Art Education - The Challenges of Curriculum Transition

Christine Miller
Christine MillerTeacher at Plano Independent School District
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
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
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
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)
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
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
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
Facet of Understanding
Perspective
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
Perspectives to
consider:
• Priorities and
personal interests of
teachers and students
• Changing obligations
of local, state and
national standards
• Influences and
developments of
technology
Essential Questions
• What was UbD?
• What were the principles
behind UbD?
• How did the curriculum
framework operate as
an organizing template?
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
Facet of Understanding
Explanation of UbD
http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/UbD-in-a-Nutshell.pdf
Author:
Jay McTighe
Key components of understanding
UbD for the Team
• Backward Design
• Big Ideas
• Essential Questions
• Assessment
• Learning activities
Explanation of Backward Design
● Identify
desired
results
● Determine
acceptable
evidence
● Plan learning
experiences
and
instruction
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
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.
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;
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
Facet of Understanding
Interpretation
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?
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?
Facet of Understanding
Application
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.
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?
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
Facet of Understanding
Empathy
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!
Rolling out to our colleagues
• Feb. presentation
• Google space for
contributions and
collaborations
• Department meetings
• Still on going
• Follow before 17-18
School year
Facet of Understanding
Self-Knowledge
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?
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.”
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.”
Summary & Conclusion
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.
1 of 35

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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.