1) Have a clear understanding of the purpose of the Arts Program in your school 2) Have a vision for your school’s future Art showcasing 3) Have the ability to plan and offer PD’s for staff and stake holders

Let’s Do the

1) Why - do we have it? 2) Who - is it for? 3) When - should the Arts be used? 4) Where - should instruction take place? 5) What - should be happening during instruction? 6) How - do you support equity for all students in each art form? (Music, Dance, Visual Arts, and Theatre)

Arts are core curriculum. They create an outlet for our students to express themselves. Arts give a voice and a feeling of accomplishment to many students who might not be as successful in math or language arts etc...

The arts are for everyone!

The arts connect to other curriculum at anytime. Making connections between the arts and other subject matter is a great way for students to understand abstract things that might not make sense, such as geometry. The Arts differentiate instruction!

Art instruction should take place in the auditorium or multi-purpose rooms for theatre, music, and dance. The visual arts teachers teach their lessons in the classroom setting.

Classroom teachers are participating at the level requested by the art teacher. Students should always participate. When students see their teachers participating, they see the value and importance of the lesson. Classroom Teachers are modeling excellent student engagement.

One person draws the head of a character (real or imaginary) on the top third of a blank piece of paper. Be sure to include the neck – and DON’T show your teammates. When finished, fold over the top of the paper so that only the lines of the neck are visible. Pass the paper to the next team member.

The second member draws the torso of the character, starting at the visible necklines, again as simple or complex as you desire. Be sure to include some sort of lines for hips. DON’T show your teammates. When finished, fold over the paper so that only the hip lines are visible. Pass the paper to your third team member.

The third member completes the character by drawing some sort of legs, tentacles, wheels, etc., connecting them to the visible hip lines. When all three team members are finished, open up your drawing and collaboratively name your “Exquisite Character”.

Arts teachers are enthusiastic and inclusive. They provide sequential standards based instruction in the elements of the arts. They have high expectations for students, staff, and themselves. They are ambassadors of the Arts and help implement the arts school-wide by providing resources, games, activities, and exercises that will assist teachers with concepts across the curriculum.

Please number these in order of your schools strengths and needs in meeting your arts teachers needs. 1=LOW to 14 =HIGH

On time- (with name tags on) Why? Name tags- Why? Journal- Why? Where- Auditorium/Multipurpose room/ scheduled on master calendar to avoid conflicts? Art Portfolio- Why?

3) Groups 1) Individual 2) Pairs

Bulletin Boards “Artists of the month” Video and photograph productions and classroom projects NOT JUST SPECIAL OCCASIONS If we want to keep the program we have to show that the Arts are part of our daily curriculum

Think Long Term Organize Reward Your Cadre Arts Team HAVE FUN! Spend Your Money NOW! Check Accounts: 4277-AB1811, 4292-SB1131, 7700-General Funds

These are some more ideas... CHECK WITH YOUR ARTS TEACHERS!!!

These are some ideas...CHECK WITH YOUR ARTS TEACHERS!!!

YOUR ARTS TEACHERS Your School Library my-ecoach.com AIG (Arts Instructional Guide) dance-aig.my-ecoach.com theatre-aig.my-ecoach.com visualarts-aig.my-ecoach.com The Arts Education Branch

1) Have a clear understanding of the purpose of the Arts Program in your school 2) Have a vision for your school’s future Art showcasing 3) Have the ability to plan and offer PD’s for staff and stake holders

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