Visual and Performing Arts in Collaboration: Perception

Visual and Performing Arts

in Collaboration:

Perception6th-12th Grade

ByCandace Printz and Troy Herbort

Agenda

I. ObjectivesII. Opening Activity: Living

SculptureIII. Understanding 3R-DI (Design)IV. Observing & AssessingLUNCHV. Application in Perception

Enduring Understanding

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

Day One Objective: Perception

• Today we will wrestle with how we teach perception in the fine arts classroom.

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.

To Get Credit

• Make sure you sign in• Make sure you do the online

evaluation!!!!!• Check your school email!!!!!!!!!

VERY IMPORTANT

II Opening Activity

• Living Sculpture (Tableaux)

Reflection

What did this activity look like? What did it feel like? How is this related to

differentiation? Why is it important?

III RTI Triangle

QuickTime™ and a decompressor

are needed to see this picture.

The Three R’s

• Rigor• Relevance• Relationships• What are The Three R’s and how

are they used in your instruction? Discuss!

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 Medicine short for rigor mortis • 3 Education: Depth rather than breadth.

Rigor

• What is it? • What does it look like?

Rigor in Design

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

Relevance

• Noun• closely connected or appropriate

to the matter at hand• The personal “why” of learning

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?”

Relevance

• What is it? • What does it look like?

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.

Relationship

• What is it? Positive Relationships with students and staff.

• What does it look like?

IV Observing & Assessing

• Performances & Design• Simple Rubric (Discuss)

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.

Project

• Research, Brainstorm and Scenario Creation. (15 minutes)

• Design and Construct (40 minutes)

• Present and Defend Design Choices

• Fill out rubric

Lunch!

IV B. Depth of Knowledge &

Rubric• How did the previous activity

explore the world of 3R DOK?

• What level did your performance land in?

V. Teaching & Learning

(Perception) • CEDFA Powerpoint• Theatre of Empowerment• Art

VAD

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

• Circle similarities in your pamphlet.

CEDFA

Theatre of Empowerment

Perception in Visual Arts

Execution by Yue Minjun

Detroit Industry detail by Diego Rivera

Untitled by Banksy

Soup Cans by Andy Warhol

Untitled by Banksy

TED Talk

• Ken Robinson says schools kill creativity.