building creative capacity - crayola/media/education/createdredeli… · unit 1: convince others...

Building Creative Capacity

2017 © Crayola

Creative Leadership Transforms Schools

Year 2

Creating Change: Embedding Creative Teaching Approach

Creative Leadership Year 2

Creating Change: Embedding Creative Teaching Approach

Unit 1: Convince Others

Unit 2: Consistency & Customization: Align the Vision with Different Teaching Styles

Unit 3: Change as a School-wide Journey

Unit 4: Create Culturally Responsive Learning Environments

© 2017 Crayola LLC

Unit 1: Convince Others

2017 © Crayola

Address the Elephant in the Room

Key Messages to Convey and Convince

Power of Storytelling

Public Art as Storytelling

Art as a Persuasive Language

Classroom Application Idea Starters

Reflect & Plan Next Steps

Convince Others

2017 © Crayola

Address the Elephant in the RoomAn “elephant in the room” is an underlying issue that is not being addressed.

Articulate issues that are keeping the school from embracing art-infused learning. Address the “elephant in the room” that seems invisible but is stalling progress.

Before we can convince others, we firstneed to understand them.

Advocates face a challenge rooted inbeliefs and passion.

How does understanding where othersare coming from help advocatesprepare a more effective dialogue?

CONVINCE OTHERS

2017 © Crayola

Laura N grade 5

Essential Questions: Becoming a creatED school, where art-infused, project-based learning is deeply

embedded as a teaching strategy, whom do you need to convince and what would be compelling for them?

What barriers exist that have not been addressed?

How can we help others understand that this approach improves student outcomes?

Who needs to be convinced?

What compelling evidence or vignettes, observations or artifacts could demonstrate the benefits for students and help overcome barriers?

How will you determine what is most meaningful to share to establish a plan and translate insights effectively?

What experiences can a Creative Leadership Team provide for others to help them rethink teaching habits, build creative confidence, confront fears, and embrace the art-integrated, project-based learning vision?

How can visualizing the “elephant in the room” and getting issues on the table help our learning community have the conversations we need to move this forward?

What is keeping support for art-integrated, project-based learning from being deeply embedded across the entire school? What “issues” hide like an elephant in the room? How can “getting issues on the table” help your learning community have

more meaningful conversations?

CONVINCE OTHERS

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Reflect on the Essential Questions.

Visualize the “elephant in the room.” Identify fears/barriers/challenges that keep others from embracing the power of art to enrich learning.

Create a crayon-watercolor resist that reveals what lingers but is not seen. Draw issues with white crayon on white paper. They will be invisible until painted over with watercolor wash.

Use large paper to frame the art and write action steps. Present and respond to others.

Hands-On Exercise

Crayon Watercolor Resist to Reveal What’s Hidden

CONVINCE OTHERS

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Art Tells the Stories…

CONVINCE OTHERS

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Setting Up SuppliesGather from your bag…-white crayon (in Crayola Multicultural box)

-24 pan washable water colors

-Crayola Gel markers

-Crayola Glue stick

Coming to Your Table…-water cups and paper towel-watercolor paper (for watercolor resist)-11” x 18” black construction paper (for frame—to write solutions)

CONVINCE OTHERS

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CreateCONVINCE OTHERS

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Present. Respond. Connect.

CONVINCE OTHERS

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Art in education is more than beautiful… Do you believe the statement?

How could this quote be a springboard for a discussion that could convince others? Parents? Policy-makers? Other teachers?

CONVINCE OTHERS

Key Messages to Convey and Convince

2017 © Crayola

CONVINCE OTHERS

Key Messages to Convey and ConvinceTo Whom: Parents? Policy-Makers? Other Teachers? How important is data to these audiences? What compelling evidence will you present?

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One person’s story is a tragedy…10,000 people with the same situation is a statistic.

Why Stories?

