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Slide Presentation, 2014 Arts Advocacy Breakfast
- 1. Welcome to the 7th Annual Arts Advocacy Event
- 3. Arlene Sierra, Chairperson, Wharton Center Education Advisory Council
- 4. Engagement before Information… a guideline from Eric Booth Bert Goldstein – Director MSUFCU Institute for Arts & Creativity
- 6. Identified Similarities and Differences – use of analogy &/or metaphor Read and think for understanding, close analysis of text Think beyond literal, non-linguistic representation (music, visual images) Questioning strategies
- 10. Arts Programming Explained & Benefits for mid- Michigan Schools Kathy Dewsbury-White Arts-related & Integrated Professional Learning Coordinator
- 12. Our Challenge = Developing 21st Century Skills 21st Century Skills Arts Education Core Subjects (includes arts) Learning and Innovation •Creativity •Critical thinking & Prob. Solving •Communication & Collaboration Information, Media and Technology Skills Life and Career •Flexibility & Adaptability •Initiative/self-direction •Social Cross Cultural •Productivity & Accountability •Leadership & Responsibility
- 13. Students Reflect on Their Creative Process
- 14. 3 - Arts Integration Summer Institutes –181 educators, opportunity to earn graduate credit, launches the year – immersion with teaching artists and multiple art forms, teams plan for curriculum implementation (2012, 2013,2014). 25 - Workshops (all art forms) 38 districts, 280 + teachers (through 6/2014) e.g.’s Stratford Shakespeare Festival, Mayhem Poets, Happendance, Drumming Celtic Music & History Culture Through Dance, Story telling, Songwriting, Dramatic Monologue.
- 15. 5 years of Arts Integration Courses, 145 teachers, 22 districts – benefitting estimated 3,125 students. (2008-2014) 3 years of Arts Integration Focus School support (year long professional development and classroom residencies).– 75 teachers, 13 buildings, involving estimated 2,375 students(2012-13 – present)
- 16. 2 years of Classroom Residencies w/ guest artists serving 70+ classrooms and an estimated 1,750 students –(2012-13 & 2013-14) more scheduled 2014-15 7 Arts Advocacy Events, serving over 550 leaders (2008-2014) 1 Arts Connects Online Course – teaching creativity, integrating arts, familiarize with MI K-12 Arts Standards (2011-12)
- 17. Student Opportunities Educator Professional Learning Arts Integration Teams
- 18. Team Attends 3-day Summer Institute = Experience AI & initiate curriculum work Team Attends AI Professional Learning Community Sessions and contributes to Showcase = Support during Implementation Teachers Attend Teaching Artist Teacher Workshop coordinating with Classroom Residency = Model teaching in an art form + increase student access to a practicing artist Attend an Act One Performance & Perform &/or Exhibit = Increase exposure for students to “final productions” Capacity Building
- 19. A two person team becomes an Arts Integration Focus School with thirteen interested teachers participating in the Summer Institute!!! 2013 there were more participating staff.
- 20. 21st Century Skills: Communication, Collaboration, Creativity, Community Building, Critical Thinking Increased student engagement Helps students connect to core curriculum through the arts Students bring their own experiences and opinions to make meaning of content Motivation to learn becomes intrinsic Data that came out November 2013 proves that there is a causal relationship between arts integration and a range of desirable outcomes such as social empathy and critical thinking skills
- 21. Arts Integration is An APPROACH to TEACHING In which students construct & demonstrate UNDERSTANDING Through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area And meets EVOLVING OBJECTIVES in both.
- 23. Gregory Johnson, oceanographer and author of the chapter on warming of the oceans in the UN Intergovernmental Panel on Climate Change 2013 Report, distilled the 2,000 page scientific reports into 19 Haiku poems with accompanying watercolors. The big ideas behind the predictions derived from the scientific findings and two arts forms (poetry and visual arts) are fused. Watercolor image of Dr. Gregory Johnson as painted by his daughter, Lucy Johnson
- 36. Once asked to write a full story in six words, novelist Ernest Hemingway responded… “For Sale: baby shoes, never worn.”
- 37. 3 minute exercise during workshop 12.2.2014
- 38. Colleen Martell
- 39. Pauline Lee
- 40. Jennifer LeRoy
- 41. Paige Hernandez Multifaceted artist, who is known for her innovative fusion of poetry, hip hop, dance and education. Starred in Wharton Center’s Theatre Production of THE SHAPE OF A GIRL. Served as featured guest artist 2014 Arts Integration Summer Institute. Is presently in mid-MI schools providing residencies & teacher workshop.
- 42. I Engage My Students in Arts Integration
- 43. The End
Editor's Notes
- Bert slide
- Bert slide
- Kathy Slide
- Engagement before information This guideline reminds us of the relationship between participation and information, which is so easily forgotten in our zeal to give information. Information is received more eagerly, deeply, gratefully and more quickly applied to practice if it comes after participating in active creative work that directly relates to the information. Such engagement enables the learner to discover the relevance of the body of information and invest herself in meaning-making within it, to create a personal context for the information.
- Engagement before information This guideline reminds us of the relationship between participation and information, which is so easily forgotten in our zeal to give information. Information is received more eagerly, deeply, gratefully and more quickly applied to practice if it comes after participating in active creative work that directly relates to the information. Such engagement enables the learner to discover the relevance of the body of information and invest herself in meaning-making within it, to create a personal context for the information. The “Director’s Activity” Used these instructional strategies: 1. Identifying similarities and differences Why analogy and metaphor work Leads to deeper understanding of content. Students make connections with old knowledge to new knowledge The brain works by building connections and associations constantly The brain remembers more easily things that are unusual or different. 2. Careful text analysis – designed to emphasize reading for understanding. 3. Engaged the brain to push for non-linguistic representation (thinking about metaphors and with rx. music choices 4. Persistent questioning – strategies.
