1. Aiken County Public School District January 13, 2017 cmode@acpsd.net
LEADERS IN LITERACY CONFERENCE
It’s alive
Power point template opening slide
Aiken County Public School District
January 13, 2017

2. Essential Question
Which mental processes are the same or similar to drama, storytelling, visual arts, and reading?
aiken county public school district

3. Learner Outcomes
As a result of attending this meeting, you will understand
Processes for fine arts are merely spontaneous and impromptu writings (Learning Environment Differentiation)
The mental processes in fine arts are similar to those required for reading. (Process Differentiation)
Fine arts provides an opportunity for student to practice writing conventions from a different perspective utilizing a varied process. (Product Differentiation)
aiken county public school district

4. Standards
The South Carolina frameworks identifies four fundamental "creative practices" for the arts: imagination, investigation, construction, and reflection. And as you might imagine, it makes the case that these activities come in handy not just in artistic enterprises, but in plenty of other realms, such as reading and writing.
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5. Student Learning Objectives
Individual Learner Outcomes
Students should be able to comprehend facts about a particular work of art and retell those facts in a dramatic presentation.
The students will understand the difference between narrative writing and dialogue.
Students should be able to create a plan for their scripts (narrative) via the assigned art works.
Students will be able to translate factual information into dialogue using first person point of view.
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6. Student Learning Objectives
(THE BIGGIE)
The students will recreate the work of art as three dimensional rather than two dimensional. A play is meant to be performed by live actors to convey a meaning to its audience.
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7. OBSERVE!
Just like reading for information, reading a work of art is a fundamental step to deep, thoughtful imagination and fact collecting.
Students should challenge their initial assumptions about a work of art with your guidance. Ask questions that encourage divergent answers.
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8. MAKE INFERENCES AND ANALYSISES
After discussion involving observations,
Create conversation that allows students to infer their answers from the image and give specific reasons for their interpretations.
Model what a mature conversation about art sounds like.
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9. READ FOR UNDERSTANDING
Reading research has demonstrated that readers do not simply "perceive" the meaning that is IN a text. In fact, expert readers co-construct meaning WITH a text. The research base shows that reading is a "transaction" in which the reader brings purposes and life experiences to bear to converse with the text.
Read the information given to concerning the work of art being observed. Keep a log of information that is crucial for understanding the artist’s meaning for creating the work of art.
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10. CREATE
After thoughtful observation, discussion, and reading, students should be abuzz with ideas for creating a script for their character.
The students will explore character qualities. Students will help illustrate how artists, like writers, can relay information through picture, dialogue and action. Encourage students to avoid unnecessary narration.
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11. THINKING AND COMMUNICATING
Students will utilize all of the information that has been accumulated and create a script that would be appropriate for the character that has been chosen.
Again, The students will explore character qualities. Students will help illustrate how artists, like writers, can relay information through picture, dialogue and action. Encourage students to avoid unnecessary narration.
aiken county public school district

12. IT’S SHOW TIME!
The students will recreate the work of art as a three- dimensional play rather than a two-dimensional visual arts piece. The 4-minute play will recreate the mood, thought-process, and written information in a dramatic format.
Art can be that link to helping students organize their ideas and produce coherent, thoughtful writing.
aiken county public school district

13. LEARNER OUTCOMES
As a result of attending this meeting, you will understand
Processes for fine arts are merely spontaneous and impromptu writings (Learning Environment Differentiation)
The mental processes in fine arts are similar to those required for reading. (Process Differentiation)
Fine arts provides an opportunity for student to practice writing conventions from a different perspective utilizing a varied process. (Product Differentiation)
aiken county public school district

14. Essential Question
Which mental processes are the same or similar to drama, storytelling, visual arts, and reading?
aiken county public school district

15. THANK YOU!
questions to
Thank you for giving your time, energy, and expertise to make the Leaders in Literacy Conference a wonderful collegial learning experience for all!
aiken county public school district