CONVINCE OTHERS


Headline this story…

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Quinn A., grade 6

Translating Information into an Effective Story

CONVINCE OTHERS

How can you use this image to create an advocacy story ?

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Cooper Hewett Learning Labhttp://learninglab.si.edu/q/r/61406

Resources available on Smithsonian Learning Lab Website

CONVINCE OTHERS


Jacob Lawrence (1917-2000) Community. (Study

for mural-gouache on paper) Jamaica, NY 1986

http://learninglab.si.edu/q/r/61406

http://americanart.si.edu/collections/search/artwork/?id=31900

Community by Jacob Lawrence, 1986

CONVINCE OTHERSPublic Art as Storytelling

Use SEEK™ to see how public art, including

murals and statues, tell stories that convey messages.

SEE: What story do you see in this mural?

EVIDENCE: What evidence supports your

comment?

EXPLAIN: the artist’s intent. Infer how the art

elements and design principles help tell the story. What draws your eye through the mural?

₋ Colors₋ Proportions₋ Line₋ Shape₋ Unity₋ Repetition and patterns

KNOW: What do you know and want to know?


Public art serves a role in convincing others.

How can the coaching protocol, OASIS™, help

us read public art?

OBSERVE: What do you observe in the mural?

Cite evidence that explains the story you see.

ALIGN: How is the artist trying to align viewers

to a common point-of-view or convince them of a key message?

SELF-REFLECT: How does this art affect you?

IMPACT: What impact do you think this mural

has on the public viewers?

SCAFFOLD: What would build your

understanding of the context and content in this mural?

CONVINCE OTHERS


Community by Jacob Lawrence, 1986


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CONVINCE OTHERS

William Adelbert Dolwick (1909-1993). Early Hobart. (mural study for Hobart, Indiana Post Office) 1938

OBSERVE: What do you observe in the mural? What stories do you see?Explore the characters, landscape, architecture and interactions.





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CONVINCE OTHERS

William Adelbert Dolwick. Early Hobart, 1938

ALIGN: How is the artist trying to align viewers to a common point-of-view or convince them of a key message?





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CONVINCE OTHERS

SELF-REFLECT: How does this art affect you? How might it affect others with different perspectives or backgrounds?






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CONVINCE OTHERS

IMPACT: What impact do you think this mural has on the public viewers?How does a mural (or any public art) convey a message that could be visionary, or controversial?






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CONVINCE OTHERS

SCAFFOLD: How can we scaffold this experience into an advocacy lesson? How would you use the insights from this exercise to create a mural that advocates for your school vision?






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CONVINCE OTHERS


Plan a piece of public art (mural, statue, poster or a button) that conveys your advocacy message about arts in education.

Sophie D. grade 7 Sydney S. grade 8

2017 © Crayola

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CONVINCE OTHERS

Art as a Persuasive LanguageAdvocacy art takes on big issues. Translate personal passions into

public messaging.

Seymour Chwast (designer), American, b. 1931. Earth Day '91 New York City, lithograph on recycled paper. 1991.

Artist unknown. Button, "Support Disability Rights,”

metal.





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CONVINCE OTHERS


Translate personal passions about education into public

messaging.

What is your Big Issue?

Equity? Access? Quality?

What symbols could express your BIG issue?

Create a visual icon for the key messages you want to convey.

Consider: Equity & Access Student Voice 21st Century Learning Self-expression

Responsive to Diversity Creative Thought Innovation Rigor & Engagement

2017 © Crayola

Ruqiyah S. 4th grade

Lakewood, CO

Inspired by Student Art


Riley S. 5th gradeCierra S. 12th grade, Whitehouse, TX“Leadership Leads to Liberty”

Setting Up Supplies

Gather from your bag…-Crayola Twistable Colored Pencils

Coming to Your Table…-sketch pads to share

CONVINCE OTHERS


2017 © Crayola

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• one or two visual symbols that convey your idea• colors that energize your sign and help focus

others on your message• minimal text to explain your point-of-view

PRESENT. RESPOND. CONNECT…

CREATE a sign, poster, banner, or badge that

could help convince others of your key

educational message.

