PROJECT-BASED TEACHING A guide to constructivist teaching methods and authentic assesment

WHAT IS PROJECT-BASED TEACHING?  Standards-based, customizable curriculum  Projects take place of units  Flexible to yearly schedules and themes  Rigorous, interdisciplinary, and college prep

PHILOSOPHICAL UNDERPINNINGS  Constructivist educational philosophy  Inspired by work of Jean Piaget  Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas.  We must make our own meaning before mastery  Learning to find the variables and solve the problem- not just running a formula.

DIFFERENTIATION MADE EASY  What are you doing now to differentiate?  Constructivism is inherently differentiated  Project-based teaching allows for differences in methodology, flexibility in assignments, and individualized deliverables.  Teaches metacognition  The only assessment that doesn’t work well is testing…

STRUCTURE  Projects extrapolated from college audition needs  Project cycle:  Lecture/Powerpoint/Article or reading/discussion  Presentation of Project Options  Research  Meetings/proposals  Quiz  Rehearsal review  Performance  Feedback  Portfolio Compilation/Exhibit and Show/Service Project

CHOOSING/APPLYING STANDARDS Creating  Anchor Standard #1. Generate and conceptualize artistic ideas and work.  Anchor Standard #2. Organize and develop artistic ideas and work.  Anchor Standard #3. Refine and complete artistic work. Performing/Presenting/Producing  Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.  Anchor Standard #5. Develop and refine artistic work for presentation.  Anchor Standard #6. Convey meaning through the presentation of artistic work.

CHOOSING/APPLYING STANDARDS Responding  Anchor Standard #7. Perceive and analyze artistic work.  Anchor Standard #8. Interpret intent and meaning in artistic work.  Anchor Standard #9. Apply criteria to evaluate artistic work Connecting  Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.  Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

PROJECT TOPICS  Topical  Current Events/School Theme/Youth Issues  Analytical/Dramaturgical  History/Research/Synthesis  Performance/Production  Monologues/Scenes/Songs/Dance/Film/Original Works  Tech  Lighting/Props/Sound/Costume/Make up

SAMPLE PROJECT TOPICS  Contemporary Drama  Broadway and the New York Theatre  Classical Theatre  The Golden Age of Musicals  European Drama  Theatre for Young Audiences  Stage to Screen and Back Again  The Art of Comedy  Major Theatre Artists  Favorite Shows  Contemporary Musical Theatre  Original Works Current Events World Theatre Styles Sisterhood Theme

PROJECT OPTIONS  Contemporary Musical Theatre Project Performance Project  Perform a song, scene, or dance from a contemporary musical. You may do this project with a partner.  Complete a synopsis of the show, including development and history of production, and character analysis sheet.  Include a copy of the text with actor’s markings

PROJECT OPTIONS Technical Project  Choose a prop, scenic design, costume design, sound or lighting project for a contemporary musical.  Provide a synopsis of the show, including development and history of production.  Provide research and inspiration photos as well as photos documenting the process of your technical project. Analytical/Dramaturgical  Choose a musical of the contemporary era and a musical of the golden age. Compare and contrast the style, structure, and theatrical conventions of these two shows.

PORTFOLIO REQUIREMENTS  Showcases a variety of work in theatre throughout the school year and be suitable for college or community theatre work or as an example of personal creativity and skill. The final portfolio will be comprised of:  Professional Resume  Headshot  Evidence from 10 out of the 12 projects presented throughout the year  Reflections on each project  An original website showcasing your theatre work in photos and videos Specialize in tech or performance/ or evenly divide Tech/Perf/Analytical

EXAM EXHIBITION/PERFORMANCE  Exhibition of Completed Portfolios for audience to peruse  Performances/Presentations of Portfolio Pieces  Full day rehearsal format- Tech/ Scene Shifts/ Dress Rehearsal  Grading includes actual performances/tech/presentations as well as rehearsal behaviors and discipline  Use as Service or Awareness Project

GRADING PROJECTS AND EXAMS  Standardize rubrics, but write personal comments if possible  Do it fast and easy- Rubistar or even Excel  Specific adjectives and numbers to clearly differentiate Excellent, Good, Average, Fair, and Unacceptable levels of work  Be thoughtful, not time consuming  Note in the margins- what it is, pros/cons to presentations  Get the boxes circled, then go back and write, or write during student feedback

PROPOSE A PROJECT  Come up with a topic for your group’s project and pair with an applicable standard from below:  Define what the project (unit) will focus on/ What content will you teach to base projects on?  Propose three project options  Share with the group

STUDENT RESPONSE  Peer Feedback Forms  Talk Back/ Question and Answer  Reflections  End of year surveys