Clarifying+the+Role+of+Assessment+in+the+Arts+Infused+Classroom

= Clarifying the Role of Assessment in the Arts Infused Classroom: Assessment as an Episode of Learning is a ** //two credit graduate course held at Edinboro University Wednesdays from 4-7 pm starting September 25th through November 20th// **. =

The course will be held in **Room 200 of Butterfield Hall**. Parking is available in the rear Butterfield Lot (D-11) off Darrow Road. For a map of Edinboro campus,.

The first part of this course took place at the 2013 Summer Learning Lab.

Wednesday September 25th from 4-7 pm was the **[|school year kick off event held] at [|Box of Light Erie].** || ===Videos of Performance: === Rand Whipple performs " [|Pavlov's Clown 1] " and " [|Pavlov's Clown 2] " at the opening Art in Action event and graduate class 9/25/13.
 * ==Dates== || ==Schedule/Details== || ==Documentation== ||
 * Wednesday September 25th || ===[|The first day of class]===

Short Clip of Group Work:
Documentation from one of the group's projects related to writing a song together as a response to their experience tonight - [|Trebuchet Tribute].

Documentation of Session Activities:
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Slideshow Highlights:
media type="custom" key="23995076" || Download Linda McElhinny's Keep Reading and Writing Personal and Powerful:
 * October 2nd || Coming soon... || Coming soon... ||
 * October 9th || ===Presentation:===

Activities and Resources:
1. See link to: Let's Dance with Degas as we Delve into Literature for complete list.

2. Open Ended Math Problem Activity related to //Degas and The Little Dancer//

3. Ribbons Math Lesson--Measurement

4. Marie in Fourth Position - Activity on predictions related to object clues:

Homework: Read Ch. 2 and 8 || ===Brief Reading:=== [|Dr. Omniewski reads Degas and The Little Dancer].

Short Clip of Group Activity:
[|Music activity with time related to dancing resources.]

Slideshow Highlights:
media type="custom" key="24086822" || Dancing with Degas Presentation with Videos Embedded Coming soon...
 * October 16th || ===Presentation===

Overview of Standards-Based Lesson Plan Download the template: Reading Presentations:

Sandi George: [|Artful Teaching] - Ch. 8 Visual Prompts in Writing Instruction: Working with Middle School English Language Learners

Mary Moodey [|Artful Teaching] - Ch. 2 How Does Art Connect to Social Justice?

Homework: Read Ch. 6 and 9 || ===Slideshow Highlights:===

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 * October 23rd || Amy - Integrated Unit Plan
 * lesson plan
 * video of first grade class with tragedy faces
 * Shakespeare activities
 * Shakespeare Lesson Unit Plan Rrubric

What would be in the assessment portfolio?
 * Arts Propel: Process Folio Assessment (Visual Arts):
 * 1) **Production:**
 * //A. Craftm//anship - Evidence of skillful and appropriate use of materials.
 * //B. Understanding// - elements and principles of design, skills, composition
 * //C. Inventiveness -// creative ideas, strategies, or solutions to class assignments, and develop original projects.
 * 1. Relates to originality of idea, 2. experimentation with imagery and materials, 3. risk taking-- pushing beyond limitation and 4. divergent thinking--exploring unusual and diverse solutions to problems.
 * //D. Commitment -// 1. Problem solving through multiple drafts and/or significant revision of work; 2. Degree of time and effort put into work; 3. Ability to complete work
 * //E. Expression:// Evidence in the work of expressive content, feeling, or mood. This may include (but it is not limited to) the following dimensions:
 * 1. Degree to which the work reflects the student's personal involvement in the subject matter and/or project;
 * 2. Degree to which the work is expressively evocative, powerful, moving.
 * 1) **Reflection:**
 * //A. Sense of self as artist:// The ability to articulate one's own artistic goals and working strategies and to assess one's strengths and limitations.
 * //B. Critiqu//e: The ability to articulate and defend perceived strengths and weaknesses in the work of others.
 * C. A
 * 3. Perception:**
 * //A. Ability to discern qualities in the work of other artists.//
 * //B. Visual/sensory perception of the environment--//including both natural and the human-made world
 * C. //Cultural awareness--//including awareness of the domain, familiarity with other related aspects of contemporary American culture, and awareness of other cultures, past and present.

