Loading presentation...

Present Remotely

Send the link below via email or IM


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.


Arts in the PYP Workshop Architecture

for use in IBPYP Category 3G workshops

William Kittrell

on 17 December 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Arts in the PYP Workshop Architecture

Explore the scope
and meaningful
of Arts in the PYP Inquiry Models can help planning, learning and assessment in the arts. In a transdisciplinary programme, students learn and apply subject-specific content as a means
to understand the world, ourselves, and each other. In a balanced programme, students learn, learn about and learn through the arts. Planning, teaching and assessing in arts should reflect all the essential elements
and the IB learner profile. In the PYP, arts provide a vehicle for wondering, reflecting and consolidating. The PYP planner is a tool to facilitate concept-driven inquiry. For understanding to be maximized, students have to be able to
critically reflect on and assess their learning. All PYP teachers have a role in collaborative planning and
building a cohesive educational experience for the learners. Arts provide opportunities & inspirations to explore our creative potential. Kathy Short's Inquiry Model What are the content specific vocabulary words for your discipline? Homework:
In your travels tonight, I want you to find an example of
something you LOVE and something you HATE.

Take a photograph, collect an artifact, sketch a picture, record audio, Prepare a song, video,
or simply write a description.

Tomorrow AM: setting up Exhibition:

The Museum of LOVE and HATE http://karenswhimsy.com/altered-books/astral/ http://www.lisakokin.com/book-art-altered-one.html 1. How do students keep track
of their inquiries?

2. What stages do you call out
in the creative process?

3. How do YOU support
each stage of the inquiry?

4. How do you recognize and/or celebrate
student-initiated action?

Make a kid-friendly graphic organizer
detailing every step in an inquiry cycle. "Can You come out and Play?" There are a range of IB PD opportunities that have applications
to the Arts. Altered Books
as a means to collaborate creatively:

1. Choose your entire central idea
or a concept within
as the guiding force for the book.
Make sure this is very clearly stated inside the front cover, as well as the directions for anyone else who may alter the book throughout its journey. Include the Initiators name and contact info should it ever be lost along the way.

2. Use at least 5 different ways of altering your book throughout this workshop, passing it between participants whom you may not see again.
(You could use ideas from Nancy Cecil's scampering strategy!)

3. Forward the book to someone who is also responsible for collaborating on the same planner at your school. This should be a place where the adults responsible for the central idea can share their wildest ideas freely, a planner in 3 dimensions. Using the Learner Profile Cards lynnerickson.net/.../Brain_Presentation%20Summer%202005.ppt ...the human brain can change structurally and functionally as a result of learning and experience--for better or for worse.
New neural connections that make it possible for us to learn and remember and problem-solve and create can continue to form throughout life, particularly when human beings are in environments that are positive, nurturing, stimulating and that encourage action and interaction.
from Learning Through the Arts by Dee Dickinson
http://www.newhorizons.org/strategies/arts/dickinson_lrnarts.html http://growingdendrites.com/uploads/Pkt_pdf.pdf http://docsfiles.com/pdf_the_brain_learning_and_the_arts.html ~excellent site for articles related to Brain Research and the Arts Write Your name in the center of one side of the card.
Just your first name, what you like to be called as a close colleague.
Starting in the top left corner above your name, fill the corners
with your position title, the number of years you have been teaching in the PYP, an icon to represent Who You Are and your favorite area of study. Carry your card with you as you move from corner to corner in the room, responding to the input from your leader.
Use a sticky note to record your findings, so that
you can compose your profile card when you have
all the information and have more media to use
back at your table.
True Colors:

Gold: Likes to know exactly what is expected of them; wants to get the job done.

Orange: Likes to have fun; wants the job to be exciting.

Green: Likes to find out why things happen; wants the job to be meaningful and purposeful.

Blue: Likes to socialize; wants the job to be fair and harmonious. Multiple Intelligences:

Verbal Linguistic
Natural I can help w/ I need help w/ Arts Scope and Sequence Read Introduction to Arts Scope and Sequence (pp 24-26)

Underline a phrase or sentence that you really like, or that stands out to you. RESPONDING Exchange cards with another group. Do each other's activities and then provide feedback.

