Oct. 2008 Institute: Gr.1-5 Arts Ed

Oct. 2008 Institute: Gr.1-5 Arts EdOct. 2008 Institute: Gr.1-5 Arts Ed

1.The TOP 10 Things You Need to Know to Navigate your way through the Arts Education Curriculum! 2. Responding to Allan Sapp Artworks using Drama Strategies3. Using Vocabulary to Learn about Rhythm and Beat in Music

Presenters: Michelle Richter, Michelle Phair & Amy Perrey

One Aim or Arts Ed PhilosophyOne Aim or Arts Ed Philosophy

Page: ____________

One Aim or PhilosophyOne Aim or Philosophy

Aim, Goals, and Philosophy Aim: The aim of the arts education program is: to enable students to understand and value arts expressions throughout life. This aim describes the main outcome for students and the primary reason for including arts education in the Core Curriculum for all students.

Two Model Units and Required Units of Study per Strand

Two Model Units and Required Units of Study per Strand

Page____________

Two Model Units/Required Units per Strand

Two Model Units/Required Units per Strand

Three Components for each UnitThree Components for each Unit

Page_____________

3 Components for Each Unit3 Components for Each Unit

Creative/Productive- exploration, development, and expression of ideas in the language of each strand. For an activity to be creative, the student must be engaged actively in a critical thinking process. Cultural/Historical- deals with the role of the arts in culture, the development of the arts throughout history, and the factors that influence the arts and artists. Critical/Responsive- enables students to respond critically to images, sounds, performances, and events in the artistic environment, including the mass media. Students become participants in the interactive process between artist and audience rather than passive consumers of the arts.

Four Strands & Four ways to Respond & 4 Units per StrandFour Strands & Four ways to Respond & 4 Units per Strand

Page____________

Strands:

Visual Art, Music, Dance, Drama

4 Units & 4 Ways of Responding4 Units & 4 Ways of Responding

General Units•Learning about _____

•Ideas & Inspirations

•Making Sense of Things

•The World of _______

Five Steps to Planning a UnitFive Steps to Planning a Unit

Page: _____________

5 Steps to Planning a Unit5 Steps to Planning a Unit

Step 1 – familiarize self with info and unitsStep 2 – Select a unit and mini themeStep 3 – Outline sequence of lessonsStep 4 – Plan lessons in detailStep 5 – see sample checklist for planning unit.

Each strand has a step by step guide for planning the art, music, drama and dance experiences in detail.

Music Brain BreakMusic Brain Break

“Hello Everybody” – Michelle Phair

Six C.E.L.’sSix C.E.L.’s

Page: _________________

6 Common Essential Learnings6 Common Essential Learnings

Arts education offers many opportunities for incorporating the Common Essential Learnings into instruction. C Communication CCT Critical and Creative Thinking IL Independent Learning N Numeracy PSD Personal and Social Development TL Technological Literacy.

Seven Examples of AssessmentsSeven Examples of Assessments

Page: _________________

7 Examples of Assessments7 Examples of Assessments

Assessment & Evaluation

Process & Product

Eight or Less Foundational ObjectivesEight or Less Foundational Objectives

Page: _________________

8 or Less Foundational Objectives8 or Less Foundational Objectives

In the Dance Strand, the students will:

Understand the elements of dance and develop concepts that lead to an understanding of structure in dance. Develop movement skills to use the body as an instrument for expression. Begin to understand the variety of sources for dance ideas. Begin to develop own ideas in dance compositions, using choreographic structures and processes. Begin to think about and talk about own dance ideas and compositions. Develop understanding of a diverse range of dance, dancers, and choreographers. Talk about, interpret, and respond to dances. Become aware of the dance and dancers in the daily life of own community.

Nine Places to Get ResourcesNine Places to Get Resources

Refer to Attached Handout

9 Places to Get Resources9 Places to Get Resources

Arts Education Wikispace: http://rcs-arts-education.wikispaces.comArtSmart Grants:http://www.artsboard.sk.ca/Grants/grants_arts_smarts_program.shtmlYour Collegues! (top 3 favourites) (show 3 books coming to library near you!)Provincial Organizations: Dance Sask.Inc., Sask. Drama Assocation, Sask. Society of Education through Art, Sask. ORFF Chapter, Sask. Music Educators AssociationRCS Outlook Calendar of Arts Events-Public FoldersArts Education Consultant Office— Off of Gratton Room. Michelle Richter—Ph. 531-8793. I am a resource! I will plan with you, model teach, team teach and find resources for you!ILS (211), school library or Public LibraryArts Education Bibliography and curriculum suggested resources within units. Whimsical Wed Workshops and other PD opportunities

Ten or More Objectives Checklist Ten or More Objectives Checklist

Page: _________________

10 or More Learning Objectives Checklist10 or More Learning Objectives Checklist

Questions, Comments or Concerns?Questions, Comments or Concerns?

Remember, all strands follow similar formatThere is a complete sample unit in each strand in each gradeArts ed can be assessed and evaluated!Remember why its important to expose students to the artsSample units and mini themes page and learning objectives page are so valuable!3 components for each unit, you’re doing well!