- This taxonomy is familiar to many of you. It has been revised or updated in recent years – placing creating at the top of the taxonomy – the kinds of thinking skills and the cognitive demand we place on children when engaging them in the arts often demands thinking that will occur all of the way up to the top of the taxonomy.
- We have good research and a growing body of information about how the brain learns. I’m sharing this chart to point out a couple of the instructional strategies the director’s activity relied on – rate very high. Look the top strategies - An effect size is… The simple definition of effect size is the magnitude, or size, of an effect. .4 would be considered a strong effect size -- that strategy of thinking of a metphor or making an analogy is 1.61. Hattie and Effect Size For those of you who don’t know, an effect size is a mechanism for comparing the relative merits of different interventions. Hattie pointed out that everything that a teacher does will have some effect but that there will also be an opportunity cost: if you’re investing in time in one type of intervention you will be neglecting other types of intervention which might have a greater impact. He therefore used effect sizes to try to establish what has the greatest influence on student learning so that we could all concentrate on the stuff which had the great impact. One of the primary goals of the McREL study was to identify those instructional strategies that have the highest probability of enhancing student achievement for all students in all subject areas at all grade levels. However, there was a great deal of variance across the studies in instructional strategies --- both in terms of the extent to which they were defined and how their use in the classroom was described. Thus, to identify the most effective strategies, McREL researchers considered the results of its meta-analyses along with our experiences in the field with thousands of educators over the past 30 years. Table 1.1 lists the nine categories of strategies that research and experience show have a strong influence on student achievement. Since these averages do not include overlapping data, they provide a more accurate picture of the effect of a particular category of instructional strategy.
- Highly prized 21st century skills -- include these 4 C’s - and as you experienced the types of tasks, processes and work we engage students in when we teach with and through the arts directly teach these four life skills.
- This morning we are going to share some facts and figures about what has been occuring in mid-MI schools that have been using arts-related and integrated curriculum and instruction. WC and IISD have been a Kennedy Center for the Performing Arts partner site since 2007 – we co-sponsor many opportunities for teachers and their students. Kris Koop assoc. director of the Institute for Arts and Creativity is going to read one sample piece of work produced by a 5th grade student last year – the self portrait coupled with the” I am” formatted poem was an assignment for 5th grade students at Greyhound Elementary – this was one of many assignments through a year that contributed to the staff’s desire to prepare these students for the transition to middle school. Engagement before information This guideline reminds us of the relationship between participation and information, which is so easily forgotten in our zeal to give information. Information is received more eagerly, deeply, gratefully and more quickly applied to practice if it comes after participating in active creative work that directly relates to the information. Such engagement enables the learner to discover the relevance of the body of information and invest herself in meaning-making within it, to create a personal context for the information.
- Teachers involved in this work with us tell us they are motivated to…. Strengthen attainment of core content for ALL students through differentiation Strengthens students’ ability to think creatively and to innovate Increases student engagement in school with subject matter and arts content. Reaches students through instruction that reaches all learning modalities Increases necessary learning and work habits that include problem-solving and perseverance Develops creative practices and habits of mind required for artistic literacy and 21st century skills WE interviewed a few young students last week to hear about how they experience their learning
- We are proud of the number of teachers and students engaging in this work… These numbers reflect activity through August 2014 and date to 2008 at the beginning of the partnership between IISD and Wharton Center – under the umbrella of Kennedy Center Partners in Education (purpose of which is to provide arts-related and integrated professional development for teachers) There are approximately 100 partnerships (between education institution and arts organizations) in 43 states. Partners apply – and are accepted based on commitment and qualification once every two years. WC and IISD are in Phase II partnership which means we offer sustained, job-embedded professional development.
- This is a definition for arts integration that appears in the literature. This morning we would like to share a real life piece of work that relied on an arts integrated approach to produce.
- Reports released by the Intergovernmental Panel on Climate Change (IPCC) can be daunting, even for science and policy insiders. The full Physical Science Assessment, the first installment of the Fifth Assessment Report (pdf), released in manuscript form earlier this year, is over 2,000 pages long. And even the Summary for Policymakers, rather optimistically referred to as a “brochure,” is a dense 27 pages. What if we could communicate the essence of this important information in plain language and pictures?
- Well, that’s just what one Northwest oceanographer has done. He’s distilled the entire report into 19 illustrated haiku. The result is stunning, sobering, and brilliant. It’s poetry. It’s a work of art. But it doubles as clear, concise, powerful talking points and a compelling visual guide. How did it come about? Housebound with a rotten cold one recent weekend, Greg Johnson found himself paring his key takeaways from the IPCC report into haiku. He finds that the constraints of the form focus his thoughts (He told me that he posts exclusively in haiku on Facebook.), and described the process as a sort of meditation. He never intended to share these “IPCC” poems. Johnson’s daughter, an artist, inspired him to try his hand at watercolors. On a whim he illustrated each haiku and shared the results with family and a few friends. Joining me to read a selection of the 19 Haiku’s are Jennifer LeRoy – Everett H.S. English Teacher and Carrie Hartges Willimaston Community Schools and St. Mary’s elementary Spanish teacher
- In this spirit of simple yet profound brevity, the online magazine Smith asked readers to write the story of their own lives in a single sentence. The result is Not Quite What I Was Planning, a collection of six-word memoirs by famous and not-so-famous writers, artists and musicians. Their stories are sometimes sad, often funny — and always concise. The book is full of well-known names — from writer Dave Eggers (Fifteen years since last professional haircut), to singer Aimee Mann (Couldn't cope so I wrote songs), to comedian Stephen Colbert (Well, I thought it was funny).