Oct. 2008 Institute: Gr.1-5 Arts Ed

1. Oct. 2008 Institute: Gr.1-5 Arts Ed 1.The TOP 10 Things You Need to Know to Navigate your way through the Arts Education Curriculum! 2. Responding to Allan Sapp Artworks using Drama Strategies 3. Using Vocabulary to Learn about Rhythm and Beat in Music Presenters: Michelle Richter, Michelle Phair & Amy Perrey

2. One Aim or Arts Ed Philosophy Page: ____________

3. One Aim or Philosophy • Aim, Goals, and Philosophy • Aim: The aim of the arts education program is: to enable students to understand and value arts expressions throughout life. This aim describes the main outcome for students and the primary reason for including arts education in the Core Curriculum for all students.

4. Two Model Units and Required Units of Study per Strand Page____________

5. Two Model Units/Required Units per Strand

6. Three Components for each Unit Page_____________

7. 3 Components for Each Unit • Creative/Productive- exploration, development, and expression of ideas in the language of each strand. For an activity to be creative, the student must be engaged actively in a critical thinking process. • Cultural/Historical- deals with the role of the arts in culture, the development of the arts throughout history, and the factors that influence the arts and artists. • Critical/Responsive- enables students to respond critically to images, sounds, performances, and events in the artistic environment, including the mass media. Students become participants in the interactive process between artist and audience rather than passive consumers of the arts.

8. Four Strands & Four ways to Respond & 4 Units per Strand Page____________ Strands: Visual Art, Music, Dance, Drama

9. 4 Units & 4 Ways of Responding • General Units • Learning about _____ • Ideas & Inspirations • Making Sense of Things • The World of _______

10. Five Steps to Planning a Unit Page: _____________

11. 5 Steps to Planning a Unit • Step 1 – familiarize self with info and units • Step 2 – Select a unit and mini theme • Step 3 – Outline sequence of lessons • Step 4 – Plan lessons in detail • Step 5 – see sample checklist for planning unit. • Each strand has a step by step guide for planning the art, music, drama and dance experiences in detail.

12. Music Brain Break • “Hello Everybody” – Michelle Phair

13. Six C.E.L.’s Page: _________________

14. 6 Common Essential Learnings • Arts education offers many opportunities for incorporating the Common Essential Learnings into instruction. • C Communication CCT Critical and Creative Thinking IL Independent Learning N Numeracy PSD Personal and Social Development TL Technological Literacy.

15. Seven Examples of Assessments Page: _________________

16. 7 Examples of Assessments • Assessment & Evaluation • Process & Product

17. Eight or Less Foundational Objectives Page: _________________

18. 8 or Less Foundational Objectives • In the Dance Strand, the students will: • Understand the elements of dance and develop concepts that lead to an understanding of structure in dance. • Develop movement skills to use the body as an instrument for expression. • Begin to understand the variety of sources for dance ideas. • Begin to develop own ideas in dance compositions, using choreographic structures and processes. • Begin to think about and talk about own dance ideas and compositions. • Develop understanding of a diverse range of dance, dancers, and choreographers. • Talk about, interpret, and respond to dances. • Become aware of the dance and dancers in the daily life of own community.

19. Nine Places to Get Resources Refer to Attached Handout

20. 9 Places to Get Resources • Arts Education Wikispace:http://rcs-arts-education.wikispaces.com • ArtSmart Grants:http://www.artsboard.sk.ca/Grants/grants_arts_smarts_program.shtml • Your Collegues! (top 3 favourites) (show 3 books coming to library near you!) • Provincial Organizations: Dance Sask.Inc., Sask. Drama Assocation, Sask. Society of Education through Art, Sask. ORFF Chapter, Sask. Music Educators Association • RCS Outlook Calendar of Arts Events-Public Folders • Arts Education Consultant Office— Off of Gratton Room. Michelle Richter—Ph. 531-8793. I am a resource! I will plan with you, model teach, team teach and find resources for you! • ILS (211), school library or Public Library • Arts Education Bibliography and curriculum suggested resources within units. • Whimsical Wed Workshops and other PD opportunities

21. Ten or More Objectives Checklist Page: _________________

22. 10 or More Learning Objectives Checklist

23. Questions, Comments or Concerns? • Remember, all strands follow similar format • There is a complete sample unit in each strand in each grade • Arts ed can be assessed and evaluated! • Remember why its important to expose students to the arts • Sample units and mini themes page and learning objectives page are so valuable! • 3 components for each unit, you’re doing well!

24. Responding to Art through Drama:Understanding Drama Strategies Creative Approach Students can respond directly to works of art through the creation of their own arts expressions. Students might create individual narratives, small group interrelated arts projects, journal writings, poetry writings, dance interpretations, visual interpretations, musical interpretations, dramatic interpretations, thematically or stylistically related works, and so on.

