This presentation examines a school district's Art I Foundation curriculum change into the Understanding by Design curriculum template. Find out the challenges and successes for this National Art Education Association annual conference in New York City March 2017.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
Essential Question Strategies and the Question Formulation TechniqueChristine Miller
Learning about the Question Formulation Technique in my graduate studies at Texas Woman’s University has been one of the most valuable additions to my teaching toolkit. This presentation has links to one of the developer’s TEDx talk as well as a video that was made in my classroom at the beginning of the year’s Sculpture I class. You can find out how I have the students return to the essential questions they generated for themselves throughout their creative process, from initial design to their end of project reflection. QFT is a powerful, easy and meaningful way to help our students be more engaged and in charge of their learning.
A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.
Process over product in Art Education: A Student Centered Approach to Making ArtChristine Miller
This presentation highlights how to create more flow in a students' art making process. Emphasizing process over product in art education creates a student centered approach. Different strategies and techniques are incorporated into the author's lesson plan format: Question Formulation Technique, Artful Thinking, Studio Thinking, Big Ideas, and the Spiral Workshop featuring ideas by Olivia Gude and others.
Essential Question Strategies and the Question Formulation TechniqueChristine Miller
Learning about the Question Formulation Technique in my graduate studies at Texas Woman’s University has been one of the most valuable additions to my teaching toolkit. This presentation has links to one of the developer’s TEDx talk as well as a video that was made in my classroom at the beginning of the year’s Sculpture I class. You can find out how I have the students return to the essential questions they generated for themselves throughout their creative process, from initial design to their end of project reflection. QFT is a powerful, easy and meaningful way to help our students be more engaged and in charge of their learning.
A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Teaching with Purpose: Creating a Positive Climate for Student Success Dr. Val Margarit
Each semester or school year creates an excellent opportunity for a fresh start for learning and achieving excellence. What happens on the first day of class often sets the tone for the entire semester. Students come to class with different expectations, skills, behaviors, and motivations. Effective teachers use students’ profile to inform their teaching practices and ensure every student achieves success.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
This presentation was created for the 2012 ICTEV Annual State Conference: Creative Connections. It suggests some tools that can be used to make science learning more creative in the middle years.
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
Presentation by Lisa Edsall Giglio EdD about using arts integration to meet Common Core State Standards as presented at "Common Core and the Arts," a professional development workshop held by the Arts Education Alliance of the Bay Area (AEABA) on Feb. 18, 2016.
IB Primary Years Programme (PYP) ExhibitionSarah Mead
This presentation will give you an overview of the IB PYP Exhibition that all fourth graders complete at Whitby. This is more than a science fair. This is an inquiry-led project that inspires students to take real-world action.
Designing a Creativity Friendly Learning EnvironmentEduSkills OECD
This presentation was given by Anne Fennell at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Teaching with Purpose: Creating a Positive Climate for Student Success Dr. Val Margarit
Each semester or school year creates an excellent opportunity for a fresh start for learning and achieving excellence. What happens on the first day of class often sets the tone for the entire semester. Students come to class with different expectations, skills, behaviors, and motivations. Effective teachers use students’ profile to inform their teaching practices and ensure every student achieves success.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
This presentation was created for the 2012 ICTEV Annual State Conference: Creative Connections. It suggests some tools that can be used to make science learning more creative in the middle years.
Shares concepts, ideas, and resources related to teaching art to young children, PreK-2, many based on articles written by art teachers and published in SchoolArts Magazine.
Presentation by Lisa Edsall Giglio EdD about using arts integration to meet Common Core State Standards as presented at "Common Core and the Arts," a professional development workshop held by the Arts Education Alliance of the Bay Area (AEABA) on Feb. 18, 2016.
IB Primary Years Programme (PYP) ExhibitionSarah Mead
This presentation will give you an overview of the IB PYP Exhibition that all fourth graders complete at Whitby. This is more than a science fair. This is an inquiry-led project that inspires students to take real-world action.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
These slides accompany a Teaching at URI workshop I presented with Josh Caulkins for faculty and instructors at the University of Rhode Island on August 26, 2014
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...DreamBox Learning
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
Project management methods are recognized by educators as useful and practical ways to develop 21st Century Skills. This session explores the value of
integrating project management techniques into NAF programs. Participants will learn about tools and resources to develop hands-on learning projects that will
help students build skills that are highly valued by employers.
Presenter:
Diane Fromm,
Project Management Institute Educational Foundation
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
Similar to Art Education - The Challenges of Curriculum Transition (20)
West Dressed - Fashions Inspired by the American FrontierChristine Miller
West Dressed, curated by Annette Becker, draws from the holdings of the Texas Fashion Collection, which is part of the College of Visual Arts and Design at the University of North Texas. The Texas Fashion Collection was created by a variety of notable groups and individuals whose vision and style continue to inspire students, researchers, and visitors.
