arts education
TRANSCRIPT
Arts EducationWhy?
Arts Education
To enable students to understand and value art
expressions throughout life3 Goals: C/P, C/R, C/H
Cultural / Historical (CH)This goal focuses on the
role of the arts in various cultures, the development of the arts throughout history, and the factors that influence arts and artists.
.
Critical / Responsive (CR)Students will respond
to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, and collaborative inquiry
.
Creative / Productive (CP)This goal includes the exploration, development, and expressions of ideas in the language of art. This requires reflection and creative problem-solving.
.
Arts Education IS a Required Subject – part of Core Curriculum!
Time Allotment – equivalent* over the year to:200 minutes per week = Dance – 50 minutesDrama – 50 minutesMusic – 50 minutes
Visual Art – 50 minutes(*may be “clustered”)
An effective arts education provides:Opportunities to...
Use creative processes in a variety of art forms and media.
Develop self-confidence in their own creative abilities.
.
Opportunities to.... Recognize that artists are
thinkers, and that their imaginations and creativity help us understand ourselves
Investigate community and global issues explored by artists
Opportunities to...Discover through the arts
how societies express their histories, values, and beliefs.
Celebrate Saskatchewan’s and Canada’s rich cultural and artistic heritage
.
Student VoiceArts Education is one of the most effective
ways to empower students to reflect on, act on, and give voice to their own opinions, beliefs, and ideas through the creation and presentation of their own arts expressions.
Putting it all together…High quality art education
requires careful planning“know your destination before starting out on your journey”
Planning for Learning in/about/through the Arts
Grade level FOCUS – Theme - context: what are we learning about?
“Big Question(s)” – Why are we learning about this?
(re: Outcomes) - What is important to know?Outcome + selected Indicators – How will we
learn to find the answers to our questions? How do we start to explore possible solutions?
Assessment – How will we know if we are learning?
Resources – What will help us to learn?
Inquiry LearningConstruct ‘BIG’ essential questions to
provide a purpose and direction for the learning activities.
To support inquiry into some of the ‘big ideas’ of interest to artists, and to provide a meaningful context for inquiry, a different focus has been identified for each grade...
Grade 1 Focus: PatternsHow can we use patterns in our artwork?How can we use lines, colours, shapes, textures to make patterns?How do artists use patterns(movement patterns, sound patterns, word patterns…)
Grade 2 Focus: CommunityWhat works of art are there in our community?How can stories from our community give us ideas for art?What can we tell people about our community through the arts?
Grade 3 Focus: EnvironmentHow can we use the arts to show what we know about our natural or constructed environment?How do artists use the environment?How can we tell people our concerns about the environment?
Students will create and study works of art that express ideas about Saskatchewan
Grade 4 – Saskatchewan Voices.
How could our arts expressions express what we think and feel about Saskatchewan?
How do professional dancers, dramatic artists, musicians, and visual artists represent Saskatchewan?
How do First Nations artists express ideas about Saskatchewan through various arts expressions?
Grade 4 Inquiry Questions – for example:
Students will create and study works of art that are part of, or influenced by, mainstream pop culture.
Grade 5 – Pop Culture
How do the media and pop culture influence our lives?
How could we use pop culture in our own arts expressions?
What did pop culture look and sound like in different eras of history?
Grade 5 Inquiry Questions
Grade 6 Focus:IdentityCreative/Productive OutcomesStudents:create dance, drama, music,
and visual art works that express ideas about identity and how it is influenced (e.g., factors such as pop culture, peer groups, cultural heritage, personal and family interests, gender).
.
Grade 6 FocusIdentityCritical/Responsive Outcomes
Students:investigate perspectives on identity as expressed
through the arts in Saskatchewan, Canada, and beyond.
examine how arts expressions reflect diverse personal identities, backgrounds, and worldviews.
Grade 6 FocusIdentity
Cultural/Historical Outcomes
Students:identify ways that First Nations, Métis, and Inuit artists
express cultural identity in contemporary work.
compare traditional and contemporary arts expressions from a diverse range of cultures, and analyze how cultural identity is reflected in the work.
If we were to represent our school or community identity, what would it look and sound like?
In what ways could our arts expression show people what we value?
How could this song, dance, drama, visual art work, or film tell people about our family histories or cultural backgrounds?
In what ways does an arts expression reflect the identity of its creator or community?
How do media and pop culture influence our identities and choices we make about music, clothing, hair styles, social activities, and so on?
How is personal, cultural, or regional identity represented in dance, drama, music, or visual art by Saskatchewan artists?
Grade 6 Inquiry Questions
Outcomes & IndicatorsOutcomes:Identify the most important
understandings and abilities to be developed in the specific grade level
Guide course, unit, and lesson planning
Indicators:- Are a representative list of what students need to know and/or be able to do to achieve an outcome
Big Question…? for purpose and direction
Creative / Productive OutcomesCreative/ Productive outcomes are
strand-specific. Each strand has its own set of CP outcomes and corresponding indicators.
