motivation!to!learn!begins!with!a!problem!! !kindergarten
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Kindergarten – 2nd Grade Creative Pursuit 2012/2013
The Creative Pursuit Challenge includes three parts:
• Creative Pursuit Problem (Product) • Two Impromptu Problems • An Original Presentation
Canyons School District Creative Pursuit Bowl for K – 2nd Graders Tuesday, January 15, 2013
Peruvian Park Elementary 4 – 6 p.m.
A team of 4-‐5 students will design and create a geometrical mask incorporating a grade level
curriculum topic and theme.
Please contact Eden Steffey at 801-‐826-‐5156
Motivation to Learn Begins with a Problem!
Creative Pursuit 2012/2013
The Creative Pursuit Challenge includes three parts:
• Creative Pursuit Problem (Product) • Two Impromptu Problems • An Original Presentation
• Creative Pursuit is a wonderful way to integrate the core through a problem-‐base , critical thinking process.
• Creative Pursuit guides students to a deeper understanding of meaningful content. • Creative Pursuit involves the 21st readiness skills of communication, collaboration and critical
thinking /problem solving. • Creative Pursuit is good for all students!
A team of 4-‐5 students will design and create a geometrical mask incorporating a grade level
curriculum topic and theme.
Motivation to Learn Begins with a Problem!
The purpose of this problem is (1) give cooperative groups of 4-‐5 students an opportunity to research a grade level theme/topic, (2) to synthesis and apply their knowledge into a product, (3) apply geometric concepts in a fun and unique way, (4) to use art concepts to express learning.
Student Objectives:
Develop a research strategy to find accurate, relevant, and appropriate information using electronic and print sources.
Maintain notes and information completely and accurately using note-‐taking strategies and graphic organizers.
Create an annotated bibliography to show the researched used.
Analyze and interpret how elements of the curriculum can be shown through a visual representation.
Synthesize research information for a defined purpose of creating an original mask from the theme and topic studied.
Learn how geometry is incorporated into art.
Standards:
Math Standard 1:
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Art Standard 4: Contextualizing
The student will interpret and apply visual arts in relation to cultures, history and all learning. In this standard the student will place their artwork and the artwork of others within the context of civilization, other areas of learning and life skills.
Language Arts:
Writing Standard 7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Writing Standard 8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Why Creative Pursuit?
Creative Pursuit is designed to challenge students to exercise their higher-‐level thinking skills of remembering, understanding, applying, analyzing, evaluating and creating.
The overall purpose of this project is to teach and learn about mathematical concepts as well as a theme/topic presented in the core. Students will become experts by conducting research and making decisions of how to represent their findings through creating a mask that represents the theme and topic they have selected.
General Information:
Theme: Select a topic area from your grade level core that you find interesting and inspires your group to learn more about.
Research: Research your topic and become an expert in the field of the area you are studying. Apply the concepts learned within a mask design. Students must complete an annotated bibliography from at least 5 sources.
Mask Design: Think through your design. Think of the geometrical designs that will be represented in your mask. Each mask must contain 3 angles of different types and a minimum of 3 different geometric shapes. Three additional math concepts must be incorporated into the mask. (Symmetry, parallel lines, intersections, etc.)
Structure: Be Creative and explore various options to create the masks with material that is readily available and may or may not have been used as a mask before. You must use at least 3 recycled items in your mask.
Mask Guidelines:
• Design the mask in a creative and imaginative way. • The completed size of the mask can be no larger than a classroom door and no smaller than a cereal
box. • The mask should represent a theme/topic of curriculum from their grade’s level core. • Mask’s illustrations, designs, and pieces should be neat and visually appealing • The mask must exhibit the following mathematical and geometric components:
o At least 3 angles, each of a different type o The mask must include a minimum of three different geometric shapes o Three additional math concepts. e.g. parallel, intersection, etc
• The total cost of the materials to complete the mask must not exceed $10.00. If materials are used from home, rate the prices as if they were to be sold at a yard sale. Standard school material need not be accounted for in the budget.
• All workmanship on this product must be the work of the Creative Pursuit Team of 4-‐5 students. The team members must participate equally and may have guidance from their coach. The team must design, create, and construct the mask on their own.
• An emphasis will be placed on creativity of design and creative use of materials. • Use up to 3 recycled materials in a fun and unique way. • Judging will be based upon adherence to specifications.
