Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Upcoming SlideShare
Story map 3
Story map 3
Loading in …3
1 of 35

Art Education - The Challenges of Curriculum Transition



Download to read offline

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.

Art Education - The Challenges of Curriculum Transition

  1. 1. Art Education The Challenges of Curriculum Transition NAEA Presentation March 4, 2017 New York City Christine Miller @tagartteacher Laura Grundler @GrundlerArt
  2. 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 Plano ISD Expectations for Secondary Art Teachers 9iJh4iw/edit?usp=sharing
  3. 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. 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. 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. 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. 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
  8. 8. Facet of Understanding Perspective
  9. 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. 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. 11. Essential Questions • What was UbD? • What were the principles behind UbD? • How did the curriculum framework operate as an organizing template?
  12. 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. 13. Facet of Understanding Explanation of UbD Author: Jay McTighe
  14. 14. Key components of understanding UbD for the Team • Backward Design • Big Ideas • Essential Questions • Assessment • Learning activities
  15. 15. Explanation of Backward Design ● Identify desired results ● Determine acceptable evidence ● Plan learning experiences and instruction
  16. 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. 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. 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. 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
  20. 20. Facet of Understanding Interpretation
  21. 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. 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?
  23. 23. Facet of Understanding Application
  24. 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. 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. 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
  27. 27. Facet of Understanding Empathy
  28. 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. 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
  30. 30. Facet of Understanding Self-Knowledge
  31. 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. 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. 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.”
  34. 34. Summary & Conclusion
  35. 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.