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A.C.T.O.S. Pedagogy for Module

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Emiliano Valdez

on 29 July 2016

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Transcript of A.C.T.O.S. Pedagogy for Module

The World of Forensic Science
How could a forensic scientist utilize scientific inquiry to solve a crime?
How do you think theater actors and directors might use this same process?
Lesson 1: Scene of the Crime
Let's review how Scientific Inquiry works!
Fingerprint Analysis Lab

8th Grade
Science &
Arts
What is Scientific Inquiry ?
How can the process of Scientific Inquiry help us in the real world?
Unit Overview
The Crime
The school was broken into over the weekend and the suspect stole the exams from the teacher's desk.

The exams had been graded, but the grades had not been entered into the grade book.

The suspect must be identified or the entire class will be required to take the exam over again!
Role play the scene!
Lesson #1:
Scene of The Crime
Students will act out the crime scene.

Lesson #2:
The World of Forensic Science
Students will understand how scientific inquiry is utilized to collect evidence in a forensics investigation.

Lesson #3:
Fingerprint Analysis
Students will learn the skills necessary to identify a suspect utilizing fingerprint analysis.

Lesson #4:

The Evidence Report and Solving the Case Scene
Students will learn how to process the forensic findings in order to prove who committed the crime. Students will write a short role play to perform for the class.

Lesson #5:

Unfolding the Forensic Drama
Students will write a short role play depicting how the crime was solved and then perform the scene for the class.

Theater Lab #1

Task #1:
Read the script and identify the characters in the scene.

Task #2:
Highlight your character's actions and any speaking parts they may have. NOTE:The teacher will have already identified which character your group has been assigned.

Task #3:
Find your character's blocking point in the room. It will be marked with a yellow card with your character's name and scene number on it. As your scene begins the script will indicate when it is time to take your spot and say your lines.

Task #4:
Practice your scene and wait for the teacher to start the role play with the entire class.
Lesson #2
Body
Voice
Imagination
Cooperation
Suspects
Interviews
Physical
Evidence

Crime Scene
Photos

1. Figure out the problem
2. Research
3. Hypothesis
4. Experiment
5. Analyze Results
6. Conclusion
7. Communicate
Results
Script 1:
"The Scene of the Crime"
Script Writing
Brainstorm
My Character,
My Motive
Forensics Report
Sample Reports
Police Reports
Use your five senses to observe the world around you. What needs a solution?
Educate yourself on how to solve your problem or answer the question
Go to the library, online, or ask others. Gather information
An educated guess on how to solve your problem
Try out and test your hypothesis
Now is the time to observe
Make sense of, collect and organize data
Did you solve your problem or find the answer to your question?

You must be able to explain why or why not
Share your results with others!
Concentration
As vibrant beings...
we each vibrate an energy into our learning environments.
When these collective energies are activated and engaged, the learning becomes rich, meaningful and provides a path to relevancy in our own lives.
ctivate Spine/Learner
Activate the vibrant learner
with physical activity

Disguised physical activity
related to academic material

Creates the first level of
engagement


ultivate Meaning
Vibrant learners make meaningful connections with subject material

Once personal meaning is identified, learners "buy in" to the lesson or unit

Group sharing and dialogue provides groundwork for understanding the essential questions.
each to Learn
Common Core Standards Instruction

Teacher Models CCSS Skill

Development & Content Learning

Arts and CCSS vocabulary acquisition and practice
El Teatro Campesino and
The Monterey County Office of Education Presents:

. . . .
An Arts
Integration Pedagogy

pen Minds
Collaborative practice reflection using the CCSS skill modeled

Synthesis of information through arts and or media performance

Group work provides ELD with
high level communication practice
Shared Learning Environment
Check for Understanding
Skill Demonstration

Organize information into engaging presentations

Media arts projects provide ELD learners with 21st century learning skills practice
erve Learning Community
Task #1
We will now head into the forensics lab and learn the process for fingerprint analysis.
Welcome to the forensics lab!
Here students will learn the function of forensic science in a crime scene investigation. Through these lessons students will access important back story information that will help them write a short play.
Once the suspect has been identified the learning groups will collaborate and create a short role play or a video short.
Students will showcase their role plays or video shorts.
Remind students to utilize the Actor's Tools
While writing scripts students should:
Identify character traits for each character

Demonstrate an understanding for each character's motive
Include dialogue that supports the conclusion of the investigation

Write a 3 page script
Lesson Plans and Assessment Criteria
A.C.T.O.S Arts Integration Online Learning Module
1. Mastering content knowledge

2. Using that knowledge to reason and solve problems

3. Demonstrate your learning with certain
performance skills

4. Create a product

5. Develop dispositions or positive academic self
concept or positive attitude
5 Targets for Clear Sound Assessment
Students and Teachers in A.C.T.O.S Vibrant Being Workshop
Emiliano Valdez
teatroeducation@gmail.com
Tell me and I forget…

Show me and I may remember…

Involve me and I’ll understand.

A.C.T.O.S (
A
ctivate,
C
ultivate,
T
each,
O
pen,
S
erve) is an arts integrated instructional pedagogy designed to significantly increase student engagement, student leadership and promote 21st century learning environments through the arts. The approach provides students hands-­on learning experiences that are rich, rigorous and culturally relevant.
Module Learning Goals:
• Teachers will be able to modify and design Common Core
lesson plans with an arts integrated approach.
• Teachers will learn,practice and implement the A.C.T.O.S pedagogy in their classrooms.


Module Content Alignment:
• Theater Arts
• Visual Art
• Media Arts
• K-­12 Arts Integration
Learning Module Outcomes

Teacher Outcomes:
• Teachers will implement the Creativity at the Core
online module pedagogy in their classrooms and throughout
curricula.

Student Outcomes:
• Students will be able to identify the arts and its
related skills and processes aligned to VPA State Standards.
• Students will demonstrate a higher level of engagement
through and beyond learning in the classroom.

Module 5 Outcomes:
• CCSESA website will host the Professional Development
Online Module A.C.T.O.S created by El Teatro Campesino
and M.C.O.E.
• Teachers and School Districts will advocate for an
arts integrated classrooms.
• El Teatro Campesino will provide professional
development support to state wide county offices of education and their K-12 classrooms.
Module 5 Phase II: Refinement and Enhancement Targets and Outcomes

1. Existing Module 5 will undergo refinement/enhancement in all
areas suggested and identified by CCSESA Review Team.

2. A Virtual Website Guide will be created to supplement the use
of the website module. This will be created via support videos.

3. Module 5 Regional Team will conduct Professional Development
“Introduction to A.C.T.O.S.” sessions across County Office regions
to promote CCSESA Online Learning Module.
The CCSESA Creativity at the Core full Module 5 and A.C.T.O.S. integrated curriculum samples can be found by visiting the link below.


http://prezi.com/hjo2azqkdpdh/?utm_campaign=share&utm_medium=copy&rc=ex0share
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