1 Action Research Scope and Sequence Grade 5 Writing Test ItemsArtsAPS Session 3 Action Research Scope and Sequence Grade 5 Writing Test Items December 12th, 2009 Raymond Veon
2 ArtsAPS Document DownloadsAction research, critically reflective writing, video recording suggestions, other Scroll half way down, click on ArtsAPS link or
3 DC Weekend F&PA RetreatLeave Friday evening by train; back Sunday morning Dinner on train Cost: $100 (ArtsAPS pays for train, accommodations; details TBA) February or March?
4 What weekend? February 2010 March 2010 Sun Mon Tue Wed Thu Fri Sat 1 21 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
5 Action Research Chicago Arts Partnerships in Education (CAPE)Refining Your Research Question Understanding the role of inquiry questions in improving instruction and on what students are actually gaining from the arts.
6 Action Research This increasing awareness should be evident in your blogs as documentation Describe the evolution of your ideas Develop questions that specifically address areas of student learning that are measurable and/or observable as a result of arts instruction
7 Example 1: Drama Getting to a question that ultimately has more focus, more measurable outcomes Address her students’ specific needs in improving their writing. Began with “How can drama improve the writing skills of 6, 7, 8th Grade Learning Disabilities students?” Moved into the more affective, engagement issues surrounding writing with two additional questions: Can drama improve writing confidence and attitudes? Can drama help students to establish a personal voice and style?
8 Example 1: Drama Interesting, but not fully satisfied with her inquiry question. Did not address what she wanted students to do to “improve their writing skills”. She writes: From my observation, I think my students writing skills have definitely improved. From the self-assessment checklist I think that most of my students would agree that they have more writing confidence and have developed a personal voice. As I continued down the road of this project, what I found challenging was that I realized that I did not have a clear idea of what constituted “improved writing “ in a truly meaningful and measurable way. I had a vague idea of what I thought improved writing should look like, but I definitely could not articulate it.
9 Example 1: Drama As a result of critical reflection, she narrowed it to the authentic, student-learning focused inquiry question: Can drama improve pre-writing strategies and lead to more elaboration in the student’s writing?
10 Example 1: Drama Began with the general “improve writing skills”. She then wondered about confidence, attitudes and personal voice/style. She finally then narrowed down to two specific and measurable writing outcomes: the use of pre-writing strategies and elaboration of ideas. Evidence of her growing understanding of a variety of dimensions of the writing process and a clear focus on how the affective informs the specific skills that she was looking for in the first question.
11 Example 2: Fine Arts and MusicAnother teacher discussed the evolution of her thinking about her Inquiry Question (termed Essential Question): Initial question: Can the integration of technology, fine art and language arts increase student motivation and self-esteem? This was not what finally was evaluated. “What I really had wanted was to see the students achieve a greater level of comfort with the use of different types of technology and discover how to create a work of art through combining various technology tools with art forms that included fine arts and music.
12 Initial focus on technology skills described in the National EducationTechnology Standards (NETS).Wanted growth in student use of technology, including word processing and using digital peripherals, such as the digital camera. Realized motivation and self-esteem are more obvious when students are proficient in using specific technology tools. Cannot measure motivation and self-esteem without also measuring what students do with the different types of technology within integrated arts projects
13 Visual Art Research TopicsThe research question that I focused on was, “What do community parents want to know about their children’s artwork?” The ultimate goal for this research is to revise the art reports given at report card time. What grade do you start critique with students? How early? How do you get students to see the value in their assessments and not just the teacher’s?
14 Visual Art Research Topics“How can I identify whether or not my students are using the elements and principles that have been taught in previous lessons? I have assumed students bring past learning to a new situation. During the course of the school year, however, I feel this learning is not happening. I want to improve the bringing of past learning to current projects.” posted on
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16 Six Senses…To Energize TeachingDesign Story Symphony Empathy Play Meaning
17 DESIGN Not simply functionAll images from here on out are from our Regional Scholastic gold and silver key award-winning work. They are intended to show that we are taking seriously preparing students for the conceptual age. It is no longer sufficient to create a product, a service, an experience, or a lifestyle that is merely functional. Today it is economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging. We lament when so many of our students say that they cannot draw. Pink says that we should be outraged. We should race to our local School Boards and demand an explanation. We should console our children, confront the principal, and oust the School Board. More and more people are now connoisseurs of what used to be specialized knowledge. The democracy of design. Everyone is designing. Times New Roman, Arial, Courier, what font shall I use. How should I place my images on my website. Tell story of teaching great art teachers to handle the new medium of computer graphics and web design. “AT Sony, we assume that all products of our competitors have basically the same technology, price, performance, and features. Design is the only thing that differentiates one product from another in the marketplace. Designer and right-brainers will rule the future. Story of “The Redskins are Closer than they have ever been.” Comcast ad. Overtly or covertly, designers are a force to be reckoned with. Not simply function
18 Fundamental Business LiteracyDESIGN Keep a design notebook Channel your annoyance – choose a household item that really bugs you, spend quiet time redesigning, send drawing to the manufacturer of annoyance Read Design magazines, Dwell, How, iD, Metropolis, Nest, O Magazine, Print, Real Simple – Students need access to quality images. Be Like Karim – page 92. Participate in the “Third Industrial Revolution” – Unique pieces rather than mass consumer products. Visit Design Museums. Put it on a table – Analyze something that holds a special place in your life. – Be choosy. Choose things in your life that will endure and are a pleasure to use. Fundamental Business Literacy
19 STORY Not just argument
20 SYMPHONY Not focus or specialization.Seeing the big picture, integrating learning, synthesizing information to create something new that is more than the sum of its parts. Seeing the forest for the trees. Be the conductor of your life, working all of the parts in harmony. Not focus or specialization. Not analysis alone, but synthesis.