Surface Design Association Inspires Explore FiberChristine Miller
This is my Pecha Kucha presentation (with the text) that I presented at the Surface Design Associations' 40th anniversary conference 4/3 - 4/6/2017. Find out how receiving an SDA scholarship to attend the 2011 Minneapolis conference planted the seed for the creation of www.ExploreFiber.com
This presentation includes some history of artists that blazed the trail of working with metal using fiber techniques. The author's and other contemporary artists work are highlighted in this presentation.
See examples of art educators in the Plano Independent School District using fibers in their art projects. This presentation gives not just examples, but advice and resources to support including fibers in the classroom. Resources include the website Explorefiber.com, the blog of Cassie Stephens, and the fiber course of The Art of Education.
ExploreFiber.com: A Collaborative Educational Website with a Fiber Arts FocusChristine Miller
ExploreFiber.com is a collaborative educational website with a fiber arts focus. This presentation sets out the mission of Explore Fiber and explains the excitement and power of working with fiber as a fine arts material.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Art Education - The Challenges of Curriculum Transition
1. Art Education
The Challenges of Curriculum Transition
NAEA
Presentation
March 4, 2017
New York City
Christine Miller
@tagartteacher
christine.miller@pisd.edu
Laura Grundler
@GrundlerArt
laura.grundler@pisd.edu
2. The Back Story
• 2014 New Curriculum Coordinator
• 2015 New TEKs go into use
• District Curriculum expectations
• Sculpture I no longer open to first year High School Art Students
• What are our district goals as a vertical high school art team?
• Christine was completing Masters Degree TWU
Important Links:
Texas Essential Knowledge and Skills
http://ritter.tea.state.tx.us/rules/tac/chapter117/index.html
Plano ISD Expectations for Secondary Art Teachers
https://docs.google.com/document/d/1xFe1Tgy4ZnxuOWkOTsRHJbU4tmEPWFkLiq0-
9iJh4iw/edit?usp=sharing
3. Please Tweet
Please Tweet during the presentation and we’ll
do our best to respond to questions and then
create a Storify Transcript of the presentation.
#pisdcreatesart
@tagartteacher
@GrundlerArt
4. Where to start…...………
……..important ?s
• Which level of its art education curriculum should it start with?
• How would the backward design concept be most effective in the
reorganization of its K-12 program?
Important Considerations
• Vertical alignment up and down program
• Unique Plano ISD alignment (not a traditional four year high
school program)
5. Retooling
Plano ISD Art I foundation curriculum
• Understanding by
Design
• Shift away from
DBAE
• Rethinking Courses
Art I & Sculpture I
Art I 2D &
Art I: 3D
6. We truly understand when
we can:
• Explain
• Interpret
• Apply
• Have
Perspective
• Empathize
• Have self-
knowledge
To continue the story:
We need have true understanding
Facets of Understanding
7. How Facets of Understanding helped Transition
• Provided a framework in
order to craft the
curriculum
• Utilize the framework our
students would use for
their learning
• Gave us valuable
guideposts in our
exploration of UbD
9. 2 Creative Teams
2D Team-
Team Lead:
Christine Miller; MA
Williams High School,
Art Team Leader
Art I: 3D, Art II: 3D PreAP;
Art II: 2D PreAP
12 Years Teaching
Melissa Pierce; BFA
Shepton High School,
Art Team Leader &
Art I: 2D PreAP , Art II PreAP;
10 Years Teaching
Allison Garrison, MAT;
Plano Senior High School,
Art Team Leader &
AP Drawing & AP 2D Design Teacher
22 Years Teaching
3D Team-
Team Lead:
Colin McGrane; BFA
Plano East Senior High School, Art Team Leader
& Art I: 3D & AP 3D Design
17 Years Teaching
David Bearden; BFA & MA
Clark High School,
Art I: 2D, Art I: 3D, Art I: 2D Pre AP ,
& Art II 2D; 17 Years Teaching
Kim Paser
Shepton High School,
Art Media Communications,
Art I: 3D, Art II: 3D PreAP ;
5 Years Teaching
10. Perspectives to
consider:
• Priorities and
personal interests of
teachers and students
• Changing obligations
of local, state and
national standards
• Influences and
developments of
technology
11. Essential Questions
• What was UbD?
• What were the principles
behind UbD?
• How did the curriculum
framework operate as
an organizing template?