Was the task engaging, significant, challenging, relevant?

Is there anything else you could add to it or try? Look at your vocabulary / content lists.

Where do these things naturally fit into your POI?
What essential elements do they connect to?
What needs to be "stand-alone?" Your Task Create a presentation to persuade the rest of us that your essential element is the most important when teaching the arts.

Your presentation should be three minutes or less.

Use dance, drama, music, and/or visual arts in your presentation

Include at least one example of how you could use your essential element in a classroom Article Observe - just the facts
Reflect - experience, connections
Interpret - significance, so what?
Decide - actions, applications Application / Work Time Revise one or more of your units of inquiry
Begin to work on a stand-alone planner
Revise central ideas to be more concept-based
Develop learning engagements that address one of the outcomes in the Arts Scope and Sequence
Collaboratively plan in school groups
Reflection Journal
Other ACTION PLAN 1) What will you do in the next week?

2) What will you do in the next month?

3) What will you do in the next year? Who are you going to connect with to make sure you have support with your goals? Bodily-Kinesthetic Musical~Rhythmical Interpersonal What 3 are your strengths? The above is the purpose of this workshop
according to the published architecture from IBO.
1. Craft a central idea for this "Unit of Inquiry,"
identifying the Transdisciplinary Theme and its descriptor, as well as 2 or 3 Key Concepts for the unit.

2. Take a look at your blank bubble planner. Fill in what you can, including a summative assessment that you think would be reasonable evidence of your understanding
of this central idea. http://medicine.tamhsc.edu/audiences/faculty-staff/resource-team/meetings/docs/2011/jun-retreat/true-colors-test.pdf What are the movement possibilities for the expression
of related concepts
in the Arts? Make your inquiry journal now.
Let it be a place where you can
conveniently store all your notes, your plans,
your ideas, & reflections.
Use video, audio, paper and pen. Connecting

What role have the arts played in our own lives? Think about some experiences in your life (family, school, personal) that have influenced you as an artist. They may be positive or negative experiences.

Write each memory on a different post-it note. Page 24 Yellow Book Burning Questions What is your most burning question at this point?

Write it on a post-it note. EXIT CARDS N: Something New you learned today
E: Exciting about......
W: Worries?
S: Suggestions for tomorrow (OCC Video) STAND AND DELIVER Read through the responding strands. Highlight any learning outcomes that you have questions about – or that you would like to develop more in your students.

Choose one of these learning outcomes. Write a brief learning engagement that would address that outcome when responding to our Museum of LOVE and HATE.

Describe your activity on an index card. RESPONDING TO MUSUEM OF LOVE AND HATE Step In - Step Out Literature
Logs Shared Reading Author Studies
Genre Studies
Authors Circles Inquiry Learn Through Language
Read Aloud
Literature Discussions
Response to Literature
Inquiry Studies
Writing to Learn Learn About Language
Guided Reading
Modeled / Shared Writing
Editor’s Table
Strategy Lessons
Focus Lessons
Teacher/Student Conferences
Units of Study in Reading Learn Language
Independent Reading
Independent Writing
Read Aloud
Book Talks
Readers Theater
Choral Reading
Buddy Reading
Songs, chants,
Rhymes Balanced Literacy Curriculum Using arts to think about and understand the world Being a student of the arts Thinking and making decisions as an artist would Inquiry Learn Through Arts Learn About Arts Learn Arts Draw a Flower Make a lit of everything you are responsible for that seems to have NO connection to the PYP framework. Reminder about
Homework Exit Cards One key idea or new understanding
One thing you want to learn more about
What name would you give this day ?

Any other feedback or suggestions How are you asked or required to assess in your discipline?

Museum of LOVE and HATE

How does assessment fit in to your learning engagements?

Develop a self-assessment or peer assessment tool. What criteria are you looking for? Include at least two different essential elements. you can refer to MPYPH pages 48-49 School Action Skim through all Standards and Practices. Highlight any that you think your school most needs to work on or develop.

FISH BONES: Backbone is the goal. What are the drivers and inhibitors?

Listening Trios
Full transcript