working with performing and visual arts power standards 7-12 district-wide curriculum articulation...
TRANSCRIPT
Working with Performing and Visual
Arts Power Standards 7-12
District-Wide Curriculum Articulation
October 23, 2009
Agenda Welcome Goals for the Day
Common Power Standards Common Assessments
Honoring the Past Overview of Our Work - Micheal Thompson Video “New” Arts Standards Structure Stretch Break Power Standard Criteria Selecting Power Standards for Writing Assessments Unwrapping a Standard Activity Lunch 11:30 - 12:30 on your own Break-Out Sessions Large Group Review and Closing Next Meeting Dates
Fall ‘10 ParticipantsCalvin Plocher, Music, Vocal/InstrumentalZane Shaefer, Music, Arts ConsultantRobin Lorenzen, Music, VocalSydney Willcox, Visual ArtJan Spencer de Gutiérrez, Arts Supervisor Byron Richard, Education Research Coordinator, PerpichJeremy Holine, Visual/Media, PerpichAshley Cannady, Gifted ServicesEdye Skibbe, Gifted ServicesStephanie Schroeder, Visual ArtKathy Grundi, Visual Art, Arts Consultant
Honoring the Past2006 Standard Alignment with
CoursesStandard: Analysis and Interpretation
Benchmark BeginningCeramics
AdvancedCeramics
BeginningJewelry
Advanced
Jewelry
Beginning
Sculpture
The student will understand and apply artistic process to analyze, interpret, and evaluate art works in at least one of the three arts areas required to be offered by a school from the following: dance, media arts, music, theater, and visual arts.
1. Students will understand how a synthesis of the following components of visual arts is used to define a work in visual art:
a. elements, including color, line, shape, form, texture, and space; b. principles, such as repetition, contrast, or balance; c. vocabulary; d. styles, such as abstract or impressionist; e. structures, such as two dimensional or three dimensional; f. technical skills, such as selecting and using tools and techniques of the medium;
Important to Know
√Essential Important to
Know
√Essential Important
to Know
2. Students will understand the similarities and differences among the structures and styles within visual arts,
Important to Know
√Essential Important to
Know
√Essential Important
to Know
KEY√ Indicates ESSENTIAL (i.e. This absolutely has to be included in this course.)
Indicates IMPORTANT TO KNOW* Indicates REINFORCED (i.e. This course goes into broader depth with a benchmark already covered by another course.)--- Indicates NOT ADDRESSED
P402411 - Band, Beginning Syllabus
Grade Level: 9-12 High School
Subject Area: Music
Course Number: P402411
Course Title: Band, Beginning
Course Length: full year
Prerequisite: Interest in playing in the school band
Course Description:
This band develops inexperienced new band members’ skills so they can join the school band. Beginning instrumental technique, marching skills, and group rehearsal etiquette will be included. Students will consult with the director to select an instrument to play. A limited number of school instruments are available for loan with parental permission and required responsibility. (Students with previous band experience should register for Intermediate Band.)
Honoring the Past2007-2009 Arts Course Syllabi / Lessons
http://curriculum2.spps.org/
Honoring the Past
2006 Standard Alignment with Courses
2007-2009 Arts Course Syllabi / Lessons http://curriculum2.spps.org/
2008-2010 Perpich Center for Arts Education
Curriculum and Assessment Mapping Project http://www.thecenter.spps.org/Curriculum_Maps.html
Honoring the PastSaint Paul Public Schools Curriculum Map Visual Arts Scope and Sequence: American Indian Art, 9-12
Time in Weeks Brief Description of Content Standard Benchmarks
The student will:
Assessment Activities Evaluation Criteria
1st Quarter
2 or 3 Days Focus on:
What is American Indian Art? – Computer research assignment – develop a sketch – pre-assessment of skills and concepts of American Indian Art (1or 2 days)
2nd Unit – (2.5 to 3 weeks)
Focus on:
Drawing assignment of 7 teachings – Specific to Ojibwe – Google 7 teachings – Lakota Language Consortium – another resource
Introduce story of virtue/cultural meaning (build personal knowledge of virtues – starting at elementary) and then introduce drawing approaches.
