Building Your Arts Program:
Soup to Nuts
presented by Marita Fitzpatrick 8/26/20
mfitzpatrick@philasd.org
Please ask questions in the chat.
Housekeeping:
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A little about Marita
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Our STUDENTS
STUDENTS WANT
confidence
skills
independence
relevant lessons
connection to their lives
what they think
what they know
what they want to learn
how to learn from mistakes
Tools students can use
editable google slides
padlet
posting in the stream
ASK YOUR STUDENTS QUESTIONS
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Our STUDENTS
Include in plans:
do nows
meaningful use of tech
group work
divide up tasks (boot camps)
experimentation
discovery
practice time
mid-process critiques
peer to peer feedback
ways to teach each other
personal accountability
reflection - students need to be aware of their learning
Don’t
do the work for them
make lessons easy
tell them the answers
In the chat: Why is it good for students to engage in critiques in the middle of a project?
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Our PRACTICE
Get & stay up to date:
be aware of current pedagogy:
trauma informed
studio habits of mind
executive function
choice (see image to the right)
culturally responsive teaching
know tech:
watch tutorials
attend PD
ask peers for help
contemporary art:
its diverse, vibrant, smart, & fun
relates to today’s issues & events
students see faces like theirs
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Our PRACTICE
Organization:
adapt/be flexible (see photo)
what’s the best use of time?
research
streamline assessment
color code
brainstorm/mindmapping
scope & sequence
use tech
zimbra filters
timers/reminders
google Keep
calendar
keep a notebook
Reflect daily:
what’s missing?
refine & evolve
what worked
what didn’t work
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Mindmapping my ideas
for this presentation:
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Our PRACTICE
Build relationships
Join committees
Go to PD
Help others & be part of a network of mutual support.
Be a positive member of the community.
Build your program so students see you as an ally and trusted mentor.
coworkers:
principal
custodial staff
other teachers
support staff
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Our PRACTICE
What is the goal of your lesson?
Is it student centered?
Is it connected to the real world?
What will it teach?
community building
relevant art history
media & processes
independence
communication
Scaffold learning.
Follow a routine
creative process
experimentation & practice
feedback
plan & make
reflect
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Special accommodations & behavior.
Make sure you have access to IEPs for students on your roster who have IEPs. Work with your staff to understand how to address student needs. (If you use Zoom, you can private message students.)
Students behave better when students have choice, know teachers care, & when learning is relevant.
At the start of the year, use surveys and class Meets to build community.
Made by a student who had an IEP for a traumatic brain injury.
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Follow a routine
Students know the routine & can rely on it.
The creative process is a good template.
Think how you will utilize stages of the creative process in your routines.
Flipped Classroom is a great asynchronous technique.
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Engage students in critiques or during student presentations. Make them work!
Student work is displayed & critique activities happen from the initial stages of assignments.
Students use a simple worksheet to write in notes about the work presented and a score. This creates a serious learning tone to the activity. Students may ask questions or offer feedback. They get credit for participation.
Remotely, students will post photos of their work on Padlet so classmates can give feedback in the comments.
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Assessment is ongoing.
Using a sheet such as this can help keep track of student progress.
Many columns are used for
-daily attendance
-participation
-project grades
-homework
-documenting issues
-anecdotal records
Color code your days of the week so you can look back later & see data better. For instance, if a student participates more on certain days.
A simple + & - is easy to reference later for participation and behavior.
If I call a parent, I can refer to my documentation since I recorded what happened in real time.
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40% Tests - artwork, quarterly tests, journal check
30% Performance Based Learning -
participation, attitude, attendance
20% Classwork - productivity, craft, time on task
10% Homework - assignments done outside class
How I interpreted district assessment
guidelines last year:
Do something that is not confusing
& whatever works for you.
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Include students in their own assessments.
Students will take ownership of their grade.
Ask them what grade they deserve for assignments.
Remotely, this can be done in written reflections or in the chat box.
Ask students what comments to put in for report grades.
I make a google form survey I send out every quarter and give homework credit for responses.
If I agree, I enter their grades and comments.
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Developing engaging art curriculum
is the most important part of our job.
