Download arts-education grade 6 7 8-intro

Arts Education
 Why?
To enable students to
understand and value art
expressions throughout life
3 Goals: C/P, C/R, C/H
Cultural / Historical (CH)
.
 This goal focuses on the
role of the arts in
various cultures, the
development of the arts
throughout history, and
the factors that
influence arts and
artists.
Critical / Responsive (CR)
 Students will respond to
artistic expressions of
Saskatchewan, Canadian,
and International artists
using critical thinking,
research, and
collaborative inquiry
.
Creative / Productive (CP)
 This goal includes the
exploration,
development, and
expressions of ideas in
the language of art. This
requires reflection and
creative problem-solving.
.
Arts Education IS a Required
Subject – part of Core Curriculum!
An effective arts education provides:
Opportunities to...
 Use creative processes in
a variety of art forms
and media.
 Develop self-confidence
in your own creative
abilities.
.
Opportunities to...
.
 Recognize that artists are
thinkers, and that their
imaginations and creativity
help us understand
ourselves
 Investigate community and
global issues explored by
artists
Opportunities to...
 Discover through the arts  .
how societies express their
histories, values, and beliefs.
 Celebrate Saskatchewan’s
and Canada’s rich cultural
and artistic heritage
Student Voice
 Arts Education is one of the most effective
ways to empower students to reflect on, act
on, and give voice to their own opinions,
beliefs, and ideas through the creation and
presentation of their own arts expressions.
Putting it all together…
High quality art education
requires careful planning
“know your destination
before starting out
on your journey”
Planning for Learning
in/about/through the Arts
 Grade level FOCUS –  Theme - context: what are we
learning about?
 “Big Question(s)” – Why are we learning about this?
(re: Outcomes) - What is important to know?
 Outcome + selected Indicators – How will we learn to
find the answers to our questions? How do we start to
explore possible solutions?
 Assessment – How will we know if we are learning?
 Resources – What will help us to learn?
Inquiry Learning
 Construct ‘BIG’ essential questions to
provide a purpose and direction for the
learning activities.
 To support inquiry into some of the ‘big
ideas’ of interest to artists, and to provide a
meaningful context for inquiry, a different
focus has been identified for each grade...
Grade 6 Focus:
Identity
Creative/Productive Outcomes
Students:
 create dance, drama, music,
and visual art works that
express ideas about identity
and how it is influenced (e.g.,
factors such as pop culture, peer
groups, cultural heritage, personal
and family interests, gender).
.
Grade 6 Focus
Identity
Critical/Responsive Outcomes
Students:
 investigate perspectives on identity as expressed
through the arts in Saskatchewan, Canada, and beyond.
 examine how arts expressions reflect diverse personal
identities, backgrounds, and worldviews.
Grade 6 Focus
Identity
Cultural/Historical Outcomes
Students:
 identify ways that First Nations, Métis, and Inuit artists
express cultural identity in contemporary work.
 compare traditional and contemporary arts expressions
from a diverse range of cultures, and analyze how cultural
identity is reflected in the work.
Grade 6 Inquiry Questions
 If we were to represent our school or community identity, what would
it look and sound like?
 In what ways could our arts expression show people what we value?
 How could this song, dance, drama, visual art work, or film tell
people about our family histories or cultural backgrounds?
 In what ways does an arts expression reflect the identity of its creator
or community?
 How do media and pop culture influence our identities and choices
we make about music, clothing, hair styles, social activities, and so
on?
 How is personal, cultural, or regional identity represented in dance,
drama, music, or visual art by Saskatchewan artists?
Sample Resource
Assessment Challenges
 Determining observation criteria
 Documentation methods
- Involve students in development of
assessment criteria as much as possible
- Include self-evaluation to encourage reflection
as part of the creative process
Assessment
 Based on Outcomes  Indicators  learning activities
 Criteria for assessment is clear - communicated!
(not subjective or solely focused on product)
BOTH Process and Product is assessed
Formative and Summative
Self Assessment
Art-making Behaviours
My Art-making
I listened to all of the directions
I thought carefully about what I
wanted to make
I took care of my tools and
materials
I tried my best
I am proud of my work
I helped to clean up
No
Sometimes
Yes
Assessing Process and Product
 Assessment of the learning outcomes that address the
creative/productive (CP), critical/responsive (CR), and
cultural/ historical (CH) goals of the curriculum.
 This includes assessment of students’ creative and
responsive processes, as well as any culminating products
that may result from their arts experiences.
 Artistic products are not to be evaluated in isolation, but
must always be evaluated in conjunction with the target
outcome and the students’ creative problem-solving
processes
Arts Response Journal
 Write responses to viewing/listening
 Record thoughts through steps in the viewing
process (first impressions, interpretations,
comprehension: “I think this picture is about…”
“my first reaction was…” “elements used were
 Build vocabulary, compile word lists
 Record steps in art processes
 Reflection/ self assessment on own work
Thinking, reflecting, writing, sharing…
Using the language of art!
 “… there are bright colours and dark
colours. The heavy thick lines make it
stand out. I see a little girl in the picture.
There’s flowers on the outside and on the
girl’s shirt. She looks very sad. She must be
thinking of something sad …”
 “All those small faces in the background kind of blend
in. Maybe they are souls of his people behind him…”
Assessment data = Evidence!
 Assessments provide the teacher with evidence of
student achievement as well as evidence of the
effectiveness of their instruction!
 Use assessment results to guide your instruction and
make adjustments as you go
 Rubrics with clearly defined criteria take the
subjectivity out and increase student awareness of
what is expected of them
Responding to Art
Students become participants in the interactive process
between artist and audience rather than passive consumers of
the arts. Several processes are provided to help teachers guide
discussion and encourage various responses to works of art.
Responding to Arts Expressions: Supporting Arts Education
Saskatchewan Online Curriculum
www.curriculum.gov.sk.ca
Resources
 http://www.aventurinemusic.com
www.artsask.ca
www.artcyclopedia.com/index.html
http://archives.cbc.ca/arts_entertainment
www.musiccentre.ca/home.cfm
www.saskstories.ca/art/index_content.html
www.arts.ufl.edu/art/rt_room/@rt_gallery.html
www.canadacouncil.ca/aboutus/artistsstories
Remember...
 It is not so often the case that we can
learn in the presence of compelling
objects that engage our senses, allow
for many kinds of cognition, connect to
many facets of life, sustain our
attention... Art is an opportunity. Let us
not miss it.
(Perkins, 1994, p.5)