1. Mapping - Linking - Planning - Documenting
Making Artistic Teaching
and Learning Visible

2. The Arts & NCLB
“The importance of the arts in No Child Left Behind is clear. They’re an important part of a well-rounded, complete education for every student. The knowledge and skills that learning in the arts imparts, uniquely equip young person for life. What’s more, combining music, art, dance and drama with subjects such as math, reading, and language can be highly effective, enhancing student engagement and increasing academic achievement.”
Margaret Spelling, US Secretary of Education

3. It’s the Law!
The definition of core subjects in the new law is located in Title IX, Part A, Section 9101 (1)(D)(11). Definitions. Here is how the definition reads:
(11) CORE ACADEMIC SUBJECTS: The term “core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.

4. Art as a Language
Goal: To design standards-based, developmentally appropriate, integrated visual arts explorations.
Inform, Express, Narrate or Persuade

5. Linking Curriculum Content
READING
SCIENCE
ART
SOCIAL STUDIES
MATH

6. TAKING A WIDER VIEW ~ THE BIG CURRICULUM PICTURE
ZOOM OUT!!
TAKING A WIDER VIEW ~ THE BIG CURRICULUM PICTURE

7. Mapping: Looking for Artistic Content
Context for Teaching
Why art? How will art explorations enhance learning?
Why now? How does art connect to curriculum?
Which art content? How can specific art content enhance learning and connect to curriculum?

8. What can art be about? Creating and/or responding to :
Media, techniques or processes
Structures (elements & principles of visual organization) or functions
Subject matter, symbols, and ideas
History and culture
Characteristics and merits of works of art
Connections between visual arts and other disciplines
Examine National Visual Art Standards

9. Linking Learning Goals
Connected Big Idea? Aesthetic Connection to Curriculum? #1 #2 #3

10. Select a BIG IDEA(s) - An abstract and transferable concept, theme or process at the hear of a subject or topic
Migration
Mood
Natural Order
Patterns
Perspective
Production or consumption
Survival
Relationships
Repetition
Rhythm
Structures
Surprise
Systems
Transformation
Value
Visualization
Abundance or capacity
Acceptance or rejection
Adaptation
Balance
Challenge
Change or continuity
Character
Communities
Conflict
Connections
Conservation
Cooperation
Correlation
Courage
Creativity
Culture
Cycles
Defense or protection
Democracy
Discovery
Diversity
Dynamic Variation
Environments
Elements
Equilibrium
Evolution
Exaggeration
Exploration
Formalization
Harmony
Interactions
Interdependence
Invention
Justice
Layers
Loyalty

11. Essential Mapping Questions
What do you want students to learn about ART?
What problem will they need to pose or solve?
What choices will they be able to make?
How will you be able to value/assess their learning?

13. DOCUMENTING STUDENT LEARNING
Zooooooming Way OUT……..
Authentic Assessment: A picture of learning across the three art explorations.

14. DOCUMENTATION VS. DISPLAY

15. Documentation Process
Plan Ahead:
What are your questions? How can I capture learning? Who will gather data?
Collect data from multiple sources
Photos of students working, Student Samples, Student Language
Analyze & Interpret data
Look at data: What does it tell you about learning? Same questions? Different?
Organize documentation around Big Ideas or Questions: Tell a Learning Story

17. Documenting Learning PLAN AHEAD What will you capture, observe?
How will you document? Analyze?
What is the impact?

18. Components of Documentation
Title
Context
Supporting Artifacts
Your analysis or interpretation
Format
Book format (for you)
Informed quickly
Balance words & pictures
Tell a strong story!