Criteria Maximum Given
Unique and Original idea for the mask. A theme or message is very evident in the creation of the mask and incorporates content in a fun and imaginative way.
40
The mask exhibits the mathematical and geometric designs required.
The mask must include at least 3 angles, each of a different type.
The mask must include a minimum of three different geometric shapes.
Three additonal math concepts much be incorporated into the mask. e.g. parallel, intersection, etc.
30
Students used a variety of material to create the mask, including at least 3 recycled items.
30
Research: Evidence that a great deal of information was gathered on the topic. An annotated bibliography was included with at least 5 sources.
30
Mask is sturdy and easy to manipulate. Overall Appeal/Craftsmanship
20
Design Guidelines have been followed. 20
The project was the result of teamwork and each student participated equally.
30
TOTAL: 200
Product Judging Sheet
Verbal Prompt
Many (Number of items not repeated)
Number 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 Total
Points 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 *
Varied (Number of categories)
Number 2 4 6 8 10 Total
Points 2 4 6 8 10 *
Unusual (Original and unique answers)
Number 0 1 2 3 4 5 6 7 Total
Points 0 3 6 9 12 15 18 20 *
Verbal prompt points possible 50: Total ______________
Visual Prompt
Many (Number of items not repeated)
Number 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 Total
Points 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20 *
Varied (Number of categories)
Number 2 4 6 8 10 Total
Points 2 4 6 8 10 *
Unusual (Original and unique answers)
Number 0 1 2 3 4 5 6 7 Total
Points 0 3 6 9 12 15 18 20 *
Visual Prompt Points Possible 50 Total: ___________
Suggestion Categories for Impromptu
Accessories
Animals or Parts of
Apparel
Appliances
Art and Material
Beverages
Buildings
Body markings
Body parts
Books and Library materials
Chemicals, Drugs, Spices
Communication
Containers
Dishes
Entertainment
Feelings and Functions
Fire
Fish: Sea and water animals
Food
Furniture
Games
Gatherings
Geography
Geometric Shapes
Charts and graphs
Health
Heavenly Bodies
School and Office Supplies
Science and Lab Equipment
Signs and Symbols
Sports and Playground Equipment
Supernatural Being
Time, Timepieces
Tools
Toys
Transportation
Weapons & Military Equipment
Weather
D: Presentation Specifications:
1. Each team will have a maximum of three minutes to make a unique presentation using basic dramatic skills to highlight your product.
2. Each team will have exactly 1 minute to set up scenery and props with no assistance from parents/coaches. After one minute, the presentation must be ready to begin.
3. All members (4 or 5) of your team must be involved in the presentation.
4. Presentations need to be the original and creative work of the students. Coaches need to encourage and guide students, without imposing their own viewpoint.
5. All props, costumes and scenery must be student made, using only the designated items. Points will be awarded for using these items in a unique and creative way. No sewing machine may be used for the presentation.
6. Students are encouraged to use all the materials to make props in clever and unique ways.
7. A chair and small table will be provided. 8. Students will not use a microphone and are encouraged to practice using
loud voices that will project over the audience. 9. There is a possible 100 points for the presentation. (See judging form). 10. The mask must be highlighted in your presentation and an effort made to
convince the audience of its importance.
2 bed sheets 1 container 2 rolls paper towels/tubes
2 trash bags 1 roll aluminum foil A plastic milk container
Paint/Chalk Small table A shower curtain
4 paper bags 20 feet of butcher paper Students everyday clothes
Staples/stapler Marking pens/Crayons
4 pieces of poster paper 25 Safety pins
1 skein yarn Needle/Thread
Broom Glue/Scissors
Chair 2 boxes any size
Presentation Criteria Maximum Earned
Originality of presentation. 25
Appropriate and creative use of materials for costumes, scenery and props.
25
Presentation highlights the mask in a unique way and convinces audiences of its excellence.
25
Quality of Presentation:
• Audible/Clear
• Faces audience/use of space
• Vocal expressions and physical gestures
• Well-rehearsed, lines memorized
15
All team members participated 5
Set-up and presentation completed without assistance from adults and done in 1 minute.