Use:

CONVINCE OTHERS

Art as a Persuasive LanguageAdvocacy art takes on big issues.

Translate personal passions into public messaging.

2017 © Crayola

“Get Issues on the Table OR Address the Elephant in the Room”Awaken and respond to student voice. What educational issues do students feel should be addressed? Often students bring up playground rules, lunchroom practices, or other routines. Students may question limited access to technology, how old textbooks are, or what books are in the school library. What elephants in the room do they see that have not been addressed? What issues would they like to get on the table to discuss with teachers and school administrators? In pairs or small groups ask students to identify 1-3 issues they would like to address.

For each of the issues, ask students to articulate their point-of-view and consider how they could convince others.

How could visuals help them convey the problem or opportunity? Who do they want to convince? When and where will the “elephants in the room” be discussed so they can share their ideas and listen to others’ perspectives?

© Crayola 2017

UNIT 1: STUDENTS CONVINCE OTHERS

Classroom Application: Art-Infused Project-Based Learning

“Key Messages to Convey and Convince”Help students articulate what helps them learn. Ask them to reflect on their individual learning styles and how they learn from different classroom experiences. What makes something relevant and engaging?

How can students convey their optimal learning messages to others? Who will they share thiswith—school leaders? parents? other students?

Remind students of the Intentional Writing Framework: What is the intended message? Intendedaudience? How can visuals help them convey their message?

Help them plan effective ways to share their insights with others.



© Crayola 2017

“Power of Storytelling”Ask students to explore an advocacy issue that matters to them. Urge them to research facts that point to how important this issue is and why. As they gather data, urge them to translate the facts into a story that would stir emotions, as well as engage logical minds looking for credible evidence.

What advocacy issues are students interested in? Urge them to consider health, ecology, social justiceand other issues that impact the community or global citizens.

What facts and compelling evidence can students discover that supports their point-of-view? How canan illustrative story help them convince others?



© Crayola 2017

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“Public Art as Storytelling”



Artwork in FAPE Collection. © Estate of Roy Lichtenstein. Photo courtesy Gagosian Gallery.

Roy Lichtenstein, Greene Street Mural, 1983Magna, tape, and printed paper on wall, 216 x 1148 inches

Ask students to explore a mural or other public art installation. Urge them to research the context of when and who created the art to learn as much as possible about the artist’s intent. This mural is being installed at the U.S. Embassy in Mexico by the Foundation for Art and Preservation in Embassies (FAPE), the organization that provides art as global diplomacy to our nation’s embassies around the world.

Use SEEK™ to increase observation, inference and inquiry skills. Or use OASIS™ to connect with the advocacyrole of using public art to convince others. These protocols help students read the art and then write abouttheir insights.

In what ways does sharing American artists’ work at U.S. Embassies around the world help to tell a story aboutour nation? How can public art be global diplomacy?

“Art as a Persuasive Language”Students explore advocacy art in the forms of posters, banners, and signs that make personal passions public.

Examine examples of activists’ art and how symbols and crisp text convey messages.

Students select issues that they are passionate about and create signs, posters, or banners that convey their message with symbols and crisp messages.



2017 © Crayola

Zach A. 2015

Reflect and Plan Next Steps

CONVINCE OTHERS

Elephant in the RoomHow does bringing issues to the table spark important conversations and surface multiple perspectives?

Key Messages to Convey and ConvinceHow does your understanding of others’ points-of-view influence your key messages, so points will be compelling to them?

Power of StorytellingWhy are illustrative stories so compelling? What stories will you use to convince others?

Art as a Persuasive LanguageHow can you extract insights from public art and advocacy art to inform your use of art to persuade?

2017 © Crayola

building creative capacity - crayola/media/education/createdredeli… · unit 1: convince others...

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