Transcript Differentiation in the Arts (Music, Drama, etc)-ppt

Differentiated Instruction
in the ARTS
Kristina Doubet, Ph.D.
James Madison University/ASCD
[email protected]
Think Dots Activity
 Before each profile,
role the die to see
what question you’ll be
in “charge of” for that
particular student.
After that student is
introduced, you’ll have
a few minutes to
gather your thoughts
before sharing them
with your group mates.
Describe ONE of
these kids in terms
of his/her strengths
and needs.
What do ALL of
these kids have
in common?
Pretend you are the
parent of ONE of
these kids. What
would you hope
school would be like
for him/her, ideally?
List at least 3
attributes of your
school district that
would be especially
beneficial for all of
these kids.
Imagine you’re a
Come up with some
teacher of ONE of
“soundbites” that a
these kids. What
parent or teacher might
would you be thankful hear from ONE of these
kids on any given day.
for?
Jessica Hockett – UVA - 2010
Think Dots Discussion Rubric
3
2
1
 There was an energetic
exchange of ideas among
all members of the group.
 Participants listened
carefully with the
intention of learning
from each other.
 Participants built on each
other's ideas, deepening
the conversation.
 Participants asked
clarifying questions such
as, "what did you mean
by...?"
 All contributions were
valued.
 All members of the
group contributed ideas
and examples.
 Participants did not "talk
over" others.
 Participants took turns
sharing ideas but did not
really "discuss" or carry
the thread of an idea
forward.
 Participants asked
questions to engage
others such as "what do
you think about…?"
 All contributions were
valued.
 Some members of
the group were
"coasting."
 There was a lot of
interrupting.
 There was a lot of
unrelated talk.
 People didn't ask
each other questions.
 There was teasing or
put downs.
Becker Dobbertin, 2004
Music
DESCRIBE
COMPARE
FEELINGS ABOUT
Describe this song. Is it fast
or slow? Is it smooth or
choppy ? Is it in a major or
a minor key? Explain your
choices.
Which of the other songs
we’ve listened to is this
song most like? Tell how
they are the same and how
they are different.
How do you think the
composer was feeling when
s/he wrote this song? How
does this song make YOU
feel? Why?
PARTS OF
USE OF
GOOD AND BAD PARTS
What instruments do you
hear playing in this song?
Think about strings,
percussion, brass,
woodwinds, etc.
What if you could pick this
song to use as a soundtrack
for a movie, cartoon, or
story book? What would
you pick? What would it
“go” well with? Why?
What in particular do you
like about this song? What
are its best qualities.
Explain.
What don’t you like about
this song? Why doesn’t this
appeal to you?
Prompts by Kristina Doubet – Categories by Carol Tomlinson
Drama
I’M EXCITED!
I’M DEVASTATED!
THIS IS HILARIOUS!
Read this scene as if it is the Read this scene as if it’s the Read this scene as if it’s the
best news you’ve ever
worst news you’ve ever
funniest thing you’ve ever
received. Be very excited –
received. Be really sad –
heard. It’s OK if you have to
make us feel your joy!
cry, if you want to!
take a break for a fit of
laughter.
I’M TERRIFIED!
I’M CONFUSED!
Read this scene as if it’s the Read this song as if it makes
scariest thing you’ve ever
no sense to you at all. You
heard! Be sure to look
brow might be wrinkled
around to make sure no
and your statements may
one is after you!
sound more like questions…
but that’s OK, right?
I’M ANGRY!
Read this scene as if you
are burning with rage.
Shout, if you want to.
Make us want to run and
hide from your anger.
Renaissance Art Analysis (Tier 1 Questions)
ATTRIBUTES
COMPARISON
WHOLE-TO-PART
List all the attributes of this
painting that you like. Then,
list all the attributes of this
painting that you don’t like.
Be able to explain why you
do or don’t like these
attributes.
Compare this painting with
one from a different time
period. (Please see your
teacher for the second
painting). How are they
similar? How are they
different?
Study the painting for 2 minutes.
Form an overall impression of the
painting. Then, examine individual
figures in the painting.
Next, divide the painting into
quadrants and study each section
to see what new details become
visible. Be ready to explain to your
group how your impression of the
painting changed as you looked at
it in different ways.
INTERPRETATION
ARTIST’S TOOLS
WHAT’S MISSING
Who or what is the subject
of this painting? What
might the artist be trying to
say about the subject?
How does the artist make
use of (or manipulate or
ignore) perspective to
portray the figures and
setting in this painting?
What other tools or
techniques does this artist
use, as far as you can tell?
What additional
information about the
painting would you need
to know in order to better
understand it?
Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)
Renaissance Art Analysis (Tier 2 Questions)
ATTRIBUTES
COMPARISON
WHOLE-TO-PART
What attributes of the
painting appeal to your
emotions? What attributes
of the painting appeal to
your sense of reason or
logic?
Compare this painting with one
from a different time period.
(Please see your teacher for
the second painting).
How do these paintings convey
their subjects differently?
What might account for the
differences?
Study the painting for 2 minutes.
Form an overall impression of the
painting. Then, examine individual
figures in the painting.
