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Differentiated Instruction in the ARTS Kristina Doubet, Ph.D. James Madison University/ASCD [email protected] Think Dots Activity Before each profile, role the die to see what question you’ll be in “charge of” for that particular student. After that student is introduced, you’ll have a few minutes to gather your thoughts before sharing them with your group mates. Describe ONE of these kids in terms of his/her strengths and needs. What do ALL of these kids have in common? Pretend you are the parent of ONE of these kids. What would you hope school would be like for him/her, ideally? List at least 3 attributes of your school district that would be especially beneficial for all of these kids. Imagine you’re a Come up with some teacher of ONE of “soundbites” that a these kids. What parent or teacher might would you be thankful hear from ONE of these kids on any given day. for? Jessica Hockett – UVA - 2010 Think Dots Discussion Rubric 3 2 1 There was an energetic exchange of ideas among all members of the group. Participants listened carefully with the intention of learning from each other. Participants built on each other's ideas, deepening the conversation. Participants asked clarifying questions such as, "what did you mean by...?" All contributions were valued. All members of the group contributed ideas and examples. Participants did not "talk over" others. Participants took turns sharing ideas but did not really "discuss" or carry the thread of an idea forward. Participants asked questions to engage others such as "what do you think about…?" All contributions were valued. Some members of the group were "coasting." There was a lot of interrupting. There was a lot of unrelated talk. People didn't ask each other questions. There was teasing or put downs. Becker Dobbertin, 2004 Music DESCRIBE COMPARE FEELINGS ABOUT Describe this song. Is it fast or slow? Is it smooth or choppy ? Is it in a major or a minor key? Explain your choices. Which of the other songs we’ve listened to is this song most like? Tell how they are the same and how they are different. How do you think the composer was feeling when s/he wrote this song? How does this song make YOU feel? Why? PARTS OF USE OF GOOD AND BAD PARTS What instruments do you hear playing in this song? Think about strings, percussion, brass, woodwinds, etc. What if you could pick this song to use as a soundtrack for a movie, cartoon, or story book? What would you pick? What would it “go” well with? Why? What in particular do you like about this song? What are its best qualities. Explain. What don’t you like about this song? Why doesn’t this appeal to you? Prompts by Kristina Doubet – Categories by Carol Tomlinson Drama I’M EXCITED! I’M DEVASTATED! THIS IS HILARIOUS! Read this scene as if it is the Read this scene as if it’s the Read this scene as if it’s the best news you’ve ever worst news you’ve ever funniest thing you’ve ever received. Be very excited – received. Be really sad – heard. It’s OK if you have to make us feel your joy! cry, if you want to! take a break for a fit of laughter. I’M TERRIFIED! I’M CONFUSED! Read this scene as if it’s the Read this song as if it makes scariest thing you’ve ever no sense to you at all. You heard! Be sure to look brow might be wrinkled around to make sure no and your statements may one is after you! sound more like questions… but that’s OK, right? I’M ANGRY! Read this scene as if you are burning with rage. Shout, if you want to. Make us want to run and hide from your anger. Renaissance Art Analysis (Tier 1 Questions) ATTRIBUTES COMPARISON WHOLE-TO-PART List all the attributes of this painting that you like. Then, list all the attributes of this painting that you don’t like. Be able to explain why you do or don’t like these attributes. Compare this painting with one from a different time period. (Please see your teacher for the second painting). How are they similar? How are they different? Study the painting for 2 minutes. Form an overall impression of the painting. Then, examine individual figures in the painting. Next, divide the painting into quadrants and study each section to see what new details become visible. Be ready to explain to your group how your impression of the painting changed as you looked at it in different ways. INTERPRETATION ARTIST’S TOOLS WHAT’S MISSING Who or what is the subject of this painting? What might the artist be trying to say about the subject? How does the artist make use of (or manipulate or ignore) perspective to portray the figures and setting in this painting? What other tools or techniques does this artist use, as far as you can tell? What additional information about the painting would you need to know in order to better understand it? Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School) Renaissance Art Analysis (Tier 2 Questions) ATTRIBUTES COMPARISON WHOLE-TO-PART What attributes of the painting appeal to your emotions? What attributes of the painting appeal to your sense of reason or logic? Compare this painting with one from a different time period. (Please see your teacher for the second painting). How do these paintings convey their subjects differently? What might account for the differences? Study the painting for 2 minutes. Form an overall impression of the painting. Then, examine individual figures in the painting. Next, divide the painting into quadrants and study each section to see what new details become visible. Be ready to explain to your group how your impression of the painting changed as you looked at it in different ways ARTIST’S TOOLS WHAT’S MISSING How does the artist make use of (or manipulate or ignore) perspective to portray the figures and setting in this painting? What other tools or techniques does this artist use, as far as you can tell? What questions does this painting raise for you? Where could you find answers to those questions? INTERPRETATION How is the way the subject(s) of this painting is/are portrayed different from how (or whether) the subject might have been portrayed in a previous time period? Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School) Other possible prompts Assume that this painting is typical or representative of the time period it comes from. In what ways might it represent the beliefs or philosophies of the culture in which it was created? In what ways might it represent and/or use new ways of creating art? How realistic is this painting? Why do you say so? Assume that this painting was commissioned/sponsored by someone. Who might have sponsored it? What might their purpose have been for wanting it painted? Why do you say so? Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School) “Piecing Together” Community Students work in small groups to assemble different portions of a rather complex jigsaw puzzle (no map or picture available for first portion; “send a spy” for second portion). Teacher circulates and makes observation notes about individual student traits and group dynamics. SIAD Participant, ‘06 “Piecing Together” Community • Teacher asks students to reflect on what they learned learn about themselves and their classmates. • Teacher shares some things s/he learned via his/her observations… Use this Information… • Use what you learned about each other – your commonalities, strengths, etc. – to create a team name that represents you as a collective whole. • Once you’ve developed your team name, come get art supplies and design a team sign . This sign should including your team name, some kind of original, symbolic art work, & each team member’s name on his/her own puzzle piece (you can divide the puzzle pieces or keep them together). Music – Notation • UNDERSTAND – Notation is a contract/code that allows other performers to interpret and perform your composition • KNOW – Definition of “notation” is the system of reading notes on a staff; specific spatial information about notes, rests (appearance) and what each notation represents • DO – Identify different notations according to their names and functions; place notations on music staff to create a specific melody and/or represent a specific time signature Garnet Valley Elementary Teachers Drama: Stage Directions • UNDERSTAND THAT – the use of space on stage communicates as much as the use of words. • KNOW – Definition and location of major stage directions; vocabulary such as stage left/right, aside, etc. • DO – Follow directions as outlined in a given script; Create and direct original blocking and stage directions Art – Landscapes • UNDERSTAND – “Landscape” broadens our perspective by communicating depth and breadth • KNOW – definitions of “perspective” and “landscape;” parts of a landscape; principle and techniques of creating a landscape • DO – Create a landscape illustration that communicates depth, breadth, perspective, etc. Garnet Valley Elementary Teachers Band – Tonality • UNDERSTAND: that tonal music depends upon conflict & resolution • KNOW: In major tonality, “Do Mi So” indicates a Tonic pattern; “So Fa Re Ti” indicates a dominant pattern • DO: sing/improvise tonic and dominant patterns; improvise a tonal “conversation” consisting of tonic and Garnet Valley Elementary Teachers dominant patterns Band – Tonality • PREASSESSMENT: – Readiness – sing/improvise tonic and dominant patterns – Interest & LP – Choice • DIFFERENTIATION: – Readiness – sing/improvise tonic and dominant patterns at an increased level of sophistication – Interest & LP – add one of the following to your conversation: words, pictures, movement KJD – UVA – ‘06 Art – Perspective/ Picasso Portrait • KNOW: biographical facts about Picasso • UNDERSTAND: that one’s opinion (perspective) of a subject determines his/her portrayal of that subject • DO: List biographical facts about Picasso; recreate an object or person to reflect various perspectives; draw an object in profile and front view Garnet Valley Elementary Teachers Art – Perspective/ Picasso Portrait • KNOW: biographical facts about Picasso • UNDERSTAND: that one’s opinion (perspective) of a subject determines his/her portrayal of that subject • Activities: – Write 5 biographical facts about Picasso; draw an object or person of your choice from his perspective – in profile and front view. Explain how this portrayal of your subject reveals Picasso’s perspective Now, write 5 auto biographical facts about yourself; draw an object that’s important to you from either a profile of a front view. Explain how your portrayal of your Garnet Valley Elementary Teachers subject reveals your perspective Equivalent Fractions ROLE AUDIENCE FORMAT 1/4 1/8 Picture with captions 1/2 2/4 Text Message 