1. Bulletin boards: a fine arts school approach
Lunch and learn, October 12th

2. What Should a bulletin board look like anyway?
Neat and tidy
Mounted or unmounted?
Teacher statements
Curricular outcomes
Names and marks
Student feedback and evidence of process

3. Neat and tidy either in a geometric grid or scatter is wonderful

4. To mount or not to mount?
Mounting is a quick easy way to “finish” art! A monochromatic blocking gives the eye continuity.

5. Spacing Leave room for the eye to travel
Don’t clutter work, leave “gutters” of space or if creating a color block leave space around the edge (think 60 to 70%)
Create patterns out of art, use different heights

6. Titles and names
Names can be written out once and laminated for use all year.
A title of the Art or Idea gives the art an identity and the kids ownership! (add the class name)
FOIP REMINDER!!! Make sure marks are not on the front, attach rubric or write on the back.

7. Curricular outcomes and/or teacher statements
Our bulletin boards are should document the process of learning. (Think Reggio)
We can add paragraphs explaining the process
We can add photos of the process as it happens
We can add comments from students as to their understanding (think exit slips or self reflections)
We can add lists of how our core lessons
are connected to fine arts curriculum

9. Where can I find cross curricular connections?
Education closet
6th Grade Science: Rotation and Revolution
Presentation  - lecture on rotation and revolution
Lesson Plan  - lesson plan on solar system, sun, and galaxy
Dance Assignment  - dance choreography that students need to incorporate into their project

10. The most important part of the presentation…..
Really….

11. Elementary Drama Cheat Sheet
FIRST GOAL To acquire knowledge of self and others that results from reflecting on dramatic play.
1. realize and appreciate the uniqueness of self
2. grow in self-confidence
3. experience feelings of success and acceptance
4. develop sensory awareness 5. sharpen observations of people, of situations and of the environment
6. develop a capacity for imaginative and creative thought
7. explore, control and express emotions
8. develop respect for others—their rights, their ideas and their differences
9. give meaning to abstract concepts realized through dramatic play.
SECOND GOAL To develop competency in communication skills through drama.
1. develop an awareness of the body and voice as tools of communication
2. develop an ability to discuss and share experiences
3. explore the use of dramatic symbols and theatre conventions
4. develop belief in identification with and commitment to role
5. give form and shape to ideas and experiences.
THIRD GOAL To foster an appreciation for drama as an art form
1. develop an awareness of and respect for potential excellence in self and others
2. develop a capacity to analyze, evaluate and synthesize ideas and experiences
3. develop an awareness and appreciation of the variety of dramatic forms of expression.

12. Junior High Drama Cheat Sheet
GOAL I To acquire knowledge of self and others through participation in and reflection on dramatic experience.
• develop a positive self-image
• develop self-discipline
• develop self-confidence
• strengthen powers of concentration
• explore and develop physical and vocal capabilities
• extend the ability to think imaginatively and creatively
• extend the ability to explore, control and express emotions
• extend development of sensory awareness
• extend the ability to explore meaning through abstract concepts
• develop the willingness to make a decision, act upon it and accept the results
• develop a sense of responsibility and commitment
• develop the ability to initiate, organize and present a project within a given set of guidelines
• develop the ability to interact effectively and constructively in a group process
• extend the ability to understand, accept and respect others—their rights, ideas, abilities and differences
• develop the ability to offer and accept constructive criticism

13. Elementary Art Cheat Sheet
A COMMUNICATION EXPERIENCE Visual images communicate to the individual and the individual can communicate through visual images.
• ability to interpret images
• ability to express through images
• ability to reflect about images.
A CREATIVE EXPERIENCE A natural outgrowth of seeing, interpreting and discovering relationships is expressing and encourages the use of the imagination, inventiveness and a spirit of inquiry; and provides decision-making opportunities.
• a wide range of experiences with various media and art materials
• drawing from the total curriculum for the purpose of creating
• examining and exploring a variety of visual communication forms and purposes
• contemplating possibilities and exploring the imagination as a source of images and as problem-solving devices
• expressing feelings and individual messages.
A CULTURAL EXPERIENCE Art speaks a universal language of culture, spanning history and peoples.
• awareness of and appreciation for the ethnic and cultural aspects of the visual arts in our society
• an understanding of art as a common or universal means of expression among all peoples
• an appreciation of artistic accomplishments, past and present.
AN ENVIRONMENTAL EXPERIENCE Environment—natural and human-made—affects the individual.
• making aesthetic judgments about things in the environment
• noting that the visual arts are an integral part of daily life

14. Junior High Art Cheat Sheet:
Drawings
1. Students will acquire a repertoire of approaches to recording visual information.
2. Students will develop the ability to investigate visual relationships in their recorded images and in the environment.
3. Students will express technical competencies and individual insights.
4. Students will apply visual, analytical and critical skills and develop control and competency.
Compositions
1. Students will develop competence with the components of images: media, techniques and design elements.
2. Students will analyze the relationships among components of images.
3. Students will express meaning through control of visual relationships.
Encounters 1. Students will investigate natural forms, manmade forms, cultural traditions and social activities as sources of imagery through time and across cultures.
2. Students will understand that the role and form of art differs through time and across cultures.
3. Students will understand that art reflects and affects cultural character.

15. Elementary Music cheat sheet
CONCEPTS Concepts are the intellectual framework of the music program.
They are divided into five elements:
• rhythm
• melody
• harmony
• form
• expression.
SKILLS The skills and concepts of the music program are interrelated. Concepts are essentially taught through the participation of students in the six skill areas:
• singing
• playing instruments
• listening
• moving
• reading (and writing)
• creating.
ATTITUDES An enjoyment of music, that is neither trivial nor transient, should permeate the entire music program so that a lasting delight in music is created. If there is no enjoyment in the music program, all the other values will be lost. Positive attitudes toward music are fostered by success in singing, playing instruments, listening, moving, reading (and writing) and creating music.

16. Junior High Music Cheat Sheet;
GOALS OF THE GENERAL MUSIC PROGRAM
The General Music Program will help students to develop competencies and to strive for excellence within the limits of their individual capabilities, in the following areas:
SINGING/PLAYING To explore and develop musical skills, using a wide variety of traditional and contemporary music.
LISTENING To develop the ability to make aesthetic judgments based on critical listening and analysis of music.
CREATING To learn how music is organized through improvising, arranging and composing for a personal musical experience.
VALUING To make students aware of the implications of music in our society with respect to music careers; its avocational and leisure uses; and to grow in the appreciation, understanding and enjoyment of music as a source of personal fulfillment.