Next, divide the painting into
quadrants and study each section
to see what new details become
visible. Be ready to explain to your
group how your impression of the
painting changed as you looked at it
in different ways
ARTIST’S TOOLS
WHAT’S MISSING
How does the artist make use
of (or manipulate or ignore)
perspective to portray the
figures and setting in this
painting? What other tools or
techniques does this artist use,
as far as you can tell?
What questions does this
painting raise for you?
Where could you find answers
to those questions?
INTERPRETATION
How is the way the subject(s)
of this painting is/are portrayed
different from how (or
whether) the subject might
have been portrayed in a
previous time period?
Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)
Other possible prompts
Assume that this painting is typical or representative of the
time period it comes from. In what ways might it
represent the beliefs or philosophies of the culture in
which it was created? In what ways might it represent
and/or use new ways of creating art?
How realistic is this painting? Why do you say so?
Assume that this painting was commissioned/sponsored by
someone. Who might have sponsored it? What might
their purpose have been for wanting it painted? Why do
you say so?
Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)
“Piecing Together” Community
Students work in small
groups to assemble different
portions of a rather complex
jigsaw puzzle (no map or
picture available for first
portion; “send a spy” for
second portion).
Teacher circulates and
makes observation notes
about individual student traits
and group dynamics.
SIAD Participant, ‘06
“Piecing Together” Community
• Teacher asks students
to reflect on what they
learned learn about
themselves and their
classmates.
• Teacher shares some
things s/he learned via
his/her observations…
Use this Information…
• Use what you learned about each other – your
commonalities, strengths, etc. – to create a team
name that represents you as a collective whole.
• Once you’ve developed your team name, come
get art supplies and design a team sign . This
sign should including your team name, some kind
of original, symbolic art work, & each team
member’s name on his/her own puzzle piece (you
can divide the puzzle pieces or keep them
together).
Music – Notation
• UNDERSTAND – Notation is a contract/code that
allows other performers to interpret and perform your
composition
• KNOW – Definition of “notation” is the system of
reading notes on a staff; specific spatial information
about notes, rests (appearance) and what each
notation represents
• DO – Identify different notations according to their
names and functions; place notations on music staff to
create a specific melody and/or represent a specific
time signature
Garnet Valley Elementary Teachers
Drama: Stage Directions
• UNDERSTAND THAT – the use of space on
stage communicates as much as the use of
words.
• KNOW – Definition and location of major stage
directions; vocabulary such as stage left/right,
aside, etc.
• DO – Follow directions as outlined in a given
script; Create and direct original blocking and
stage directions
Art – Landscapes
• UNDERSTAND – “Landscape” broadens our
perspective by communicating depth and
breadth
• KNOW – definitions of “perspective” and
“landscape;” parts of a landscape; principle and
techniques of creating a landscape
• DO – Create a landscape illustration that
communicates depth, breadth, perspective, etc.
Garnet Valley Elementary Teachers
Band – Tonality
• UNDERSTAND: that tonal
music depends upon conflict
& resolution
• KNOW: In major tonality, “Do
Mi So” indicates a Tonic
pattern; “So Fa Re Ti”
indicates a dominant pattern
• DO: sing/improvise tonic and
dominant patterns; improvise
a tonal “conversation”
consisting of tonic and
Garnet Valley Elementary Teachers
dominant patterns
Band – Tonality
• PREASSESSMENT:
– Readiness – sing/improvise
tonic and dominant patterns
– Interest & LP – Choice
• DIFFERENTIATION:
– Readiness – sing/improvise
tonic and dominant patterns at
an increased level of
sophistication
– Interest & LP – add one of the
following to your conversation:
words, pictures, movement
KJD – UVA – ‘06
Art – Perspective/ Picasso Portrait
• KNOW: biographical facts
about Picasso
• UNDERSTAND: that one’s
opinion (perspective) of a
subject determines his/her
portrayal of that subject
• DO: List biographical facts
about Picasso; recreate an
object or person to reflect
various perspectives; draw an
object in profile and front view
Garnet Valley Elementary Teachers
Art – Perspective/ Picasso Portrait
• KNOW: biographical facts about
Picasso
• UNDERSTAND: that one’s opinion
(perspective) of a subject determines
his/her portrayal of that subject
• Activities:
– Write 5 biographical facts about
Picasso; draw an object or person of
your choice from his perspective – in
profile and front view. Explain how this
portrayal of your subject reveals
Picasso’s perspective
Now, write 5 auto biographical facts about
yourself; draw an object that’s important
to you from either a profile of a front
view. Explain how your portrayal of your
Garnet Valley Elementary Teachers
subject reveals your perspective
Equivalent Fractions
ROLE AUDIENCE
FORMAT
1/4
1/8
Picture with
captions
1/2
2/4
Text
Message
1 3/5
8/5
TOPIC
I don’t care if
you LOOK
bigger, I AM
bigger
Can you
believe we’re
twins?