5
Total 100
Presentation Judging Sheet
2 bed sheets ☐ 1 container ☐ 2 rolls paper towels/tubes ☐
2 trash bags ☐ 1 roll aluminum foil ☐ A plastic milk container ☐
Paint/Chalk ☐ small table ☐ Students everyday clothes ☐
4 paper bags ☐ 20 feet of butcher paper ☐ 25 Safety pins ☐
Staples/stapler ☐ Marking pens/Crayons ☐ No sewing machine was used ☐
A shower curtain ☐ 4 pieces of poster paper ☐ Any costume worn must be made from listed items.
1 skein yarn ☐ Needle/Thread ☐
broom ☐ Glue/Scissors ☐
chair ☐ 2 boxes any size ☐
Creative Pursuit Budget Form
“Maskerade”
2012-2013
Name of Team ___________________________________Grade(s)_________
School: _________________________ Coach: _______________________
Budget for mask:
Item Cost
Total:
*Remember donated items must be pro-rated.
The presentation was created without adult ideas, intervention, or craftsmanship.
Signature of Coach/Coaches: ____________________________________
Presentation Supplies/function sheet
Creative Pursuit District Bowl Kindergarten – 2nd Grade Students
How many teams can I send to the District Competition?
Four teams per school
2012/2013 Please register your teams on-‐line before Thursday, November 29, 2012
Four teams per school can participate
Example: Wayside School
Mrs. Clegg 1st grade 1 team
Mrs. Bateman 2nd grade 1 team
Mrs. Salisbury Kindergarten 2 teams
Total Teams for Wayside School : 4 teams
Register Online at http://tinyurl.com/http-‐creativepursuit-‐csd
Coaching a Creative Pursuit Team The coach of a Creative Pursuit team is the facilitator/mentor of the team instructing students in the creative process, providing direction, feedback, support and guidance. Coaching a Creative Pursuit team provides students with a valuable experience, which can be likened to the work of a product development team in a business setting. These are a few of the skills that your team will learn:
þ To generate ideas quickly
þ To use persuasive techniques
þTo use dramatic expression
þTo work cooperatively in a group
þTo elaborate upon ideas
þTo generate unique ideas
þTo use creative processes
þTo plan and organize
þTo use research skills to locate important information.
þTo identify the main idea and select key elements
þTo effectively convey the meaning of their message
þTo develop a solution in the form of a theatrical presentation
þTo write scripts that include setting, characters and plot with an organized sequence of events.
A creative pursuit team is faced with three tasks:
1. To invent a new product 2. To design a presentation that highlights their product 3. To brainstorm ideas (impromptu).
The invention of the product and creation of the presentation are completed prior to the school or district bowl, where they are presented for evaluation. Teams should practice the impromptu task several times prior to the bowl. Teams will respond to two timed impromptu problems at the bowl and those will be judged and used as part of their total scores.
Product Invention
Each year students are presented with a problem to solve. Working in teams of 4-‐5, students work together to create or invent a product. Specifications are outlined in the Creative Pursuit Packet to give specific parameters in the development of the product.
Presentation:
Teams are given three minutes to present a skit that sells that product or idea they have developed. The materials students may use in the presentation are limited to a list of specific items, which are listed in the Creative Pursuit packet. Judges look how the teams creatively use the materials and the development of the skit. Students are encouraged to practice using a loud voice. (No microphones will be used).
Impromptu:
Teams are given two impromptu problems at the bowl. One is verbal and one is visual. The task is for each student to:
° Generate many ideas
° Generate ideas from a variety of categories
° Generate unusual and unique ideas.
Students will be given one minute of quiet think time to generate ideas and two and one half minutes to respond. The coach acts as the scribe, writing down the responses. Ideas for both verbal and visual prompts are found at the end of this packet.
The Role of the Coach
A coach facilitates the team of students in the creative process. The coach helps their team by:
°Providing a safe place to work °Suggesting organizational strategies
° Creating a timeline for complete projects °Writing down ideas
°Asking questions for clarification of ideas ° Gathering materials
° Encouraging decision making ° Helping teams stay focused
Coaches are encouraged to work as mentors with teams to provide direction, feedback, support, and guidance. The product and presentation, however, should come from ideas and the work of the students.
