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Visual and Performing Arts in Collaboration: Perception

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Visual and Performing Arts in Collaboration: Perception 6th-12th Grade By Candace Printz and Troy Herbort – PowerPoint PPT presentation

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Title: Visual and Performing Arts in Collaboration: Perception


1
Visual and Performing Arts in Collaboration
Perception
  • 6th-12th Grade
  • By
  • Candace Printz and Troy Herbort

2
Agenda
  • Objectives
  • Opening Activity Living Sculpture
  • Understanding 3R-DI (Design)
  • Observing Assessing
  • LUNCH
  • V. Application in Perception

3
Enduring Understanding
  • Using differentiated instruction, we can
    increase rigor, relevance and relationships in
    our fine arts instruction.

4
Day One Objective Perception
  • Today we will wrestle with how we teach
    perception in the fine arts classroom.

5
Norms
  • All participants must be present the full day in
    order to receive credit for the workshop.
  • Employ proper cell phone etiquette.
  • Stay focused
  • Participate!
  • No electronic games, especially Angry Birds.
  • Please be on time. Participants who are more than
    15 minutes late will be asked to attend a later
    session.
  • There will be no early egress.

6
To Get Credit
  • Make sure you sign in
  • Make sure you do the online evaluation!!!!!
  • Check your school email!!!!!!!!! VERY IMPORTANT

7
II Opening Activity
  • Living Sculpture (Tableaux)

8
Reflection
  • What did this activity look like?
  • What did it feel like?
  • How is this related to differentiation?
  • Why is it important?

9
III RTI Triangle
10
(No Transcript)
11
The Three Rs
  • Rigor
  • Relevance
  • Relationships
  • What are The Three Rs and how are they used in
    your instruction? Discuss!

12
Rigor
  • Noun
  • 1 the quality of being extremely thorough,
    exhaustive, or accurate his analysis is lacking
    in rigor.severity or strictness the full rigor
    of the law.(rigors) demanding, difficult, or
    extreme conditions the rigors of a harsh
    winter.
  • 2 Medicine short for rigor mortis
  • 3 Education Depth rather than breadth.

13
Rigor
  • What is it?
  • What does it look like?

14
Rigor in Design
  • The 3 Little Pigs . . . An adventure in rigorous
    design ! Not a whole lot of huff and puff!

15
Relevance
  • Noun
  • closely connected or appropriate to the matter at
    hand
  • The personal why of learning

16
Exploring Relevant Theatre
  • How do we make students understand the relevance
    of art in our society?
  • Agusto Boal Theatre of the Oppressed.
  • What Would You Do?

17
Relevance
  • What is it?
  • What does it look like?

18
Relationships
  • the way in which two or more people or
    organizations regard and behave toward each other
    the landlord/tenant relationship. She was proud
    of her good relationship with the household
    staff.
  • Not content relationship, but student teacher
    relationship.

19
Relationship
  • What is it? Positive Relationships with students
    and staff.
  • What does it look like?

20
IV Observing Assessing
  • Performances Design
  • Simple Rubric (Discuss)

21
Design
  • In groups of 5 to 7
  • Based upon a current event create a short play,
    set and costumes for a performance by your group.
  • The scenery and costumes MUST be created from
    found objects.

22
Project
  • Research, Brainstorm and Scenario Creation. (15
    minutes)
  • Design and Construct (40 minutes)
  • Present and Defend Design Choices
  • Fill out rubric

23
Lunch!
24
IV B. Depth of Knowledge Rubric
  • How did the previous activity explore the world
    of 3R DOK?
  • What level did your performance land in?

25
V. Teaching Learning (Perception)
  • CEDFA Powerpoint
  • Theatre of Empowerment
  • Art

26
VAD
  • Share your VAD ( wink, wink, nudge, nudge) with
    someone from another discipline in the room.
  • Circle similarities in your pamphlet.

27
CEDFA
28
Theatre of Empowerment
29
Perception in Visual Arts
30
Execution by Yue Minjun
31
Detroit Industry detail by Diego Rivera
32
Untitled by Banksy
33
Soup Cans by Andy Warhol
34
Untitled by Banksy
35
TED Talk
  • Ken Robinson says schools kill creativity.
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