Amy - Chapter 9
 * Theater Games:
 * Complete The Image
 * DJing Images
 * One Leader and One Guesser
 * French Telephone/Group Mirror
 * Blind Walk with Sound
 * Sound Gates
 * Advice Panel

Becky - Chapter 7

Mary - Chapter 2 (end)
 * Who Am I? Activity || ===Slideshow Highlights:===

Drama Warm Up
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Drama Warm Up Continued
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"DJ"ing Images
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"DJ"ing Images Continued
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Advice Panel - Drama Game - Theme: Technology
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Advice Panel - Drama Game - Theme: iPads in Education
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Presentation - Becky Leandro
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(small clip):
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Presentation - Mary Moodey
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 * October 30th || Rosemary - The Arts As a Strategy for Survival

The last, the very last, So richly, brightly, dazzlingly yellow. Perhaps if the sun’s tears would sing against a white stone....
 * Listening to a Musical Performance of a Poem:**
 * //I never Saw A Butterfly// lyrics by Pavel Friedman:**

Such, such a yellow Is carried lightly ’way up high. It went away I’m sure because it wished to kiss the world good-bye.

For seven weeks I’ve lived in here, Penned up inside this ghetto. But I have found what I love here. The dandelions call to me And the white chestnut branches in the court.

Only I never saw another butterfly. That butterfly was the last one. Butterflies don’t live in here, in the ghetto.

(Born in Prague on Jan. 7, 1921. Deported to the Terezin Concentration Camp on April 26, 1942. Died in Aushchwitz on Sept. 29, 1944).


 * Listening to Leonard Bernstein Chichester Psalms, first recording in composer's original version, Charles Davidson I Never Saw a Butterfly, The American Boychoir, The American Symphony Orchestra, James Litton, Conductor, #11**

Resources:

**[|Chamber Music from Theresienstadt](**1941 - 1945), Gideon Klein, Viktor Ullman (Hawthorne String Quartet Virginia Eskin, piano)


 * [|Terezin: The Music (1941-44)] **

Journey of Butterfly Becky Leandro and Linda - Presentation Sharing 1st grade Diamante Poems

Eliza - Chapter 4 - Making Our Learning Through The Arts Visible


 * West Coast Steiner teacher - John Taylor**


 * What is Waldorf?** || **Poems and Drawings:**
 * Mrs. Leandro's First Grade Class** **and Mrs. McElhinny's Fifth Grade Class**

||
 * November 6th || Mary Knysh - First District PD update

Dan and Dana -

Coins Lesson

Amy Sharing Example of Objective: Students will **recognize** what they covered in the unit and **reflect** then **interpret** and **analyze** the material covered. They will **find relationships**, make **connections** and **consider** what they accomplished. Students will **imagine** beyond the scope of the unit and ask **questions**. Finally, they will **choose** how they would **synthesize** and **revise** what they accomplished. ||  ||
 * November 13th || Discuss Unit Project

Dan and Dana Expedition into Metacognitive Hugging

Eliza Presenting Unit - Exploring Your Personal Identi
 * Shared [|The Moor Child by Eloise McGraw]

"I am" Performances & Art (interpreted from poems and idea Mary shared last class)

Shari Presenting - Chapter 3 (Artful Teaching text)

Mary Moodey
 * Presenting Chapter 10 (Artful Teaching text)
 * Sharing //Bringing Poetry Writing and Book Making Together// by Cathleen Michaels
 * [|Constellation & Night Time Poetry] ||  ||
 * November 20th || Reflective Process Portfolio Assessment

Shari and Sandy - Unit Report Final insights - dinner ||  ||
 * Sharon Creech, Heartbeat
 * Making Predictions

Course Description and Goals:
Classroom teachers, arts specialists and teaching artists with educational credentials will come together during this graduate course to explore the role of assessment in the arts infused classroom through five strands of learning:

1. **Constructivist Pedagogy** ( Discovery learning, critical reflection, authentic assessment…with an emphasis on assessment as an episode of learning) See Appendix at the end of this section 2. **Arts and Technology Infusion** for Deep Learning 3.Understanding **Collaborative Practice** (3 legged stool model: teacher; artist: school arts specialist) 4. **Standards-Based Lesson Planning** 5.**Planning for Sustainability**

Teachers are at the heart of sustained arts infused teaching,and this course is focused toward helping teachers develop the skills and values that generate life-long learning. Participants will come together to explore how arts integration across the K-8 curriculum contributes to student learning. You will generate concrete ideas for strengthening their own skills at assessment-driven arts and technology infusion into subject content areas. Assessment can be an episode of learning and you will investigate authentic assessment as a practical idea for deepening student learning and engagement.

Participants will interact with the staff and facilitators of [|ArtsErie’s] [|Arts in Education program] as well as current pedagogical theory in the fields of arts integration practices across the K-8 curriculum. In particular, participant will study and apply "A Constructivist Perspective on Teaching and Learning in the Arts," by Maxine Greene, co-founder of the Lincoln Center Institute and former Foundations of Education professor at Teachers' College, Columbia University, as well as "Education for Thinking," by Deanna Kuhn, professor of Psychology in Education at Teachers College, Columbia University.

Authentic assessment of arts infused learning will guide hands-on workshops and explorations of arts and technology materials and teaching strategies. Participants will be supported through sequential instruction geared to their own classroom practices.