21 EMPATHY Leadership is about empathy. It is about having the ability to relate and to connect with people for the purpose of inspiring and empowering their lives. Oprah Winfrey IQ has little correlation to success. Emotional intelligence is key to success. Understanding others, forging relationships, and caring about others are keys to success in the 21st century. Learning to walk a mile in the shoes of another and learning to see the world from their perspective is crucial to empathy. Empathy cannot be outsourced and it cannot be automated. Describe this work in detail. Here is where art, music, theatre, and dance can be particularly strong. Take an acting class. Role play. Listen more than you talk Volunteer Pay attention. Listen. Visually describe emotion, circumstances, dilemmas, injustices. Create the metaphor that helps others to more clearly understand. Help students to create metaphor
22 PLAY Creative play is one of the best ways to take risks, juxtapose images and discover new relationships. Life is not all about being serious. Play is essential and elusive. Creative play is one of the best ways to have students take risks, juxtapose images, discover new relationships, and have fun. There is no question that a playfully light attitude is characteristic of creative individuals. Play leads to greater creativity and productivity. In the book “Alice in Wonderland”, Alice is tells the queen, “One can’t believe in impossible things”, to which the queen responds, “I dare say you haven’t much practice. Why, sometimes I’ve believed as many as six impossible things before breakfast.”
23 The opposite of play is not work. It is depression.Cartoon, laugh, play at inventing, tell jokes – visually, play at your work and work at your play. Pretend that… What if… Unusual juxtapositions. The opposite of play is not work. It is depression.
24 MEANING Not just accumulationWhy are we here? What do we do with our lives to give them meaning? Your students need to grapple with big ideas, enduring ideas. In fact, art education is about meaning making. What is the work about? What are you trying to do? What are you trying to say? What is another way to design it? What is another metaphor for the same message? Not just accumulation
25 Good Site on Pink and Education
26 ArtsAps Questions for you to think about and refine:Does problem-based learning help students think in a disciplined way? (Gardner) Does story-telling improve retention of learning? (Pink) If I turn it into a game, do they learn better? If I tell them a story about how the audience should feel (empathy), will they perform better?
27 Visual Art Research TopicsWhat do my students see as “taking a risk” in making art? Why? How can I help them take more risks in art making? What kinds of questions for reflection/critique can I ask which will improve the students’ understanding and tolerance for nonrepresentational art? “Other art forms, such as music and writing, seem to aid the growth process, enriching the experience and the vocabulary I suspect drama and dance could also expand the depth of understanding as well.” Pink’s Symphony
28 Scope and Sequence 5th GradeTurn in to your instructors TODAY ArtsAPS Focus: 5th, 8th, 10th New F&PA Scope and Sequence based on new GPS for all grades by the end of the year Performance standards tell what a student is expected to know and be able to do. They isolate and identify the skills needed to use knowledge and skills to problem-solve, reason, communicate, and make connections Guide for excellence—they do not describe minimum competencies or outcomes but rather challenging goals for expanding and improving education. They tell the teacher how to assess the extent to which the student understands, can manipulate and can apply
29 Directions for Writing Scope and SequenceDetermine the essential concepts and skills for each arts standard, i.e. what the student is expected to know and do. Prioritize these expected outcomes. Decide specifically what and when each of the essential arts concepts and skills should be taught for the grade level in question. Determine the overall amount of instructional time. Allow sufficient time for each concept and skill to be introduced, reinforced, and mastered.
30 Scope and Sequence Ensure that all skills build progressively on one another, and that students will have sufficient time and opportunity to successfully develop the targeted skills and concepts. Examine and verify that the specified outcomes, concepts and skills to be learned are appropriate and meet the needs and maturity level of the students. Verify alignment with the new GPS for the Fine Arts.
31 F&PA Tests: Spring 2010 Test Items due TODAYTurn in to your instructors Current thinking: Two parts Objective assessment Performance-based assessment Portfolio, recording? Model/scripted lesson (input=output)
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