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Perham Arts Integration

Perham Arts Integration. Sue. Sparky. Laura. Trish. Exploring the Arts. Project: Two Art Exploratory Activities in 2011 January : Performing Arts Speech Dance-ballet, square, ball room, etc Drama Vocal Instrumental O Opera Magic Costumes/Makeup/Props. Drama. May Exploratory.

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Perham Arts Integration

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  1. Perham Arts Integration Sue Sparky Laura Trish

  2. Exploring the Arts Project: Two Art Exploratory Activities in 2011 January: Performing Arts Speech Dance-ballet, square, ball room, etc Drama Vocal Instrumental O Opera Magic Costumes/Makeup/Props

  3. Drama

  4. May Exploratory • Visual Arts • Sculpture • Tie Dye • Beading • Jewelry Making • Drawing • Water Color • Pottery • Ceramics • Wood Carving • Etc…….

  5. Perham Exploratories

  6. Community Experts

  7. In last week’s Perham Paper • Dent resident Dick DuBord brings art and education to students • By: Christopher D. Michalski, EOT Focus • “Howling at the Moon” Dick DuBord’s piece “Howling at the Moon” sits in the front right of the exhibit. It’s comprised of two pieces of driftwood he spotted at Long Lost Lake near Itasca State Park. He instantly spotted the eye and snout on one piece, and the tail and legs on another.

  8. Also, some of the finest sculptures in the world will be on display!

  9. Teachers Actively Participate

  10. Now, for the boring stuff • BENCHMARKS WE’LL COVER • Language Arts • 7.7.3.3 Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. • Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events, and/or characters. • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. • Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. • Provide a conclusion (when appropriate tothe genre) that follows from and reflects on the narrated experiences or events. • Strand IV: Artistic Process: Respond or Critique • Standard 1: Respond to or critique a variety of creations and performances using the artistic foundations • 1. Analyze and interpret a variety of art works and performances using established criteria

  11. “Local Curriculum and classroom learning goals shouldbe aligned to state standards.” Stiggins! Aka, National GURU Local GURU?

  12. Kandinsky • Describe • Interpret • Analyze

  13. Thanks…..

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