Staying current on new research feeds & inspires us. We are always refining our practice.
As art teachers, we have the freedom to develop a program that best suits the needs of our students. This is what keeps us excited about what we do.
Plan units that teach skills which students can build upon. This photo is the finished product after an embroidery unit.
-play, experiment, learn skills
-look at wide range examples (*not always)
-set parameters, ie, use 6 or more different embroidery techniques and text
-plan & produce
-peer feedback
-reflect
* In the chat: Why can it be bad to show examples of artworks before students make art?
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Our children live in 2020.
Contemporary art speaks of issues of today.
Local contemporary artists can be featured in lessons or brought in to meet students.
When lessons are relevant to kids, they behave better.
Connect contemporary art to historical artworks through themes. Nature, power, love, or portraits. Shepard Fairey was inspired by propaganda posters when he created the Hope image.
Contemporary art is cool.
Teaching contemporary art engages students.
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Which artworks would your students rather talk about?
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Art ed & racial equity
Show work representing many cultures
& standards of beauty.
Decolonize art that your students engage with and make. Show aesthetic standards of varied cultures.
Ask caregivers to share cultural art practices.
Bring in artists from varied art practices.
Be aware of cultural appropriation.
Unless our students are from a specific culture, our students should not be remaking culturally significant work, such as Huichol dolls.
NAEA & The Columbus Museum have excellent PD on racial equity & cultural appropriation.
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Our Children Are Already Creative
Culturally responsive art ed, gives students a chance to make art to express their stories. Get to know your students so you can provide lessons to help them develop as creative people.
Students learn better when they feel they belong.
A successful lesson is shown here. A lesson like this creates a hook. Students repeatedly traced a photo of themselves using sharpie. Students then painted using exaggerated color. This was a September lesson. Students who had little art experience or confidence felt proud of their work. Tracing teaches drawing.
(This lesson was inspired by a Ben Volta workshop at the PMA.)
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Meaningful use of tech by students
Unless you teach tech, limit types of tech students will use.
Streamline your Google Classroom so it is user friendly. Your school may already have a template to follow.
One example of tech usage is to do an Emotional Check in when class starts using emojis or posting pictures on Padlet.
Use the Google Suite & Chrome Extensions
Never assume students know how to use tech. Demonstrate to students how you want them to use tech. Set norms for behavior.
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In the chat: share tech you plan to use in your classes this year.
Choice empowers students.
There are levels of choice.
The Open Art Room, by Melissa Purtee and Ian Sands is a great book on Choice Based Art & Teaching for Artistic Behavior.
This can be a shift in mindset. As teachers we want to prepare our students for the world. If they have some choice in your classes, students will begin to build independence.
Choice Based Art also gives teachers freedom from lessons that are more like recipes than opportunities for children to express themselves.
With Choice, the art belongs to the student, rather than fitting into someone else’s ideal.
This is a choice homework project.
The student made art out of candy!
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Be a presence.
Join the Building Committee, Advisory Committee, Leadership, or Planning committees.
Offer to help with events.
Host a club.
Organize museums trips.
Post pictures on the school’s social media.
Display work with informative signage.
Students see their work & that of their peers.
Staff, Admin, Stakeholders see the value of arts.
Participating in the school community & advocating & fundraising for your program ensures your program will live on & students will continue to get art.
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Fundraising brings materials, new activities to the school, & attention to your program.
Students benefit by the events, guests, special materials, & meaning making activities of art production that comes with it.
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Donors Choose is very easy to set up.
Decide what you need, fill a cart, write briefly about your students & how important these supplies will be. (Mention that I recommended you: Mrs. Fitzpatrick)
PMA Art Futures brings an artist in to work with your students for a semester. Using his/her expertise students gain a new understanding of media & careers in the arts. Students visit PMA twice, display their art & participate in an opening.
PCCY Picasso Grants are arts advocacy grants to support a special school-wide interdisciplinary, multi-arts program for a semester. Included is a chance for students to be arts advocates, as well as, work closely with visiting artists.
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Are there any additional questions?
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THANK YOU FOR PARTICIPATING!
Remember to complete your PD forms, so you can get Act 48 credit.
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