12. Overcoming Obstacles
• Lack of formal district training
• Texts used
The Understanding by Design Guide to Creating
High-Quality Units 1st Edition
by Grant Wiggins (Author), Jay McTighe (Author)
Essential Questions: Opening Doors to Student
Understanding F First Edition Edition
by Jay McTighe (Author), Grant Wiggins (Author)
• Utilize Graduate work
Christine’s- Summation of
Wiggins & McTighe’s text
13. Facet of Understanding
Explanation of UbD
http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/UbD-in-a-Nutshell.pdf
Author:
Jay McTighe
14. Key components of understanding
UbD for the Team
• Backward Design
• Big Ideas
• Essential Questions
• Assessment
• Learning activities
15. Explanation of Backward Design
● Identify
desired
results
● Determine
acceptable
evidence
● Plan learning
experiences
and
instruction
16. Explanation of Big Ideas
● Big Ideas are the
concepts or
principles central
to the lesson and
common to the
human experience
● Big ideas relate to
all of the smaller
ideas in a lesson.
● Big Ideas allow
the student to
acquire a broad
range of
knowledge
17. Explanation of Essential Questions
● An Essential Question is a
question that is core to a
subject or a curriculum.
● Essential Questions foster
student inquiry and take the
student deeper into the
exploration of a subject.
● Essential Questions are the
drivers of teaching and
learning - they help students
engage with their learning to
develop creative solutions to
problems.
18. Explanation of Assessment
● Assessment is a performance
task that demonstrates
students’ understanding
● It should be based on the
higher levels of Bloom’s
Taxonomy, starting at the
application level.
● Students should be involved
in assessing their own
learning through a variety of
assessment instruments
● Assessments can be formal
or informal; individual or
group; formative or
summative;
19. Explanation of Learning Activities
The teaching and learning
activities should be closely
aligned to the objectives the
students should meet, the
essential questions they need to
answer, and completed
assessments to demonstrate
their learning.
Lesson plans can have many
forms, but will include the
following components:
● Materials and resources
● Timeline for project
● Introductory activities
● Developmental activities
● Closing activities
21. Essential Questions
for the Team
• How could we reimagine
our curriculum using
UbD?
• What Big Ideas should
we use?
• How can me make it
easier for the teachers
AND more meaningful
for the students?
22. Further Essential
Questions for the Team
• How can we ground the
curriculum to include the
TEKS standards?
• How can we center the
curriculum on Big Ideas
AND preserve skill
building?
24. Essential Questions for
the Team
• How could we preserve the
Big Idea units that assist
students in creating deeper
meaning in their art?
• How could we ensure the
courses would have core
learning objectives for
materials, processes, and
techniques but still be true
to the UbD principles?
• We reached a point that
required compromise in our
collaboration.
25. Big Ideas in
Learning Objectives
• One example from 3D curriculum:
Unit of Instruction titled
“Armature” with a relevant Big
Idea of “inner Strength” linked to
it.
• Essential Questions for the Unit:
• Where do you find strength?
• How does form evolve from
structure?
• What factors influence
chosen materials as
structural components?
26. Big Ideas in
Learning Activities
• More personal
meaning to the
students
• Connections to the
real world
• Relevance to their
lives
• Expand thinking
beyond the classroom
• Opportunities for
advocacy on social
issues
28. Essential Questions for
the Team
• How could we create a new
curriculum that also had
elements of what our district
art teachers were already
teaching?
• Don’t all teachers want their
students to have more
meaning and relevance in
making art?
• Can we bring all of these
goals together and be
successful?
We wanted both teachers and students to be engaged!
29. Rolling out to our colleagues
• Feb. presentation
• Google space for
contributions and
collaborations
• Department meetings
• Still on going
• Follow before 17-18
School year
31. Metacognition –
Thinking about your thinking
• How can teachers
facilitate practicing the
use of metacognition in
our students?
• How can we support
them in finding out more
about themselves?
32. Student Input
Getting student feedback from final exams:
• We are building more questioning in art
class, both giving you questions to
answer and having you generate your
own questions. Do you think
questioning helps you learn better?
Student Response:
• “Yes, because it leads me to asking
questions I wasn’t aware I had. It
makes me see more and think more
about what it is I’m doing and why.”
• “Questions help me learn better. It
opens my mind and they help me inside
and outside of school. The questions
make me feel like I’m opening a new
path to my world.”
33. Student Input
Getting student feedback from final
exams:
• Do Big Ideas help you create a work
that is more meaningful to you? Can
you explain how it makes a difference
in your artwork?
“Big Ideas did help me because I was
able to make something about me that
was in my life. It made me feel the way
that real artists feel about their pieces.”
“Big Ideas made a difference because I
put my heart into it instead of my brain.
When you use your heart, you are fully
110% focused on making it the best you
can.”
35. Take aways
• Importance of leading and the
importance of compromise
• UbD delivers all that it promises
to be capable of.
• The framework has the flexibility
to adapt to special needs or
ideas about curriculum.
• The new Art I curriculum feels
true to our district’s goals, beliefs,
and objectives.
• We used the framework in a
creative way that fit the needs of
the PISD art education program.