The Fine Art of Common Core (with comments)
Post on 12-Jan-2015
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DESCRIPTIONCommon Core, you say? Higher order thinking? Analyzing? Interpretation? Umm...art teachers are already doing a lot of this stuff.
<ul><li> 1. The Fine Art of Common Core HOW THE ARTS CAN THRIVE IN THE ERA OF ACCOUNTIBILITY </li> <li> 2. Bell Ringer: Draw a Map of the Route you took to get here. Criteria: That someone could use it to follow that route. </li> <li> 3. Collaborative Pairs: Because Learning is Social Think Pair Share Find someone who took a different route to our location today. Discuss: How is our map-making activity similar to LEARNING? </li> <li> 4. Where are we going? How will we get there? 1. The destination has changed. Therefore, we must change course. 2.We have to start somewhere! Where am I? 3.Its great to have some traveling companions. I call shotgun! 4.We dont all have to take the exact same route in order to get to the same place. </li> <li> 5. What are the Pathways to the Common Core? Because the standards are the roadmap for successful classrooms, and recognizing that teachers, school districts, and states need to decide on the journey to the destination, they intentionally do not include a required reading list. -from the Common Core website </li> <li> 6. The Common Core is not perfect, but </li> <li> 7. Good teachers have always made the best out of the situation at any given time. </li> <li> 8. Can the arts be used to teach Common Core? </li> <li> 9. Can the arts be used to teach Common Core? </li> <li> 10. Essential Questions (Wawa 20) What is your WAWA 20? </li> <li> 11. 1. I cant draw. -- Realism is not the only style that there is. STYLES 2. I dont know what to make. --And, Why cant I just plagiarize? CREATIVITY & SYNECTICS 3. How can that be art? AESTHETICS & ART HISTORY 4. How do they DO that?!!! TECHNIQUE </li> <li> 12. Its Everyones job to teach Language. </li> <li> 13. Vocabulary, Vocabulary, Vocabulary! </li> <li> 14. There are too many standards. -Marzano </li> <li> 15. The current PA Standards for Art Discipline-based Art Education Art Production Art History Aesthetics Art Criticism </li> <li> 16. The current PA Standards for Art What is the process of Art Criticism? Describe Analyze Interpret Evaluate </li> <li> 17. The Common Core: How can art teachers help? CRITICAL WORDS: There are 55 words that if students understand. (Not just remember the definition, but they can do them). Researchers say that this understanding is 85% of the success in taking the new tests. </li> <li> 18. The best way to learn vocabulary is through conversations. Improving the systems of low-SES children: Arts improve cognitive skills , processing, attention and sequencing Physical activity Music </li> <li> 19. Critical Vocabulary What are the CRITICAL WORDS? Describe Analyze Interpret Evaluate </li> <li> 20. The Common Core: How can art teachers help? CRITICAL WORDS Describe Analyze Interpret Evaluate ART CRITICISM Describe Analyze Interpret Evaluate </li> <li> 21. What does it mean to describe? describe diskrb/ 1. give an account in words of (someone or something), including all the relevant characteristics, qualities, or events. </li> <li> 22. What does it mean to describe? Parson Weems Fable by Grant Wood </li> <li> 23. analysis nalsis/ noun 1.noun: analysis; plural noun: analyses 2.detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation. </li> <li> 24. What does it mean to analyze? What is the focal point? How can you tell? How has the artist used repetition? </li> <li> 25. What does it mean to interpret? Ask, what is the artist trying to communicate? Try to explain the meaning or mood of the work, based on your clues from the first two steps. You can make guesses about the artwork as long as they are supported by details you see in the work. Gather information about the artwork for more clues. How will we decide what is relevant contextual information? Parson Weems Fable by Grant Wood </li> <li> 26. What does it mean to interpret? Whats going on in this picture? What do you see that makes you say that? Are kids using evidence for interpretation, anchored in details from the image? Is there evidence that supports their claim? Are they making logical inferences? What is explicit? What is implicit? </li> <li> 27. What does it mean to interpret? What is the tone? (The attitude of the artist?) </li> <li> 28. The Common Core is here. What is the Core Shift? 2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational. </li> <li> 29. What does it mean to evaluate? </li> <li> 30. What is Art? </li> <li> 31. CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Cite details to support your answer. </li> <li> 32. Canyon by Robert Rauschenberg </li> <li> 33. My students made their own combines inspired by Robert Rauschenberg. They also wrote artists statements about what they were expressing in their artwork using symbolic use of color and objects and imagery as symbols. </li> <li> 34. We put their artwork on our class blog. Our blog post received a comment from a very special visitor: Christopher Rauschenberg! </li> <li> 35. Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? </li> <li> 36. Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? </li> <li> 37. Vocabulary If they cant draw it, they dont know it. -Merilee Sprenger </li> <li> 38. How much writing should we be doing in art class? It will never be the focus of what we do. It should be used as an assessment for us to judge that they have learned what we taught. Conventions are not our prime concern and we should not correct for that. </li> <li> 39. The Common Core is here. What is the Core Shift? 1. Regular practice with complex texts and their academic language. </li> <li> 40. Vocabulary at the Core but Ive never deeter-mined before! </li> <li> 41. It is better to summarize than it is to memorize. The Top Five Research-Based Strategies to maximize learning (Thompson, 2014). 1. Higher Order Thinking 2.Summarizing 3.Vocabulary in Context 4.Advance Organizers 5.Non-verbal Representations </li> <li> 42. Answer the Essential Question using vocabulary from this lesson. How do artists use color theory knowledge to mix and blend colors? </li> <li> 43. What kind of writing should be done in an elective class? Essential Question: Can you answer this question -- --using these words??? </li> <li> 44. The Common Core is here. What is the Core Shift? 3. Building knowledge through content-rich nonfiction. </li> <li> 45. CC.1.3.8.E Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. </li> <li> 46. CC.1.3.8.E Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. </li> <li> 47. CC.1.2.8.J Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. </li> <li> 48. The Common Core is here. What is the Core Shift? 1. Regular practice with complex texts and their academic language. </li> <li> 49. This is a text and there are different ways to read it. </li> <li> 50. This is a text and there are different ways to read it. 1. Intuitive criticism. 2. Contextual criticism. 3. Formal analysis. What is the main idea (focal point) and how do the details emphasize or draw attention to it. </li> <li>...</li></ul>
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