25. Strategy: ROLE • Students can pick a one of the characters from the pictures and start role playing what the character would say or do. Example: Lady with Blue head piece – “My job is to sit here and the fire going for when they bring back some buffalo”

26. Strategy: Narration • Groups could create a conversation or script based on the events or ideas taking place within the photo or students become one of the characters in the painting and can verbally tell the class about a letter they would write to someone. Example: Boy with red shirt “This is my dad and he works very hard, I give him hugs to remember me. I can’t wait to go to work with him”

27. Strategy: Tableaux Students can create a still image using their bodies to create a picture of what was happening before and after the picture was painted. Example: Before- tableaux of the hockey players getting reading. After- tableaux celebration of winning goal.

28. Strategy: Tapping In Using tableaux from the picture – the teacher taps the students shoulder, the student can then say a quote or comment about what is happening in the scene. Example: tableaux of the people watching-tap in – “I sure hope they win this game”.

29. Strategy: Role on the Wall Students can look at the characters in the painting and pick a character to discuss the 5 W’s – who are they, what did they do, when were they born etc. Brainstorm these ideas on sheets of paper on the wall. Example: Lady with blue head piece – She is a mother, she helps the community, she loves to sing, she is waiting for her husband to come home.

30. Strategy: Dance/Drama Working with movement – turning the still image into live action. Students can pick an item from the painting, and move to music like these items would in the real world. Example: move like the ribbons, grass, clouds, how would the people dance?

31. Strategy: Interviews/Hot Seat • Students become characters or items from the painting. They answer any questions posed to them by rest of class or interviewers. (Or) One student becomes the artist Allen Sapp and gets interviewed by their classmates. Example of question students can ask: How old are you? What are you making? Where is your family? Where do you live?

32. Strategy: Parallel Play Students create a still image based on the painting or copying the picture. Students then come to life through movement talking and doing what would be happening in the painting, Students can do this regular time, slow motion, fast speed. Example: Students would start to play hockey, parents would start to cheer, and more children would come to watch the game.

33. More StrategiesAll strategies can be found in the drama strand of each curriculum.Structuring Drama Works has additional strategies to work with. Imaging – allows students to focus on an issue. Students sit quietly with eyes closed and listen to the titles of the art work by Allen Sapp or different music. As students listen to the music and title they form pictures in their mind. They can then go and draw the pictures they created in their minds. Storytelling – by looking at these pictures students might have a story to share with each other. This allows students to create and share stories, reflecting on each other’s experiences. Story theatre – students form groups and pick one of Allen Sapp’s pictures, in their groups they create a story. The story is then told by a narrator and the other students act out what is being read. The teacher can also give the students a story about the painting, the narrator reads out loud with out the other students hearing the story and have to act out on the spot.

34. More Strategies… Journeys – Teacher in role has a time machine taking us right into one of the pictures. The students have to prepare for their journey – discuss what their problems might be when they get there, preparing to go, and saying goodbye. Writing– students can pick a painting and write a letter to one of the characters in the painting. Students can also become the character in the painting and write a letter to someone – who would the character in the painting write to if they had the chance? What would they say? Choral Speaking – students can create a poem, chant, rap, short story, or legend based on one of the paintings. Students then do a group speaking of the piece. Example – take turns reading, everyone reads together, can add movement.

35. Resources Book: Structuring Drama Work: A handbook of available forms in theatre and drama – By Jonothan Neelands and Tony Goode Websites: Allen Sapp: http://www.westendgalleryltd.com/dynamic/artist.asp?ArtistID=34 http://www.allensapp.com/ http://www.canadahouse.com/dynamic/artists/Allen_Sapp.asp http://www.mayberryfineart.com/artist/allen_sapp.html http://www.assiniboia.com/dynamic/artists/Allen_Sapp.asp http://www.virtualmuseum.ca/Exhibitions/allensapp/ http://en.wikipedia.org/wiki/Allen_Sapp

36. A Music Activity to Suit Anyone! • Use any type of vocabulary for this activity (ei. Students’ names, place names, special vocabulary, etc.); • March to the beat while saying/clapping the words; Reverse it: make the feet do the rhythms, and clap the beat! Can the students do this with the words inside their heads (“swallow the words”)? • Make a “human” rhythm pattern to match the song; Draw the rhythms; • Experiment with voices / style; • Progress to instruments once the students have mastered the rhythms; • Practice the piece in unison; progress to two and then four part canon. • PERFORMANCE SUGGESTION: • Say first in unison 2 times; • then in two part canon beginning the second voice at the asterisk (twice); • four part canon (twice); • finish in unison.