Build correspondences between story and animal attributes
Vocabulary:
(Include Ojibwe language where appropriate)
Benchmarks
Foundations
1:1 Elements: texture, value, line, shape, color, space
1:2 Principles: proportion, contrast, emphasis/unity, pattern, rhythm, movement
Present/Perform
1:1 Mount and present to classroom audience
Learning Goal:
Assessment Activity:
Choose 5 of 7 teachings and do a realistic drawing – realistic drawing of representative animal
Five Drawings
Graphite pencil 5X5 drawing of -- Eagle
Bear – cubist color pencil style – cultural attributes and visual arts
Oil pastels in woodland style of Buffalo
Marker drawings shapes, lines and patterns of Turtle
Curriculum Conference WelcomeMicheal Thompson,Director of Secondary Curriculum
Micheal’s MessagesAugust - Selecting Power Standards
Working with Leadership and Learning Center Teaching for understanding and rigor
Provide many and varied experiences for uses of student knowledge and skills Reduce number of standards/benchmarks Determine Power Standards (complete by Nov. 24, 2009) Focus assessments on those benchmarks Move from learning for retention of knowledge toward teaching for giving students strategic
capacity with knowledge and skills Data shows necessary to FOCUS - do less to achieve more
September - Unwrapping the Power StandardsNovember - Engaging Classroom Assessments Seminars November 10 &
11, 30 arts participants maximum
Micheal’s Messages Continued…
November 13, 2009 Secondary District-Wide Content Area Curriculum Conference 2
Spring 2010 - End-of-Course Assessment Development and Field Testing
Second Semester - Field test common district assessments
January - LLC, Balanced Math Program process
April and May - LLC, Non-Fiction Writing Across the Curriculum
2010-2011 - Continue Non-Fiction Writing and use data in Professional Learning Communities and Department Groups
Authentic PLC engagement using these strategies
The New Arts Standards Structure
Strands Sub-strands Standards Benchmarks
Facts and Questions
Why Power Standards?What happens with the rest of
the standards/benchmarks?What does this word mean?How many Power Standards
should each content area have?
Power Standards Selection Criteria:
What Do Students Need to be Successful in these Three Key Areas?
School (Readiness)
Life High-Stakes (Endurance) Tests
(Leverage)
Unwrapping a Standard Demonstration
Determine Standard
Type in benchmark XX
circle the verbs
underline the nouns
How will lunch energize us?
Our Next Steps
Identify one key power standard that you want to work with
Unwrap your standardDetermine Essential ? / Big PictureBrainstorm what assessment or
evaluation tools you can use to assess this benchmark/standard. Is it common?
Formative Assessment
Formative AssessmentMid point assessment
Summative End of course assessment
Breakout Rooms
1303 Music 1302
1101 Visual 1108 breakout 1109 media 1105 Theatre
Closing
Fill out the + Plus / Delta workshop SURVEY What did you notice in your small groups? Share outURLs for LLC informationSign up for Nov. 10 & 11 Engaging
Assessment Seminar by highlighting your name on sign in sheet when you sign out
LLC and District Resources
The Center for Professional Development http://www.thecenter.spps.org/home.html
District Leadership and Learning Center Information http://thecenter.spps.org/llc
Arts Leadership and Learning Center Information http://www.thecenter.spps.org/
Leadership_and_Learning_Center_LLC_Information.html
District Curriculum http://curriculum2.spps.org/
Arts Curriculum Maps (under construction) http://www.thecenter.spps.org/Curriculum_Maps.html
LLC and District Resources
Next meeting dates 11/10 & 11/11 and 11/13
Your CommentsPlease complete one + Plus Delta
teacher survey