Transcript Implementing Literacy Strategies in the Arts

Implementing Literacy
Strategies in the Arts
New Bedford High School
Professional Development Session
Monday, January 28, 2013
Session Agenda
Semester I Department Data Analysis
 Review of Submission Guidelines for
Semester II
 Review of ‘12-’13 Literacy Initiative Goals
 Scoring/Norming Activity
 Critiquing Strategies

Fine Arts Data Analysis
(SY2012-2013 Semester 1)
Of all the fine arts teachers who submitted
samples:
• 100% used the literacy rubric to evaluate the
samples.
• 100% provided evidence that some aspect of the
ABC process was used.
• 50% provided evidence that annotation was used.
Submission Guidelines
(Fine Arts Submissions due to Room 3-105 by April 12, 2013)
Literacy Initiative Objective

Implement content-specific
comprehension and writing activities to
develop deeper student understanding
and the ability to communicate within
each separate content-area.
Literacy Sample Activity (Art)
Describe how the
particular techniques
Edvard Munch used in
painting The Scream
help create the feeling
of anguish he wanted
expressed to its
viewers.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Literacy Sample Activity (Drama)
In A Streetcar Named Desire, how does
Tennessee Williams use sound as a
dramatic device? Use specific examples
from the script to support your answer.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Literacy Sample Activity (Music)
Using the rubric provided, evaluate the
performance in the recording you are about
to hear and assign it a rating of Superior
(5), Excellent (4), Good (3), Fair (2), or
Needs Improvement (1). Then choose
three categories from the rubric and explain
how the group’s performance earned your
rating.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Response Forms

Not all Open Response Questions need to be answered
with a full essay.
 Short Essay (1-2 paragraphs)
• Ex: Name the various types of brushstrokes employed in
this painting and tell which elements were painted using
each technique.

Long Essay (3 or more paragraphs)
• Ex: Analyze the expressive effects that can be created by
using different bush techniques. Cite specific examples
from paintings mentioned in the article to support your
analysis.
Response Forms

Shorter response forms (short essay) are easier
to implement on a day-to-day basis.
• RAWAC: Reading And Writing Across the Curriculum
• Ideally 30 minutes per class per week. (Probably not
realistic in skill-based classes and ensembles, this might be
a goal to consider for history and fundamentals classes.)

Longer response forms better for independent
student learning or summative assessment.
Day-to-day Implementation
Prompts should reference authentic
examples (paintings, recordings, printed
music, scripts, videos, etc.) and/or text.
 Responses can be short or long, but
should:

• demonstrate understanding of the material
already in the curriculum
• use appropriate language skills (i.e. grammar,
sentence structure, organization of ideas, etc.) to
communicate students’ thinking.
Literacy Submissions
Activities for submissions to the Literacy
Committee:
• can be part of already planned activities. (Encouraged!)
• should be directly connected to your curriculum.
• should have some text from which students need to
draw information.
• can be combined with authentic examples.
• should require students to articulate in words the
concepts, skills, and understanding they are already
developing through your other teaching/learning
techniques.
Annotation Strategies




Onion Article -- What not to do!
Annotation should show an engagement with
the text.
Students should be asking themselves
questions and finding answers.
We, as artists, do this all the time when
analyzing works. Consider your own process,
then model it to students.
• They don’t know what questions to ask themselves until
they hear you ask yourself.
Grading Annotation

Simplest Idea (my personal recommendation -not the Literacy Committee’s)
 Grade out of 20 points:
• 4 points for annotating (see rubric in handout)
• 2 points for mapping out the response before
writing it out.
• 14 points for the scripted response (using NBHS
Open Response Rubric)

Do we want to adopt one rubric for departmentwide use?
Review of ABC Method

Please continue to
reinforce this with
students.

Responses are better
when students follow the
process, but many still
won’t follow through
without being reminded.
Review of ABC Method
Analyze the Question
1. Read the question carefully.
2. Circle or underline key words.
 Circle key direction verbs (explain, compare, show)
 Underline important information.
3. Restate the question as a thesis leaving blanks for
information that must be found in the text.
Review of ABC Method
Build the Plan
4. Read the passage
carefully.
5. Take notes that respond
to the question.
Brainstorm and map out
the answer.
6. Complete your thesis.
Review of ABC Method
Create the Response
7. Write the response carefully, using your map
as a guide.
8. Strategically repeat key words from your thesis
in your body and in your end sentence.
9. Paragraph your response.
10. Reread and edit your response.
Scoring Reponses
The NBHS Open
Response Rubric uses
four standards:
 Content
 Form
 Legibility
 Length
Content and Form have
three indicators each.
NBHS Open Response Rubric

Content:
1. Does the response have a thesis statement
that actually answers the question?
2. How good is the evidence the student
provides to support their thesis (answer)?
3. Is the evidence explained in such a way as
to demonstrate mastery of the concepts
addressed in the prompt?
NBHS Open Response Rubric

Form:
1. Does the response use good transitions to
get from one idea to the next?
2. Is the response organized and well
structured using paragraphs and flow to
effectively present its ideas?
3. Are their major errors in grammar or
sentence structure that interfere with the
effectiveness of the essay?
Scoring/Norming Activity
Samples can be found in the handout
packet.
 Discuss Samples of Advanced, Proficient,
Needs Improvement, and Failing.

• Scoring of these samples has been reviewed by
the ELA Department.

In pairs or small groups, please score the
essays on Georgia O’Keefe, then
compare results.
Submission Review Activity
Review and annotate the 3 student
submissions.
 Think about the following:

“What are the students’ next steps?”
and using this
“What are the teachers next steps?”
Session Complete

Thank you for your hard work and dedication to our students.

Please don’t forget that Fine Arts Department literacy
submissions are due in room 3-105 by Friday, April 12, 2013.

This powerpoint and more materials will be available to
teachers at
http://www.ericdrew.net/jan23pd

Also check out the NBHS Literacy Initiative page
http://www.newbedfordschools.org/high.htm
(and click on “Literacy Initiative” in the right-hand column)