Transcript Perception Powerpoint

Visual and
Performing Arts
in Collaboration:
Perception
6th-12th Grade
By
Candace Printz and Troy Herbort
Agenda
I. Objectives
II. Opening Activity: Living Sculpture
III. Understanding 3R-DI (Design)
IV. Observing & Assessing
LUNCH
V. 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.