Visual and Performing Arts in Collaboration: Perception

1. Visual and Performing Arts in Collaboration: Perception 6th-12th Grade By Candace Printz and Troy Herbort

2. Agenda • Objectives • Opening Activity: Living Sculpture • Understanding 3R-DI (Design) • Observing & Assessing LUNCH V. Application in Perception

3. Enduring Understanding Using differentiated instruction, we can increase rigor, relevance and relationships in our fine arts instruction.

4. Day One Objective: Perception • Today we will wrestle with how we teach perception in the fine arts classroom.

5. Norms • All participants must be present the full day in order to receive credit for the workshop. • Employ proper cell phone etiquette. • Stay focused • Participate! • No electronic games, especially Angry Birds. • Please be on time. Participants who are more than 15 minutes late will be asked to attend a later session. • There will be no early egress.

6. To Get Credit • Make sure you sign in • Make sure you do the online evaluation!!!!! • Check your school email!!!!!!!!! VERY IMPORTANT

7. II Opening Activity • Living Sculpture (Tableaux)

8. Reflection What did this activity look like? What did it feel like? How is this related to differentiation? Why is it important?

9. III RTI Triangle

11. The Three R’s • Rigor • Relevance • Relationships • What are The Three R’s and how are they used in your instruction? Discuss!

12. Rigor • Noun • 1 the quality of being extremely thorough, exhaustive, or accurate : his analysis is lacking in rigor.severity or strictness : the full rigor of the law.(rigors) demanding, difficult, or extreme conditions : the rigors of a harsh winter. • 2 Medicineshort for rigor mortis • 3 Education: Depth rather than breadth.

13. Rigor • What is it? • What does it look like?

14. Rigor in Design • The 3 Little Pigs . . . An adventure in rigorous design ! Not a whole lot of huff and puff!

15. Relevance • Noun • closely connected or appropriate to the matter at hand • The personal “why” of learning

16. Exploring Relevant Theatre • How do we make students understand the relevance of art in our society? • Agusto Boal Theatre of the Oppressed. • “What Would You Do?”

17. Relevance • What is it? • What does it look like?

18. Relationships • the way in which two or more people or organizations regard and behave toward each other : the landlord/tenant relationship. She was proud of her good relationship with the household staff. • Not content relationship, but student teacher relationship.

19. Relationship • What is it? Positive Relationships with students and staff. • What does it look like?

20. IV Observing & Assessing • Performances & Design • Simple Rubric (Discuss)

21. Design • In groups of 5 to 7 • Based upon a current event create a short play, set and costumes for a performance by your group. • The scenery and costumes MUST be created from found objects.

22. Project • Research, Brainstorm and Scenario Creation. (15 minutes) • Design and Construct (40 minutes) • Present and Defend Design Choices • Fill out rubric

23. Lunch!

24. IV B. Depth of Knowledge & Rubric • How did the previous activity explore the world of 3R DOK? • What level did your performance land in?

25. V. Teaching & Learning (Perception) • CEDFA Powerpoint • Theatre of Empowerment • Art

26. VAD • Share your VAD ( wink, wink, nudge, nudge) with someone from another discipline in the room. • Circle similarities in your pamphlet.

27. CEDFA

28. Theatre of Empowerment

29. Perception in Visual Arts

30. Execution by Yue Minjun

31. Detroit Industry detail by Diego Rivera

32. Untitled by Banksy

33. Soup Cans by Andy Warhol

34. Untitled by Banksy

35. TED Talk • Ken Robinson says schools kill creativity.