Dance: CP _.1, CP_.2Drama: CP _.3, CP_.4Music: CP_.5, CP_.6Visual Art: CP_.7, CP_.8
Critical/Responsive (CR) OutcomesCultural/Historical (CH) OutcomesCommon to all 4 strands (dance, drama, music &
visual art)
CR _.1 CH _.1CR _.2 CH _.2
Essential components of a unit plan…Theme / Title
Big Question: (share with students- POST!)
Outcomes Assessment Learning Plan(re: indicators)
Resources
Grade specific What evidence?(re activities)
Culminating task?
Steps to achieve outcome (activities related to indicators)
Selected to help achieve the outcomes
Planning for Arts EducationSelect Outcomes & Indicators, Assessment – culminating task?Create essential questions (lead to other
student- generated questions), Theme.Interpret indicators as sequence(s) of
related activities (+ review pre-requisite knowledge)
Connect formative assessments & final summative assessment to activities.
Dance Unit: Dance in Pop CultureEssential Questions: What is pop culture? What are popular and traditional dances? Where do dancers get their ideas? How can we express our ideas through dance?
Outcomes Assessment
Learning Plan Resources
CP5.1 Create dance compositions inspired by pop cultureCP5.2 Express own ideas using pop dance forms and styles, and apply the elements of danceCH 5.2 Compare traditional and evolving arts expressions of First Nations, Metis, and Inuit artists from different regions of Canada, and examine influences of pop culture on contemporary arts
Formative:- check art notebook- venn diagram- dance elements chart
Self assessment: -Creative process checklist,, exit reflections
Summative taskCreative dance rubricCreative process rubric
Intro: essential questions – web generate more related questions to exploreCulminating Task: to create an original dance using elements of pop c. dancesReview vocabulary, dance elements, viewing processInvestigate sources of ideas for dance related to pop culture: Create a KWL .View video of street dance and traditional fancy dance – compare the two styles re elements (patterns, movements, body.).Using a venn diagramView video of pow wow hip hop and compare elements with other two dances. Discuss what dances express.Partner s– fill in dance elements chart – select elements to explore in own dance phrase following the creative process.. Record plans on dance elements chart include drafts and revisons. write exit reflection in art response notebook.. partners practice
Art Response notebooksDance vocabulary list.
Dance elements poster
Viewing process & expectations checklist
KWL chart GO
Venn diagram GO
Street dance or So you think you can dance segmentPow Wow fancy dancePow Wow Hip Hopwww.youtube.comCreative process checklistDance elements chart
grade 6 focus: IDENTITYCP6.1 Create Dance Compositions that express ideas about identity and how it is influenced [(a)-(e)]CP6.2 Investigate and manipulate elements of dance and principles of composition including repetition and contrast [(a)-(d)
Q: How is personal, cultural or regional identity represented in dance ? How is identity represented by contemporary Saskatchewan dancers?
I am...? (ELA poetry activity). What influences our identity? what is important to us? How can we express what we value through movement?
1. Brainstorm ideas select topic + 4-6 actions 2. Create a 16 beat dance phrase (sequence re: elements chart) showing repetition and contrast in elements -actions, dynamics ,space).3. Reflect on how you created your dance phrase and the choices you made – what worked well or didn’t work well. Write reflection in art response journal.
Building a dance phrase ...Working title:
“The Basket”
Actions Body Dynamics
Relationships
Space
DribbleTurnPassJumpShootCrouch
Back, armsLegsLegs, arms
Slow, Fast/ strong
Partners - Side by side
Low/ Non-locoHigh - LowPathway - line
Beginning Middle End
D D D D
T T P P
J J T T
J J C C
*use for assessment
Sample –(part of a Visual Art unit)
Gr. 1 Patterns in Nature: What patterns can we see in nature? Can we use these patterns in our own artwork? How have other artists used patterns?
Outcomes Assessment Activities ResourcesCP1.7 Investigate a variety of formal and informal patterns in the environment and apply observation to own worka)b)c) CP1.8 Create own artworks that express ideas and explore forms…
Observation of contribution to KWL discussion
Checklist re: Sort/match pattern words
Check work for demonstration understanding of patterns…
Intro Q’s. Discuss Patterns in plantsKWL on TreesWhat are patterns?Show pics of trees – art find patterns (repetition )Vocabulary list of pattern words. Sort/match taskGo outside – view trees/patternsCreate tree using cut paper shapes repeated patterns…
Images of trees by picture book illustrators, artists (Carr, Thompson, woodcut prints)Examples of var. patternsChart paperColoured paper, scissors, glue…
Assessment ChallengesDetermining observation criteriaDocumentation methods
- Involve students in development of assessment criteria as much as possible
- Include self-evaluation to encourage reflection as part of the creative process
AssessmentBased on Outcomes Indicators learning activities
Criteria for assessment is clear - communicated!(not subjective or solely focused on product)
BOTH Process and Product is assessed
Formative and Summative
Assessment criteria = Expectations (curriculum outcomes)Considering the Outcome: select a sequence of lessons that address the outcome. Decide on the expectations for each activity. Define the expectations with a detailed list of steps or concepts. Turn the details into criteria for assessment. Use criteria to develop a rubric or checklist.
