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Arts Lesson 1 Paraphrases
Teacher-centred Instruction Independent Learning The teacher sets the objective of the lesson to get to know some European works of art in the 1920s, to make some paraphrases The teacher shows a presentation about Europe in the 1920s The teacher explains what paraphrase means in literature and which paraphrases occur in visual arts Pupils learn to see the context of history, literature and arts of the 1920s in the different countries by making notes Pupils learn getting to know different examples of paraphrases in literature by making notes Cooperative Learning Pupils brainstorm different ideas for their paraphrase Pupils divide the tasks themselves within the workgroup Pupils choose their technique and objective of their paraphrases Project Based Learning Pupils present each other the art works during the 1920s of their own country Pupils learn to get known togehther the techniques that they can use when making their own paraphrase Pupils learn together understanding the meaning and purpose of making paraphrases in visual arts classical independent cooperative reflective persevering responsible T I C P
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Connection with the world
Adaptive Learning Didactics Teacher-centred Independent Cooperative Projects Skills Cooperation Take responsibility . Reflect Persevere Worldclass Connection with the world classical independent cooperative reflective persevering responsible T I C P
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Complete Instruction T I C P What am I going to do? Assignment
How will I do it? That is how With whom will I do it? With your classmate What kind of help do I need? First, within your group and then … How much time do I have? XX minutes What do we do with the results? You check What should I do, if I finish early? Extra assignment classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project Goals of lesson Recognizing similarities in art works of the 1920s in different countries Making understand what paraphrases in art an literature mean Understanding the purpose of making paraphrases in visual arts Exploring different techniques that can be used by making paraphrases Working together in international groups classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project based WORKSHOP 1 Teacher sets the objective of the lesson: to get to know some European works of art in the 1920s, to make some paraphrases Introducing the topic, making pupils understand the historical context. Teacher shows a PowerPoint presentation about Europe in the 1920s Pupils show PowerPoint presentations in national groups. Getting to know the national history, literature and arts of the 1920s in the different countries classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project based WORKSHOP 2 Teacher explains what paraphrase means in literature, shows examples getting to know different forms of paraphrases in literature, techniques that pupils can use when making their own paraphrases Teacher explains what kind of paraphrases occur in visual arts and explains the meaning and purpose of making paraphrases in visual arts Pupils form international groups of 4-5 and teacher explains the task. Pupils work in international groups brainstorming different ideas for the paraphrases classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project based WORKSHOP 3 Teacher asks if there are questions for the task Pupils work in international groups on their paraphrases and prepare their presentation by answering questions like group dynamic, taking responsibilty and persevering classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project based WORKSHOP 4 Teacher summarizes what paraphrases mean in literature and visual arts Pupils present per group their paraphrases in visual arts and give comment on the techniques they used Reflecting on the task and project as a whole, the way pupils worked together in international groups and what they have learned classical independent cooperative reflective persevering responsible T I C P
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Starting Position T I C P
Teacher centered Independent Cooperative Project based Starting Position The teacher has prepared a presentation about paraphrases in art and literature The teacher has prepared a presentation in European perspective of the 1920s The pupils have prepared examples of visual art in the 1920s of their own country Most pupils are not familiar to the different techniques in paraphrasing classical independent cooperative reflective persevering responsible T I C P
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Conditions T I C P Arts classroom
Teacher centered Independent Cooperative Project Arts classroom Groups of maximum 30 pupils per workshop 3 Lessons of 50 minutes and 1 lesson of 100 minutes Various materials (pencils, paper, paint, etc.) needed for different techniques Beamer and 3 computers for working with digital techniques in Photoshop USB-sticks with presentations of pupils on Power Point classical independent cooperative reflective persevering responsible T I C P
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Teacher centered Independent Cooperative Project Reflection During the last lesson of the workshop pupils discuss their learned skills and improved knowledge by: Recognizing similarities in European art of the 1920 Defining the meaning and purpose of paraphrases in art and literature Describing which new techniques they have experienced in developing the paraphrases Expressing their awareness about a mutual European heritage of art Evaluating their cooperation in international workgroups classical independent cooperative reflective persevering responsible T I C P
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