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Copy of Arts Education: Understanding and Evaluating How the arts co

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Caroline Van Sicklin

on 16 March 2016

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Transcript of Copy of Arts Education: Understanding and Evaluating How the arts co

DESCRIBE

VISUAL ARTS
WHAT DO YOU SEE/ HEAR?
Arts Education:

Understanding and Evaluating
How the arts create meaning

ANALYZE
INTERPRET
pure description of the object without value judgments, analysis, or interpretation.
establishing the broader context for this type of art.
WHAT DOES IT MEAN?
HOW DO YOU PERSONALLY CONNECT?
Sally Mann
Silver Gelatin Print, 1991
MEDIA ARTS
MUSIC
THEATER
DANCE
HUMAN EXPERIENCE
1. What decorations suggest that there is a
birthday party happening?

2.How many children are gathered around the
birthday cake wearing party hats?

3. What memories does this remind you of?

4. Describe the emotions that you find the birthday girl to be experiencing.

Mathew Bourne
Swan Lake Ballet

CONCEPT STATEMENTS
Evaluate:
Finding Neverland clip "Believe"
Directed by Diane Paulus and Harvey Weinstein

Sonata and Interlude (1 and 2) John Cage
Nuit Blanche
Arev Manoukian
Save The Children Foundation
a written communication in which you
describe your own or a piece of art's overall
meaning and reason for existing (big idea)
Based on your
description,

critical analysis
,
interpretation
, and
evaluation

of the save the children piece devise a
CONCEPT statement for the piece.

Based on your
CONCEPT STATEMENT
,
DESIGN a PLAN for a piece
(music, dance, theater, visual arts, media arts) that is a
CREATIVE
representation of the
CONCEPT
.



CCR1 : Cite strong and through textual evidence to support analysis of what the text says explicit as well as inferences drawn from the text.

CCR4 : Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone.

CCR6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

CCR7. Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.

CCR1: Cite strong and thorough textual evidence to support analysis of what the text says explicit as well as inferences drawn from text.





COMMON CORE READING STANDARDS



CCR9: Draw evidence from literary or informational text to support analysis, reflection, and research.


COMMON CORE WRITING STANDARDS


CCR4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and organization, development, substance, and style are appropriate to purpose, audience, and task.


COMMON CORE SPEAKING & LISTENING STANDARDS
Connections can be created between experiences and art


FOCUS:


Opening Exercise
(bringing students into the Creative Environment)

DETAIL:

Warm-up and introduce the topics to be covered
(specifics that engage mind and body)

DISCOVERY:
Perform activities of creativity

(the freedom to interpret)

APPLICATION:

Create work

(technique meets product)

PRESENTATION:

Share work
(synthesis of new information)

LINK:

Connect
what was accomplished to “where we go from here?”
CREATIVE CLASSROOM
FOCUS
DETAIL
DISCOVERY
DISCOVERY
DISCOVERY
DISCOVERY
DISCOVERY
APPLICATION
PRESENTATION
LINK
Share
CONCEPT STATEMENTS


HOW DID THE ARTIST MAKE IT?
Robert Rauschenberg
Teachers will explore a work of art from each discipline (visual art, dance, music, theater, media arts) through the application of a set of questions and criteria that exposes the “why” and “how” of bringing a concept to fruition.
WHY
determining what the features suggest and deciding why the artist used such features to convey specific ideas
Caroline Van Sicklin
Performing and Visual Art Magnet School Department Chair
Annapolis High School MD
cvansicklin@aacps.org
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