Definitions. Here is how the definition reads: (11) CORE ACADEMIC SUBJECTS: The term “core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.

Art as a Language Goal: To design standards-based, developmentally appropriate, integrated visual arts explorations. Inform, Express, Narrate or Persuade

Linking Curriculum Content READING SCIENCE ART SOCIAL STUDIES MATH

TAKING A WIDER VIEW ~ THE BIG CURRICULUM PICTURE ZOOM OUT!! TAKING A WIDER VIEW ~ THE BIG CURRICULUM PICTURE

Mapping: Looking for Artistic Content Context for Teaching Why art? How will art explorations enhance learning? Why now? How does art connect to curriculum? Which art content? How can specific art content enhance learning and connect to curriculum?

What can art be about? Creating and/or responding to : Media, techniques or processes Structures (elements & principles of visual organization) or functions Subject matter, symbols, and ideas History and culture Characteristics and merits of works of art Connections between visual arts and other disciplines Examine National Visual Art Standards

Linking Learning Goals Connected Big Idea? Aesthetic Connection to Curriculum? #1 #2 #3

Select a BIG IDEA(s) - An abstract and transferable concept, theme or process at the hear of a subject or topic Migration Mood Natural Order Patterns Perspective Production or consumption Survival Relationships Repetition Rhythm Structures Surprise Systems Transformation Value Visualization Abundance or capacity Acceptance or rejection Adaptation Balance Challenge Change or continuity Character Communities Conflict Connections Conservation Cooperation Correlation Courage Creativity Culture Cycles Defense or protection Democracy Discovery Diversity Dynamic Variation Environments Elements Equilibrium Evolution Exaggeration Exploration Formalization Harmony Interactions Interdependence Invention Justice Layers Loyalty

Essential Mapping Questions What do you want students to learn about ART? What problem will they need to pose or solve? What choices will they be able to make? How will you be able to value/assess their learning?

DOCUMENTING STUDENT LEARNING Zooooooming Way OUT…….. Authentic Assessment: A picture of learning across the three art explorations.

DOCUMENTATION VS. DISPLAY

Documentation Process Plan Ahead: What are your questions? How can I capture learning? Who will gather data? Collect data from multiple sources Photos of students working, Student Samples, Student Language Analyze & Interpret data Look at data: What does it tell you about learning? Same questions? Different? Organize documentation around Big Ideas or Questions: Tell a Learning Story

Documenting Learning PLAN AHEAD What will you capture, observe? How will you document? Analyze? What is the impact?

Components of Documentation Title Context Supporting Artifacts Your analysis or interpretation Format Book format (for you) Informed quickly Balance words & pictures Tell a strong story!