Responding to Art through Drama:Understanding Drama Strategies

Responding to Art through Drama:Understanding Drama StrategiesCreative Approach

Students can respond directly to works of art through the creation of their own arts expressions. Students might create individual narratives, small group interrelated arts projects, journal writings, poetry writings, dance interpretations, visual interpretations, musical interpretations, dramatic interpretations, thematically or stylistically related works, and so on.

Strategy: ROLEStrategy: ROLE

1. Students can pick a one of the characters from the pictures and start role playing what the character would say or do. Example: Lady with Blue head piece – “My job is to sit here and the fire going for when they bring back some buffalo”

Strategy: NarrationStrategy: Narration

1. Groups could create a conversation or script based on the events or ideas taking place within the photo or students become one of the characters in the painting and can verbally tell the class about a letter they would write to someone. Example: Boy with red shirt “This is my dad and he works very hard, I give him hugs to remember me. I can’t wait to go to work with him”

Strategy: TableauxStrategy: Tableaux

Students can create a still image using their bodies to create a picture of what was happening before and after the picture was painted. Example: Before- tableaux of the hockey players getting reading. After- tableaux celebration of winning goal.

Strategy: Tapping InStrategy: Tapping In

Using tableaux from the picture – the teacher taps the students shoulder, the student can then say a quote or comment about what is happening in the scene. Example: tableaux of the people watching-tap in – “I sure hope they win this game”.

Strategy: Role on the WallStrategy: Role on the Wall

Students can look at the characters in the painting and pick a character to discuss the 5 W’s – who are they, what did they do, when were they born etc. Brainstorm these ideas on sheets of paper on the wall. Example: Lady with blue head piece – She is a mother, she helps the community, she loves to sing, she is waiting for her husband to come home.

Strategy: Dance/DramaStrategy: Dance/Drama

Working with movement – turning the still image into live action. Students can pick an item from the painting, and move to music like these items would in the real world. Example: move like the ribbons, grass, clouds, how would the people dance?

Strategy: Interviews/Hot SeatStrategy: Interviews/Hot Seat

1. Students become characters or items from the painting. They answer any questions posed to them by rest of class or interviewers. (Or) One student becomes the artist Allen Sapp and gets interviewed by their classmates. Example of question students can ask: How old are you? What are you making? Where is your family? Where do you live?

Strategy: Parallel PlayStrategy: Parallel Play

Students create a still image based on the painting or copying the picture. Students then come to life through movement talking and doing what would be happening in the painting, Students can do this regular time, slow motion, fast speed. Example: Students would start to play hockey, parents would start to cheer, and more children would come to watch the game.

More StrategiesAll strategies can be found in the drama strand of each curriculum.Structuring Drama Works has additional strategies to work with.

More StrategiesAll strategies can be found in the drama strand of each curriculum.Structuring Drama Works has additional strategies to work with.

Imaging – allows students to focus on an issue. Students sit quietly with eyes closed and listen to the titles of the art work by Allen Sapp or different music. As students listen to the music and title they form pictures in their mind. They can then go and draw the pictures they created in their minds.

Storytelling – by looking at these pictures students might have a story to share with each other. This allows students to create and share stories, reflecting on each other’s experiences.

Story theatre – students form groups and pick one of Allen Sapp’s pictures, in their groups they create a story. The story is then told by a narrator and the other students act out what is being read. The teacher can also give the students a story about the painting, the narrator reads out loud with out the other students hearing the story and have to act out on the spot.

More Strategies… More Strategies…

Journeys – Teacher in role has a time machine taking us right into one of the pictures. The students have to prepare for their journey – discuss what their problems might be when they get there, preparing to go, and saying goodbye.

Writing – students can pick a painting and write a letter to one of the characters in the painting. Students can also become the character in the painting and write a letter to someone – who would the character in the painting write to if they had the chance? What would they say?

Choral Speaking – students can create a poem, chant, rap, short story, or legend based on one of the paintings. Students then do a group speaking of the piece. Example – take turns reading, everyone reads together, can add movement.

Resources Resources

Book: Structuring Drama Work: A handbook of available forms in theatre and drama – By Jonothan Neelands and Tony Goode

Websites:Allen Sapp: http://www.westendgalleryltd.com/dynamic/artist.asp?ArtistID=34http://www.allensapp.com/http://www.canadahouse.com/dynamic/artists/Allen_Sapp.asphttp://www.mayberryfineart.com/artist/allen_sapp.htmlhttp://www.assiniboia.com/dynamic/artists/Allen_Sapp.asphttp://www.virtualmuseum.ca/Exhibitions/allensapp/http://en.wikipedia.org/wiki/Allen_Sapp

A Music Activity to Suit Anyone! A Music Activity to Suit Anyone!

Use any type of vocabulary for this activity (ei. Students’ names, place names, special vocabulary, etc.);March to the beat while saying/clapping the words; Reverse it: make the feet do the rhythms, and clap the beat! Can the students do this with the words inside their heads (“swallow the words”)?Make a “human” rhythm pattern to match the song; Draw the rhythms;Experiment with voices / style;Progress to instruments once the students have mastered the rhythms;Practice the piece in unison; progress to two and then four part canon.PERFORMANCE SUGGESTION:

• Say first in unison 2 times; • then in two part canon beginning the second voice at the asterisk (twice); • four part canon (twice); • finish in unison.