Getting Started:
1. Obtain a copy of the current Creative Pursuit packet that outlines the current year’s task. 2. Gather names and phone numbers of students of the team and call their parents to discuss
possible meeting schedules and arrangements. 3. Organize the meeting schedule and distribute to all team members. 4. Provide students with a list of the core curriculum themes/topics for their grade.
Suggested Meeting Schedules
First Meeting-‐ Generating Ideas/Choosing a topic/theme
ü Pass out the list of core curriculum ideas and have them read aloud the possible topics. ü Allow each team member to share his/her ideas. Ask teammates to withhold any evaluative
comments. Serve as a scribe, giving each student a turn to offer several ideas. Compile a master list of generated ideas.
ü Ask students to study the list and pick their favorite three ideas. Make a new list of these favorites.
ü Give students a copy of the product specifications and read them together. Ask students to help you cross off any of the ideas from the master list that would not fit into the specifications.
ü Brainstorm a list of possible themes. ü Practice an impromptu problem.
Second Meeting-‐ Research
ü Students brainstorm list of things they will need to research for the content of their topic.
ü Students decide on the most important key terms, themes and concepts about their chosen topic.
ü Students each take an assignment to research. ü Show students how to create an annotated bibliography.
Third Meeting-‐ Choosing an Idea
ü Share research with group. ü Check to make sure that students created an annotated bibliography as they
researched the topic. ü Brainstorm possible ideas for a mask that shows their understanding of the topic. ü Allow each team member to share his/her ideas. Ask teammates to withhold any
evaluative comments. Serve as a scribe, giving each student a turn to offer several ideas. Compile a master list of generated ideas.
ü Ask students to study the list and pick their favorite three ideas. Make a new list of these favorites.
ü Have students consider these questions: § Can the product be built in two hours? § Will it cost less than the 10.00 allowed? § Is it an original idea? § Make a list of materials that the mask will need to be made. § Assign students to bring the list of items at the next meeting.
ü Have the students selected one of the ideas as their final choice. ü Have students draw a plan of their idea. ü Have students generate a list of materials needed and steps to follow for making
the product. ü Have students make assignments to bring materials to make mask. ü Practice an impromptu problem.
Fourth Meeting: Building the Project
ü Review the product judging form so students will keep criteria in mind. ü Have the team use the materials they brought and the plan they developed in the second
meeting to build the product. ü The team should build the device/item without adult assistance. Any unfinished work
should be delegated and completed before the next meeting. ü Practice an impromptu problem.
Fifth Meeting: Planning the Presentation
ü Have students generate ideas for how they might make a skit to highlight their product. (It should not be an advertisement, but an important item in their presentation.)
ü Have students look at the criteria on the presentation judging form and select an idea that works well with that criterion. Students should consider the list of items that can be used for the presentation when making their decision and cross off ideas that require props or costumes that could not be made with those items.
ü Give students time to develop their idea. Serve as a scribe, recording dialogue in the students’ own language. Ask a lot of questions to get clarification and to help generate quality work.
ü Help students generate a list of materials needed for the presentation and divide the responsibility for making props and having them reading the next time. The students will get more points for using as many items possible in unique and creative ways!
ü Practice the impromptu.
Sixth Meeting: Rehearsing
ü Finalize the script and role assignments. ü Conduct a rehearsal and ask student to identify potential problems and plan for them. ü Refer to the judging criteria form and have student self-‐evaluate to make final changes. ü Fill out the budget form and team entry form. ü Practice an impromptu problem.
The Day of the Bowl
ü Deliver the product (unless requested by judges prior to the bowl) and presentation material to the location of the bowl.
ü Make certain that the entry form and the annotated bibliography is with the product. ü Serve as a scribe during the impromptu brainstorming session. ü Celebrate and praise the students for completing the project.
Impromptu Prompts Practice Ideas
Think of the many, varied and unusual:
• Things a garderner would use • Things you would see in a circus • Things you would see on a camping trip • Places you could read a book • Things that have wheels • Things that might be found in a witch’s brewing pot • Kinds of transportation • Foods that a baby could eat • Toys that kids would want for a present • Things you might find in a junk drawer • Ways you can be a friend • Ways to stay healthy • Ideas that descripbe spring • Things you can find outside • Things you might see outside of your window • Things to do in the summer • Things a like about school • Things to do in your free time.
Visual Impromptu Prompts
List the many, varied and unusual things this could be or be apart of: