Looking at Art

Provide a general overview of the Common Core Standards, as they relate to the work that we do. Practice building question sequences that encourage critical thinking and collaboration. Come away with a basic understanding of the ideas outlined in the standards, and how we can support student learning. Common Core Anchor Standards Artful Discussions Question Bank Artful Thinking Think, Puzzle, Explore Connect, Extend, Challenge

What do you think you know? What questions or puzzles do you still have? What does this topic make you want to explore?

What do you think you know? “I know that every teacher winces and grimaces when it is mentioned. I think that it involves more thinking and questioning than the standards before. I believe the objective of the instructor is to help students develop analytical and reasoning skills to solve problems instead of memorizing facts or relying on formulas. I think docents are supposed to compliment the school history/social science curriculum by encouraging critical thinking when touring. Requires open-ended questions and making/building connections. ”

What questions or puzzles do you still have? “Are there Common Core standards for the arts specifically? How is it different from the past?  Is there a comprehensive list of the standards that is written in plain speech rather than in education-speak and buzzwords? I want to have an outline of the basic Common Core standards for every grade level to the sixth grade. Broad outlines would be good. Then I'd like to understand how we can apply those. Can we even do that and would that be possible in a two hour Colloquium?? ”

What does this topic make you want to explore? “I don't really want to explore it, but I am receptive to suggestions on how to integrate any new techniques into touring. How to cover some grade level common core competencies in my tours if possible. Basic goals and illustrative techniques. I want to know if knowing CC Standards and how to apply them to our touring practice will make our tours more valuable to the schools and their students. Will the schools increase their use of the Crocker Art Museum because we are using and applying CC Standards to our tours? Does this add to our value for the schools or really make no difference and how do we evaluate the process? ”

Content Standards Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. (CA Dept. of Ed)

Content Standards Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. (CA Dept. of Ed) English-Language Arts Mathematics History-Social Science Science Physical Education Visual and Performing Arts (Dance, Music, Theatre, Visual Arts) English Language Development World Language Career Technical Education Health Education School Library

English-Language Arts Common Core Standards Common Core Standards - National (actually…42 states) English-Language Arts Mathematics History-Social Science Science Physical Education Visual and Performing Arts English Language Development World Language Career Technical Education Health Education School Library

What’s the Big Idea?!?!

Big Ideas Consistency across the nation (well…42 states) Great deal of discretion left to teachers – providing signposts but not actual curriculum Collaboration and critical thinking among peers Teaching literacy across subjects Two types of text: literature and informational

As Docents and Museum Educators… Why do we care… …and what can we do? We do have data

Why do we care and what can we do? Some schools need to cite evidence for coming When asked why they booked a tour, teachers responded: 68% wanted their tour to align with the state standards 86% thought it would be fun 99% wanted their students to learn something 95% wanted a cultural experience Keeping you updated on current trends in education – speak the language of the classroom It can be easy because you’re probably already doing it Making your work intentional We do have data

Speaking and Listening English-Language Arts Teaching literacy across subjects Reading Writing Speaking and Listening Language ELA is broken into four strands

English-Language Arts Teaching literacy across subjects What is text? the original words of a piece of writing or a speech the printed score of a musical composition a source of information Visual, Non-Print Text: sculpture, paintings, photographs, posters, art reproductions, cartoons, films/videos, stage productions

English-Language Arts Teaching literacy across subjects Literature vs. Informational Texts Students in K-5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods. Literature Informational Text Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Looking at Art

Looking at Art

Speaking and Listening English-Language Arts Teaching literacy across subjects Reading Writing Speaking and Listening Language K-5 Anchor Standards – general literacy expectations broken down into grade-specific standards www.corestandards.org We’re about to get technical – 6 dense slides If you would like to read all 89 pages, go online

English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Key Ideas and Details Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas What do you see? What do you see that makes you say that?

English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone Elements of Art 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole Principals of Design 6. Assess how point of view or purpose shapes the content and style of a text. Background information on artist, time period, historical or cultural connections

English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media formats, including visually and quantitatively, as well as in words. Pairing visual image (artwork) with auditory information (docent) 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Compare and contrast

Speaking and Listening English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Comprehension and Collaboration Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively Ask open-ended questions. Who can summarize what John just said? Does anyone have a different opinion? What do you see that makes you say that? 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally Pairing visual image (artwork) with auditory information (docent) and critically thinking about and responding to what their peers are saying 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric Speaker: docent, student, or artist

Speaking and Listening English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to the task, purpose and audience Ask clarifying questions, ask students to refer back to the text to cite evidence for their opinion “I think they are mad at each other because her back is to him and his arms are crossed.”

English-Language Arts Reading Writing Speaking and Listening Language K-5 Anchor Standards Conventions of Standard English Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Model proper language Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level Use subject-specific, academic language (use art words)– docent, chaperone, portrait, landscape, composition, palette. Define words explicitly and through your use of them. “What colors do you see?...This painting has a cool palette because the artist used lots of white, blue and gray.”

We have a tool… Artful Discussions

Artful Discussion Reading, Speaking and Listening in the Arts Question Bank designed to help Educators and Docents plan an Artful Discussion to support student engagement and deepen learning while looking at a work of art

Let’s Explore the Tool Introduction to Flipbook Artful Discussion Planner Planner Example Description Analysis Interpretation Judgement Elements and Principals Discussion Moves

Looking at Art

Group Work In small groups of your choosing, choose an artwork As a group, identify your objective and audience (age/grade) Work through the question bank Description Analysis Interpretation Judgement Identifying 2-3 questions at each stage that fit your objective Considering the answers you may receive, choose a discussion move that you would try out, with the goal of encouraging students to refer back to the text and work collaboratively

CA Dept of Ed – State Standards Resources Common Core www.corestandards.org CA Dept of Ed – State Standards www.cde.ca.gov/be/st/ss/ Artful Thinking pzartfulthinking.org

Looking at Art