Conversation I think we’re the
same. Let’s
see…
Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC
Inferencing
ROLE
AUDIENCE
Character
Reader
Character
Another
Character
Character
Author
FORMAT
TOPIC
Secret
Note
Here are some
things the author
didn’t tell you about
me…
Apology
Excuse my actions.
chat
Here’s why I did
it….
Complaint I don’t like what
email
happened to me at
the end. It should
have…
Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC
Drama/History RAFT Pocahontas
ROLE
AUDIENCE
FORMAT
TOPIC
New Reporter
Today’s Television News Report
Audience
“New Facts
discovered In
Jamestown story
Pocahontas
Future inhabitants
of Jamestown
Interpretive Dance What my life was
REALLY like
John Smith
His Wife
Soliloquy
They got it all
wrong, dear!
Inhabitants of
Historic
Jamestown
Pocahontas
Song or Poem
Thank you for
what you did and
for showing us
what we can do!
H.S. ART RAFT:
Self-Portraits
Joan Carlin Schilling, Laura Lewis,
Stephen Rhodes, Kathryn
Seaman
UNDERSTAND
• Each artist has a personal style
• Personal style reflects the individuals culture,
time , and personal experiences
• Use of materials and style are related
KNOW
• Characteristics of self-portrait as genre
• Appropriate use of art materials
• Principles of design
• Definition of artistic expression
BE ABLE TO DO
• Analyze an artist’s personal style and use of
materials
• Create a facsimile of an artist’s personal style
and use of materials
Self Portrait
ROLE
AUDIENCE
FORMAT
TOPIC
Norman Rockwell
Masses
Illustration
What you see is
what you get
Van Gogh
Self
Oil painting
Can I find myself
in here?
Andy Warhol
Someone you
want to know
the true you
Photograph
Now you see me;
now you don’t
Ruebens
Self
Oil painting
Props make the
person
Goya
School
Charcoal
On the side, but
central
Escher
Apprentices
Pen and ink
What you see is
not necessarily
what you get
Technology Safety R.A.F.T.
Directions:
•Select one of the following prompts. The “Role” is the character you will become, and from whose perspective that you will write.
The “Audience” is to whom that character will be writing. The “Format” is the form in which the opinion will be expressed. The “Topic”
is just that – your topic! The “Points of Discussion” are those things that you should be sure to include in your project.
•All products must… 1) Include all necessary “Points of Discussion,” 2) Use a combination of words and pictures,
•3) Communicate the topic clearly and forcefully, and 4) Be of professional quality – fit for publication for next year’s class.
•Circle the ROLE that you plan to pursue. Decide what materials you’ll need (digital camera, computer, poster paper, etc.) Plan your
presentation, and clear it with your teacher before you begin working. You may use your notes to help you.
Role
Audience
Format
Teen Magazine’s
Fashion Editor
Middle School
Students
Double-page
Magazine
Spread
Referee
The
Technology Lab
Newspaper
Writer
Scroll Saw and
Drill Press
A Computer who
“works” in the
Tech Lab
Middle School
“Tech-thletes”
The Public
Instruction
Playbook
Wanted
Posters
Topic
“Here’s what’s ‘IN’ in
Technology- Education
Fashion”
“Instant Replay Out-takes:
Fouls in the Technology
Lab”
Points of Discussion
Eye wear; ear-wear; long hair;
baggy clothes; jewelry; long
sleeves
Running; horseplay; injuries;
anchor activities
“Wanted: Students Caught
in the Act of Breaking
Clean-up Laws”
Your three primary “clean-up”
responsibilities; your work area
Proper handling of hand tools,
heavy items, materials;
Cabinets
Fauquier Times
Democrat Readers
Expose` Cover
Story
“Undercover in the TMS
Tech Lab: What Materials
Talk about at Night”
Each Other
Comic Strip
“What we wish middle
school students knew about
how to handle us…”
A “New” Computer at
his first day at work
Power Point
Presentation
“These are Your Rights!”
Doubet/Doubet – 2003
Drill Press: speed; chuck key;
Scroll Saw: hold-down; upperguide adjustment
Both: brush; positioning work
All items on “Technology
Computer Rules” handout
DRAMA
Learning Goal for Activities:
Students will understand that the use of space on stage
communicates as much as the use of words.
Creative
Imagine that your
are creating a
music video for
your favorite song
from music class.
Write out the
stage directions
for us.
Stage
Directions
Practical
You are want to
convince your
parents to give
you a new ____
for your birthday.
Create the
argument and
stage directions
you’ll use as you
present it.
Analytical
Analyze the blocking for a scene from a play or musical
(your teacher has a few selections). What’s effective and
what needs improvement? Make the necessary changes.
Music
Learning Goal for Activities:
Students will understand that the composers choice of
instruments helps communicate his/her theme.
Creative
Pick one of the
songs we’ve
listened to as a
class and change
the overall
message of the
song by changing
the instruments.
Explain.
Instrument
Selection
Practical
You want to
invest in stock for
a musical
instrument. In
order to make the
most money,
which instrument
should you
choose? Why?
Analytical
Pick one of the songs we’ve listened to as a class and make a list of all the
instruments it features. Describe what/how each instrument adds to the
message. Pick the one you think is most important and explain why.