The site is done (unless I find another typo). Please let me know what you think. Your constructive feedback will help me grow.
Change: Reinventing Self and Concepts
This unit plan will be completed by July 29, 2015. It will include full as well as abbreviated lesson plan descriptions, numerous resources, and various assessments. The structure of this unit is based upon my research of the National Core Arts Standards (NCAS), Model Cornerstone Assessments (MCA), Studio Thinking 2 (Hetland et al, 2013), and Understanding by Design (Wiggins & McTighe, 2005).
This unit plan follows the backward design model. Its content is inspired by personal interests, NCAS, a SchoolArts article, and children's book called Battle Bunny. It is designed for 8- to 10-year-olds and can take up to a semester to complete (depending on frequency and length of art classroom visits). This unit guides children through art and art making activities that will open their eyes to visual expressions of change and to the act of bringing about change through art. It offers them an array of opportunities to contemplate changes in self and place through their own art and through the art of others. It reminds them to envision and reflect upon the potential or actual effects of those changes not only on themselves but also on others. Finally, it supports students in developing original ideas independently and in building a community of confidence, trust, and support through respectful collaboration.
Unit Plan by Taho, 2015
Change: Reinventing Self and Concepts
The theme of my third grade art unit is coming together wonderfully. I have a fun introductory activity and 4 lessons planned: Reinventing Artistic Processes, A Day in the Life of Me, A Day in the Time of Me, A Day in the Place of Me, and A Day in the Spotlight of Somebody Else Although, many of my resources are falling into place, I'm still searching for more. To simplify my work, I am following a checklist (Table 1) for general lesson content and structural elements. Each of these checklist items comes from my content and matrix analyses.
The complete contemporary unit and DALI curriculum assessment framework will be published on this website. The unit will include alignment with National Core Art Standards, complete unit and lesson plans with resources, formative and summative assessments, and an abbreviated summary of each activity within the unit. The DALI framework will include monitors for curriculum content, structure, and implementation along with monitors for student achievement and growth. Once my DALI curriculum assessment tool is finished, I will use it to review and revise this unit's content and structure as needed. I will also obtain feedback from three peers with which to revise this unit before its final publication.
Table 1: Checklist of Contemporary Curriculum Content and Structural Elements
I took an 80-mile bike ride today and used my time in the open air to contemplate my BIG third grade art unit and all of its components. After reviewing nearly every Art21 artist and video, I opted for my own theme instead of using one of theirs. My thought behind this is that choosing an altogether different theme for my unit will easily open the door for me to include a number of the Art21 artists, no matter what theme their content is placed under by Art21.
The Art21 site itself guides educators through either setting up their own thematic units or following one provided on the site. It provides videos of contemporary artists talking about their work, processes, and other key elements of their work. It also provides guided lessons and discussion resources that are inquiry-based and that allow for learners' individual interpretations, understandings, and representations of enduring big ideas.
I have a clear summary of the NCAS framework, philosophy, and goals organized in the summarizing matrix below. With this in my classroom, I can to monitor student progress, organize assessment data, and plan or replan instruction as needed. I want this graphic organizer to be visible to all stakeholders in my classroom throughout the year. I want it to serve as a self-assessment tool for the students learning activities as well as for my own instruction and curriculum planning. I want it to inform students of the growth and achievement they've accomplished throughout the school year. What will this look like?
The model I have in mind right now is the Daily 5 Framework paired with the CAFE System (Boushey & Moser, 2014). Together, these are a commonly used literacy program in American home room classrooms today. These two frameworks work together to grow students' literacy and graphically aid in monitoring, assessing, and planning their literacy growth throughout each grade level. They are comprehensive, progressive, and visual to all stakeholders throughout the year. Since much of the artistic literacy principles of NCAS parallel or mirror the Common Core literacy standards (Coleman, 2014), I feel the Daily 5 Framework and CAFE System are quality models to use in structuring a well-organized artistic literacy framework to be used for monitoring, assessing, and planning student achievement throughout the school year.
Boushey, G. & Moser, J. (2014). The daily CAFE. Retrieved from http://www.thedailycafe.com
Coleman, D. (2014). Guiding principles for the arts. New York State Education Department. Retrieved from http://usny.nysed.gov/rttt/docs/guidingprinciples-arts.pdf