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PDC: Common Core State Standards in the Art Classroom

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Michael Sweney

on 14 November 2014

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Transcript of PDC: Common Core State Standards in the Art Classroom

Mike Sweney, PHHS
Common Core
in the
Art Classroom

* The Nelson-Atkins Museum is in the process of updating their docent-led tours to deal with the advent of Common Core and the effort to make kids more engaged in a museum experience and prompt more higher order thinking and discussion. As a result, they are compiling resources for teachers such as...

*VTS (Visual Thinking Strategies)
- Can be accomplished in a short amount of time.
- Keeps group directed and engaged.
- Wording:
1What is going on in this work?
2 If clarification is needed, What did you see that makes you say/think that?
3 What more can we find?
- If students ask for information about the art or artist, respond with something like, “Where could we go to find more information?”
What other Resources are Available?
Summary
Why is Common Core important to us?
Common Core Inventory
What are we already doing in our classrooms that tie in with common core?

1.Group by class or grade (PH/PHS counterparts or Plaza/LKVW, Congress/LKVW, etc.)

2. Identify a lesson that may be considered an "A" or "B" quadrant lesson or activity, such as a power point used for a project, a vocabulary activity, demonstration of an art technique, etc.

3. Discuss minor tweaks that could be made that would bump the lesson into the "D" quadrant. Is there a change in wording, different assessment technique, critique, or presentation method that can shift into higher-order thinking? Which of the activities you chose already incorporates language/literacy in written, read, or spoken

4. How could sketchbooks be used to support literacy?

*Meet collectively to share out responses
Introduction to CCSS
The million dollar question...

"I wasn't hired to teach reading...how do common core standards align with what I do as an art teacher?
What are the Common Core State Standards?
Literacy: Changing Definition

Prior to the 21st century, literate defined a person's ability to read and write... With the advent of a new millennium and the rapidity with which technology has changed society, the concept of literacy has assumed new meanings (Jones-Kavalier and Flannigan, 2006).
Rigor/Relevance Framework®
Relevancy

Validation
Rigor

Critical Thinking
Low
Low
High
High
Motivation

Creativity – Innovation

Problem Solving
Acquisition of knowledge / skills
Rigor/Relevance Framework
C
D
B
A
RELEVANCE
RIGOR
D
evaluate
formulate
justify
rate
recommend
infer
prioritize
Revise
predict
argue
conclude
C
analyze
compare
examine
contrast
differentiate
explain
dissect
categorize
classify
diagram
discriminate
B
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate
A
name
label
define
select
identify
list
recite
locate
record
memorize
Verbs by Quadrant
D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention
C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification
B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline
A
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation
Product by Quadrant
Example of Reading/Writing Comprehension Activity:
"Constructing a Portfolio" by Mark Anderson, Oak Park High School
For a Comprehensive list of Common Core Standards,
Characteristics of the Common Core:
* Research and evidence-based
* Aligned with college and work expectations.
* Internationally bench marked
* Apply rigorous knowledge and content through higher-order thinking skills.

Main features: Reading, Writing, Speaking, Listening, Language
http://maea.net/documents/Fall Files/CCSSEnglishLanguageArts.pdf
Higher order thinking skills are not taught as a separate skills curriculum. Instead, they are developed .. within contexts that call for students to relate what they are learning to their lives outside of school by thinking critically or creatively about it or by using it to solve problems or make decisions. (Brophy 1992)

The purpose.. is to move students away from being absorbers of information to being processors, synthesizers, creators and users of information (Sergiovanni 1995)
Art & Literacy: What is the connection?

"Literacy today is more than reading and writing. Being literate in the 21st century takes the ability to critically access, interpret, and create meaning through multiple forms of expression. Alternate forms of communication- such as art , music, drama, dance , multimedia, digital media, technologies and film- play a crucial role in helping students cultivate these skills. (Albers and sanders, 2011)
from "Connecting VTS to the Common Core State Standards" by Mary Franco, 2012
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