Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Change Is Good--The Restructuring of an Elementary Art Program

A proposal for restructuring an art program to accommodate an RtI Framework for the Gifted and Talented.
by

Anne Wirthlin

on 29 July 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Change Is Good--The Restructuring of an Elementary Art Program

Double click anywhere & add an idea Things I'd Like to Accomplish Programs That Would Help to Implement Change The Parent/Volunteer Component A tiered RtI Model for the Gifted and Talented Do Now's and Problem Based Learning Units Change Is Good--the Restructuring of an Elementary Art Program Okay, Guys, in less than 60 seconds this is my proposal.
(Does anyone have a stop watch...)

I'd like to restructure the art room, it's procedures, and the art program at my school. Restructuring the rules, procedures, management, organization and methods of instruction of the Art room will help establish a hands on art studio environment.
It is hoped that this shift will promote more parental involvement between the Art Department (a.k.a. Me), and the PTO (a.k.a. our Parents), and result in establishing a learning environment with learning processes that benefit our youngest stakeholders (a.k.a. Our Kids).
Problem Based Learning Units implemented in the second semester, will lay the groundwork for establishing tiers two and three of an RtI framework for the Gifted and Talented.




This is the part of the plan where the Parent Volunteers come into
play. Why?

BECAUSE I'M GETTING OLDER, AND I NEED HELP & TIME, that's why.

The only way that I can build time is by enlisting the help of others. Our parents are very
involved. They are an asset that can be helpful in restructuring the art toom.
Parent involvement would be used to help with mounting, matting, and
displaying student artwork. They could also assemble supplies and assist
when needed. Our parents possess many talents and could be called upon to mentor students. Interested parties would be encouraged to schedule themselves for either
a morning or an afternoon by putting their names on a sign up sheet. This would result in parents helping in the art room for two days a week.
Our parents are also interested in art enrichment and fund raising activities.
If I can get the Parent/Volunteer component of this plan effectively up and running,
then I could bring back an essential fund raiser for my program.

What would that fundraiser be?

A student ran art auction where the children are the art auctioneers, pesenters, ushers, cashier assistants, runners, food servers, and featured artists.

The proceeds of which could only be used for art supplies and art enrichment activities for next year's art program and auction. This money would allow our school to buy the NNAC non-verbal assessment tool that would facilitate the establishment and placement of the Kennard 24. This group would represent the third tier of our RtI framework, and would consist of the twenty four forth and fifth grade students who scored the highest on the NNAC. Admittance into this group would be by invitation.




Besides an RtI Model, there are other
philosophies that can be taught to students
to help in increase performance and promote achievement. Tenants of the following programs and philosophies will be adapted and established into this framework to enhance Best Practices:

Mindsets
PBL Units
Do Nows and Smart Goals
Studio Thinking Framework Eight Habits of the Mind
Talents Unlimited
Creative Problem Solving


Changes in the configuration of the art room will
be necessary in order to facilitate differentiated
instruction and establish a hands on art studio.

We will need to be super organized. Details count.
Per this hard copy illustration, the room will be arranged so that
I can scan and assess at a glance what needs attention,
note what is out of place or needs to be straightened up,
what is missing, who is where, who is doing what, and what
media needs to be pitched or replenished. Space has been
assigned for different puposes and centers, resulting in the
room being divided into different areas as denoted by activity.

There will be a communications area, a research and publishing
area, a presentation area, critique squares, and "the everything
shelves" devoted to the storage of almost everything (art mediums
& tools, books, and the storage of student art work.)

There will be procedures for going to and from the sink, maintaining
supplies, putting supplies back where they belong, and managing
art tables and the behavior of the people assigned to them. There will
also be a place called "the commons" that can be used for meeting
space.


(We are known as the Tigers.) (The molded and cast terra cotta reliefs at the entrance to our school reminds me of the Fox Theater. They were built around the same time.)
I'd like to introduce Problem Based Learning Units
to all of my second through fifth grade students in the third and forth quarters.

Instead of creating isolated art projects, we could use the small format products produced during the "Do Now" part of the first and second quarter classes as visual notes and inspiration for the third and forth quarter problem based learning units.

During the first semester, students would focus on the elements of art and principles of design through teacher guided media exploration. The second semester would be devoted to problem based learning experiences and differentiated instruction through research, student collaboration, and media choice/application.

For instance--students would use paint to learn how the primary colors can be mixed in different combinations to make the secondary colors, tints, shades, and neutral colors--while learning about the color wheel--and additional color schemes such as warm, cool, monochromatic, complementary, and analogous color theory.

Time is limited...these would not be large format pieces. My kids are terrible at meeting deadlines. If the format is smaller, it doesn't take them as long to complete an assignment.


BBC's+"Do Now's"= Problem Based
Learning Units notes In 2009-2010, the SLPS required the use of BBC's in each classroom for each subject. One of the components of the BBC is an item known as the "Do Now".

A Do Now is a three to five minute, individual, pen to paper activity done at the start of each class. One of the purposes of the Do Now is to get students into an academic mode at the beginning of each class or subject. It can also be used as a review of material covered, a warm up to new material, or a reflection on the learning that they have been recently engaged in.



Do Nows in the Art room will focus on the elements of art and the principles of design that are being explored during the first semester.