For example…Buildings in our Community…. (part way into the unit)
Expectations : point-of-view drawing of houseCP2.7 e)investigate and observe how …
objects look different from different points of view
CP2.8 g) classify different kinds of shapes using own words and apply observations to own work
Task: Make 1 side-view drawing of your house. Make 1 top-view drawing of your house
1- not yet, 2 – partially, 3 – meets expectations 4 – exceeds expectationsStudents Drawing shows
side view and top view
Can tell about various shapes in drawings
Assessment : “Coaching Model”Formative (ongoing feedback), Summative (graded)- Tasks: Perform/represent, write, speak ..
RubricDemonstrate understanding = “Show What You
Know”4 3 2 1
Very Effective problem-solving.
Consistently explores and contributes innovative
ideas.
Moderately effective problem-solving.
Often explores and contributes
ideas
Minimally effective problem-
solving. Has difficulty
developing idea beyond beginning
stage.
Always relies on others to
solve problems. Does not
contribute ideas at any
stage.
Self Assessment
My Art-making
No Sometimes Yes
I listened to all of the directions
I thought carefully about what I wanted to make
I took care of my tools and materials
I tried my best
I am proud of my work
I helped to clean up
Art-making Behaviours
Assessing ProcessOutcomes: CP 1.1: Create movement patterns in response to stories. CP 1.2: Create short dance phrases using elements of dance.
Very
good
good
improving
Not
yet
Creating a Dance Phrase 4 3 2 1Contributes to brainstorming task re: topic related actions Explores actions re: levels/directions, body, dynamicsSelects and practices/revises action sequence: B/M/E patterns
Assessing Process and ProductAssessment of the learning outcomes that address the
creative/productive (CP), critical/responsive (CR), and cultural/ historical (CH) goals of the curriculum.
This includes assessment of students’ creative and responsive processes, as well as any culminating products that may result from their arts experiences.
Artistic products are not to be evaluated in isolation, but must always be evaluated in conjunction with the target outcome and the students’ creative problem-solving processes
RubricsMake expectations clear (create and/or review with students)
Describe levels of performance Feedback for students re: strengths and areas needing improvement
4 point: not-yet (1) , almost (2), meeting expectations (3) exceeding (4)
& Useful to guide instruction – stay on track!
Arts Response JournalWrite responses to viewing/listening Record thoughts through steps in the viewing
process (first impressions, interpretations, comprehension: “I think this picture is about…” “my first reaction was…” “elements used were
Build vocabulary, compile word lists Record steps in art processesReflection/ self assessment on own work
Thinking, reflecting, writing, sharing…Using the language of art!
“… there are bright colours and dark colours. The heavy thick lines make it stand out. I see a little girl in the picture. There’s flowers on the outside and on the girl’s shirt. She looks very sad. She must be thinking of something sad …”
“All those small faces in the background kind of blend in. Maybe they are souls of his people behind him…”
Approaches to assessment :
Some Good Tools to Use:Portfolios / Portfolio Conferences,
Performance/DemonstrationsArts Response Journals or Learning Logs
Rubrics, Checklists…
Assessment data = Evidence!Assessments provide the teacher with
evidence of student achievement as well as evidence of the effectiveness of their instruction!
Use assessment results to guide your instruction and make adjustments as you go
Rubrics with clearly defined criteria take the subjectivity out and increase student awareness of what is expected of them
Responding to Art/Dance/Drama, Music – The Viewing/Listening Process Preparation – get ready/set (before viewing)First Impressions – initial reaction! (few
words)Description – taking inventory “I see...”
(elements)Analysis – how are effects achieved? (elements,
principles)
Interpretation – what’s the meaning or message?
Background Information – artist? time? culture?
Informed Judgment – reflection “ I learned...”
Responding to Art
Students become participants in the interactive process between artist and audience rather than passive consumers of the arts. Several processes are provided to help teachers guide discussion and encourage various responses to works of art.
Responding to Arts Expressions: Supporting Arts Education
Saskatchewan Online Curriculum
www.curriculum.gov.sk.ca
Resourceshttp://www.aventurinemusic.com
www.artsask.ca www.artcyclopedia.com/index.html http://archives.cbc.ca/arts_entertainment www.musiccentre.ca/home.cfm www.saskstories.ca/art/index_content.htmlwww.arts.ufl.edu/art/rt_room/@rt_gallery.html www.canadacouncil.ca/aboutus/artistsstories
Remember...It is not so often the case that we can learn in the presence of compelling objects that engage our senses, allow for many kinds of cognition, connect to many facets of life, sustain our attention... Art is an opportunity. Let us not miss it. (Perkins, 1994, p.5)