G moon rbunny presentation 11.03.16

1. Professional Development Workshop
November 3rd, 2016 3:30-6:30 pm
The Gallo Center for the Arts
Amy Zschaber azschaber@stancoe.org

2. What is Arts Education?
• Dance
– Movement
– Genres of
– Choreography
– Sometimes PE
• Music
– Band
– Chorus
– Orchestra
– Sound mixing
• Theatre
– Play writing
– Acting
– Public speaking
• Visual Arts
– Studio arts
– Media arts
– Digital arts
Often referred to as “VAPA” - Visual and Performing Arts

3. Arts Education experiences. . .
• Help students
– Feel good about themselves as individuals
– Develop abilities to observe and respond sensitively
– Develop skill, creativity, and imagination
– Develop understanding of the arts
– Become appreciative of music, art, and dance from
their own and other cultures, times, and places.
–develop stronger academic skills
across multiple non-arts subjects.

4. Student Art-Making
• Develops language and
vocabulary
• Develops problem-solving
strategies
• Enhances social skills
• Enhances artistic and
creative development
• Develops motor control and
perceptual discrimination
• Develops aesthetic
awareness and appreciation
for the arts

5. 3 types of Arts
Education in
Schools

6. Arts as Curriculum Examples:TAB 1
1-3


7. Arts-Enhanced Examples:TAB 1
1-3


8. Arts Integration Example:TAB 1
1-3

Edgar Allen Poe
Raven Craft to align with ELA
study of The Raven & gothic
literature
Edgar Allen Poe
Gothic Art Project to align with
ELA study of The Raven & gothic
literature

9. Arts Integration Is. . .
• An approach to teaching in
which students construct
and demonstrate
understanding through an
art form.
• Students engage in a
creative process which
connects an art form and
another subject and meets
evolving objects in both.
From Kennedy Center for the Arts

10. Arts Integration looks like a conversation
• Sometimes the arts subject speaks
• Sometimes the non-arts subject speaks
• Sometimes the arts subject and the non-arts
subject overlap
Art Science

11. Arts Integration lessons should be
balanced.
• “. . . [M]ust meet evolving objects in both
disciplines.”
• Rigor is important to all disciplines
Dance and Science Balanced

12. There are Visual and Performing Arts
Standards in California
California Visual & Performing Arts Standards
Artistic
Perception
Responding
to art; using
vocabulary
of the arts
Creative
Expression
Applying
artistic
processes
and skills
Historical
Context
Analyzing
the role of
arts in past
and present
cultures
Aesthetic
Valuing
Derive
meaning
from art
Connections
&
Applications
Apply
learning
across
subject
areas
https://goo.gl/tB9cBm

13. There are national Visual and Performing
Arts Standards
California has not yet adopted these standards.
Create
Make
something
Perform
Fulfill a task
Respond
To reflect
on creating,
performing,
or viewing
art
Connect
To build
personal
meaning
National Coalition for Core Arts
Standards
http://www.nationalartsstandards.org/

14. Always consider the abilities of students
when designing arts integrated lessons
• Students under the age of 8
generally are more
interested in the process of
art-making than they are in
the product of art-making.
• Most VAPA educators of
students in grades 3 and
younger agree that when it
comes to learning, process
is more important that the
product.
• This principle applies to any
kind of student art-making
(dance, music, theatre, &
visual arts).

15. Process vs. Product

16. How to design an arts integrated lesson?

17. How to design an Arts Integrated lesson?
Tasked with:
-a Visual Arts integrated lesson (Visual Arts
standards)
-History of American West (Social Studies
standards)
-Incorporate writing (CCSS Writing standards)

18. How to design an Arts Integrated lesson?

19. How to design an Arts Integrated lesson?

20. How to design an Arts Integrated lesson?

21. How to design an Arts Integrated lesson?

22. Teacher’s Guide: Silhouette Bunny
Amy Zschaber azschaber@stancoe.org

23. What do we do before going to bed?

24. Look at the Book Cover: Goodnight Moon

25. Ask. . .
• Where is the story
going to take place?
• What time of day
might it be?
• Why do you think
that?

26. Read: Goodnight Moon

27. Ask. . .
• Where does the story
going to take place?
• What time of day
might is it?
• What happens in the
story?

28. What happens when we stand in the sun?

29. Look at the
Book Cover:
The Black
Rabbit

30. Ask. . .
• Where is the
story going to
take place?
• What time of day
might it be?
• Why do you think
that?

31. Read: The
Black Rabbit

32. Ask. . .
• Where does the
story going to take
place?
• What time of day
might is it?
• What happens in
the story?
• What is the Black
Rabbit?