The Do Nows will be small in format (5"X5"), they will be kept in the folder of each art student along with their art journals, vocabulary, and current projects. Work created during the Do Now will be used as notes and inspiration for second semester Problem Based Learning Units.

An example of a Do Now would be to have students create a drawing using diagonal and zig-zag lines to illustrate that these lines can be used to create depth as well as energy.
"Every Picture Tells a Story--Don't It?"
Mural Project
An example of a first semest activity: Problem Based Learning Unit: The fifth grade children are maturing, growing up, and growing critical of themselves and their classmates. The teachers and administrators are witnessing the tension. These are children who usually get along with each other, but now jealousy and hormones are rearing their ugly heads. Our parents are concerned. Is there an art experience that can recapture and illustrate that spirit of teamwork and camaraderie?
Big Idea: Students will use the elements of art, and the principles
of design referring to previous DO Now notes to create a mural that illustrates Teamwork.

Art is a powerful communication tool. Artists carefully plan and research subject matter, techniques, media, and cost estimates before beginning a commission.
grasps: Your group has been commissioned to create a mural
depicting Teamwork.
Working as an individual and also as a part of a team, you must research and brainstorm the Teamwork concept, media to be used, application techniques, decide on a site for your mural, estimate the size, timeline, and costs, as well as create a compositon that is aesthetically pleasing.
Since they are financing this project, you must present your concepts and cost estimates to members of the PTO in order to gain funding and to recieve final approval.
Lesson: Introduce project. Review and discuss murals and their purpose in society by looking at the works of prominent muralists. Compare and contrast these mural examples with project criteria and scoring rubric.

Review problem solving process: (Identify problem, research, plan, create, reflect and assess.)

Form groups of no more than six.

Promote discussion with the prompt "Teamwork is........", students will take notes on words and concepts.

Using the Teamwork prompt and Do Now notes on the elements of art and principles of design, students will work
individually to illustrate their idea of what
teamwork looks like.

Meeting in their small groups, students will view, discuss, and critique each other's work with the goal of collaboration and trying to incorporate aspects of each person's idea to create a group composition.

Students will meet in a large group (thier class) to view, discuss, and critique the compositions of the other groups with the goal of attaining consensus on how these compositions will be manipulated to form one large image.

Size will determine cost. The larger the compostion the more the cost. Students will decide on scale, research what type of paint, tools, and other media are needed for this project. Using a variety of sources, students will research which companies have the most cost effective pricing, research what type of surface preparation or priming is needed, and interview a muralist to gain ideas and estimate timelines.


In order to effectively research the previous point, students will break into committees to help hasten the research process. These committees will be responsible for acquiring information about the various components and supplies needed to implement their mural. (There could even be a PR committee that would contact news sources to gain publicity for this project.)

Students will regularly meet with members of the PTO to present their concepts, site suggestions, and compositions. Cost estimates, media, supplies, and timelines will also be a part of the presentation. (The Kids could do this by making Prezis.)

Upon approval, students will draw and paint their mural.

Upon completion, students will compose an artist's statement--an explanation related to the artwork and what they have learned.

There are three fifth grade classes, using the criteria established in the project rubric, students will evaluate the work created by each class.

Students could follow this activity by compiling a building survey to gain ideas for future school climate problem based learning situations that could be addressed by Tiers Two and Three of the proposed RtI Model for the Gifted and Talented.

Collaboration between the art department and the coordinators for the yearbook and school newspaper would encourage members of the school newspaper club and yearbook club to chronicle our efforts through photos and interviews.

Of Course these activities would culminate with some type of unveiling celebration.





Now we are at the part of the plan where our restructuring fits into an RtI Model for the Gifted and Talented.

General art classes that use Do Now's to plan and reinforce PBL's will comprise the First Tier of an RtI Pyramid illustrating Tiered Levels of Service for the Art Program.

An Art Club that works in conjunction with COCA'a Interchange Program would comprise Tier 2. Students would elect to join this club. Tier 2 could be implemented this year. Do Now's from general art classes could also be utilized for PBL units by the students in Tier 2.

Tier 3 could begin next year with the screening and placement of the 24. The students who make up the 24 would be the ones who scored the highest on a non verbal assessment such as the NNAC. These students wouldn't necessarily be artistically (visually/spacially) gifted. Emphasis would be placed on fostering the creative problem solving abilities of these students. Preparing learners for the realities of 21st century problem solving would be the authentic goal of this group. Since creativity is an essential component of critical analysis then does it matter if these children are artistically talented? The problem solving process would become the work of art. In this case, the process would be the product.




So That's It...
That's the plan. There are things that still need work (now I have to brainstorm and compile MORE Problem Based Learning Units), but this is what I plan to do within my classroom.

I also plan to present this Prezi to my principal and coworkers to initiate a schoolwide RtI Framework. Even if the RtI Model isn't initiated schoolwide, I still have a game plan.

Special thanks to Merlene Gilb, Christine Nobbe, Dr. Debbie Stiles, and the Gifted Education Program at Webster University for providing knowledge and facilitating my serendipitous journey and personal evolution.

I have learned. I have changed. I am inspired.

Thank you so much.
Problem statement for and now for the... So, one of the Do Now's for this unit, could focus on color theory and how color can evoke different feelings and emotions. A Do Now for this could be "illustrate your favorite color combination and write why and what you like about it."
Full transcript