1 3/5 8/5 TOPIC I don’t care if you LOOK bigger, I AM bigger Can you believe we’re twins? Conversation I think we’re the same. Let’s see… Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC Inferencing ROLE AUDIENCE Character Reader Character Another Character Character Author FORMAT TOPIC Secret Note Here are some things the author didn’t tell you about me… Apology Excuse my actions. chat Here’s why I did it…. Complaint I don’t like what email happened to me at the end. It should have… Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC Drama/History RAFT Pocahontas ROLE AUDIENCE FORMAT TOPIC New Reporter Today’s Television News Report Audience “New Facts discovered In Jamestown story Pocahontas Future inhabitants of Jamestown Interpretive Dance What my life was REALLY like John Smith His Wife Soliloquy They got it all wrong, dear! Inhabitants of Historic Jamestown Pocahontas Song or Poem Thank you for what you did and for showing us what we can do! H.S. ART RAFT: Self-Portraits Joan Carlin Schilling, Laura Lewis, Stephen Rhodes, Kathryn Seaman UNDERSTAND • Each artist has a personal style • Personal style reflects the individuals culture, time , and personal experiences • Use of materials and style are related KNOW • Characteristics of self-portrait as genre • Appropriate use of art materials • Principles of design • Definition of artistic expression BE ABLE TO DO • Analyze an artist’s personal style and use of materials • Create a facsimile of an artist’s personal style and use of materials Self Portrait ROLE AUDIENCE FORMAT TOPIC Norman Rockwell Masses Illustration What you see is what you get Van Gogh Self Oil painting Can I find myself in here? Andy Warhol Someone you want to know the true you Photograph Now you see me; now you don’t Ruebens Self Oil painting Props make the person Goya School Charcoal On the side, but central Escher Apprentices Pen and ink What you see is not necessarily what you get Technology Safety R.A.F.T. Directions: •Select one of the following prompts. The “Role” is the character you will become, and from whose perspective that you will write. The “Audience” is to whom that character will be writing. The “Format” is the form in which the opinion will be expressed. The “Topic” is just that – your topic! The “Points of Discussion” are those things that you should be sure to include in your project. •All products must… 1) Include all necessary “Points of Discussion,” 2) Use a combination of words and pictures, •3) Communicate the topic clearly and forcefully, and 4) Be of professional quality – fit for publication for next year’s class. •Circle the ROLE that you plan to pursue. Decide what materials you’ll need (digital camera, computer, poster paper, etc.) Plan your presentation, and clear it with your teacher before you begin working. You may use your notes to help you. Role Audience Format Teen Magazine’s Fashion Editor Middle School Students Double-page Magazine Spread Referee The Technology Lab Newspaper Writer Scroll Saw and Drill Press A Computer who “works” in the Tech Lab Middle School “Tech-thletes” The Public Instruction Playbook Wanted Posters Topic “Here’s what’s ‘IN’ in Technology- Education Fashion” “Instant Replay Out-takes: Fouls in the Technology Lab” Points of Discussion Eye wear; ear-wear; long hair; baggy clothes; jewelry; long sleeves Running; horseplay; injuries; anchor activities “Wanted: Students Caught in the Act of Breaking Clean-up Laws” Your three primary “clean-up” responsibilities; your work area Proper handling of hand tools, heavy items, materials; Cabinets Fauquier Times Democrat Readers Expose` Cover Story “Undercover in the TMS Tech Lab: What Materials Talk about at Night” Each Other Comic Strip “What we wish middle school students knew about how to handle us…” A “New” Computer at his first day at work Power Point Presentation “These are Your Rights!” Doubet/Doubet – 2003 Drill Press: speed; chuck key; Scroll Saw: hold-down; upperguide adjustment Both: brush; positioning work All items on “Technology Computer Rules” handout DRAMA Learning Goal for Activities: Students will understand that the use of space on stage communicates as much as the use of words. Creative Imagine that your are creating a music video for your favorite song from music class. Write out the stage directions for us. Stage Directions Practical You are want to convince your parents to give you a new ____ for your birthday. Create the argument and stage directions you’ll use as you present it. Analytical Analyze the blocking for a scene from a play or musical (your teacher has a few selections). What’s effective and what needs improvement? Make the necessary changes. Music Learning Goal for Activities: Students will understand that the composers choice of instruments helps communicate his/her theme. Creative Pick one of the songs we’ve listened to as a class and change the overall message of the song by changing the instruments. Explain. Instrument Selection Practical You want to invest in stock for a musical instrument. In order to make the most money, which instrument should you choose? Why? Analytical Pick one of the songs we’ve listened to as a class and make a list of all the instruments it features. Describe what/how each instrument adds to the message. Pick the one you think is most important and explain why.