33. Same / Different?
Goodnight Moon The Black Rabbit
Rabbit Rabbit
Night time Day time
Going to sleep Making friends
Shadows from lamp Shadows from sun

34. Let’s Make Art!
ART MATERIALS
• -Oil pastels (optional crayons)
• -Black markers or crayons
• -Scissors
• -Glue (glue sticks or glue boxes)
• -Sheets of 9x12 black paper
(1 per student)
• -3.5x3.5 in black paper
(1 per student)
• -2x2 in black paper
(1 per student)
• -2x3 in black paper
(2 per student)
• -4x9 in black paper
(1 per student)
• -2x2 in pink paper (1 per student)
• -Coffee filters (1 per student)

35. 1. Make white
“stars” using a
crayon or oil
pastel

36. 2. Make curvy lines
and squiggles on a
coffee filter with a
water-based
marker, crayon, or
oil pastel

37. 3. Glue your
coffee filter
“moon” to your
star-paper

38. 4. On the smaller
black pieces of
paper draw circles
and ovals and cut
them out
(as shown)

39. 5. Put an “x” on
each item you just
drew and cut out.
This is where you
will put the glue.

40. 6. Glue the
biggest circle
down at the
bottom of your
moon

41. 7. Glue the small
circle on top of
the big circle

42. 8. Glue the two
ears on top

43. 9. Draw a circle on
the pink paper. Cut
it out and glue it
down on the head
(the pink circle is
the nose)

44. 10. Get the 4x9
in strip of paper

45. 11. Draw a
horizontal line
on the paper

46. 12. Cut lines
perpendicular to
the white line. Do
not cross the
white line

47. 13. Roll up the
cut edges to
make “fringe”

48. 14. Glue down
your fringe to
make grass

49. 15. (optional) use
the black oil
pastel to add
some texture to
your bunny

50. 16. Add extra
stars as needed

51. 17. (Optional) add
student name in
white oil pastel at
the bottom

52. Student Reflection
• How did you make
this art?
• What shapes did you
use to make this art?
• How is your art like
Goodnight Moon?
• How is your art like
The Black Rabbit?

55. How would you change / customize this
lesson to better suit your classroom
culture(s)?

56. Let’s take a
break!

58. Read The
Runaway
Bunny
by Margaret
Wise
Chapman
https://goo.gl/mC1SdS

59. What is the
story about?

60. Who are the characters in the story?

61. Who is telling the story?

62. How do the pictures help you know more
about the story?

63. How do you think the pictures in The
Runway Bunny were made?
Why do you think this?

64. Are the pictures in The Runaway
Bunny realistic (true to life)?
Do the pictures look just like a real bunny? How are they alike? How are they different?

65. We use lines to make art. Do you see any lines in this
artwork? Where? What types of lines do you see?

66. Read
Rabbityness
by Jo Empson
https://goo.gl/ysth2a

67. What is the
story about?

68. Who are the characters in the story?

69. Who is telling the story?

70. How do the pictures help you know more
about the story?

71. How do you think the pictures in
Rabbityness were made?
Why do you think this?

72. Are the pictures in Rabbityness
realistic (true to life)?
Do the pictures look just like a real bunny? How are they alike? How are they different?

73. We use lines to make art. Do you see any lines in this
artwork? Where? What types of lines do you see?

74. Artwork like looks like a photograph is
called, realism

75. Artwork that doesn’t look like anything
is called, abstract

76. Does Rabbit in Rabbityness make
abstract or realism paintings?

77. How are the stories Rabbityness and The
Runaway Bunny alike and different?
The Runaway Bunny Rabbityness
Rabbit Rabbit
Day time Day time
Going on adventures Trying new things

78. What type of sounds does Rabbit
make with this instrument?

79. Rabbit makes music using a Didgeridoo
• A didgeridoo is an
instrument from
Australia
• Didgeridoos are
made from wood
• Watch a video
about digeridoos
https://goo.gl/Iq4YrS

80. Let’s make
an abstract
artwork
about
Rabbityness
and
digergidoos

100. Listen to the
music of the
digergidoo
https://goo.gl/ON7EUq
Draw different
music notes as
you listen!

105. Listen to the
music of the
digergidoo
https://goo.gl/ON7EUq
Paint what
the music
sounds like
No splatter
painting!

112. How would you change / customize this
lesson to better suit your classroom
culture(s)?

113. Questions / Reflections
Amy Zschaber azschaber@stancoe.org