1. EAES 310

2.  Outside Influences in Arts Ed  Building an effective program  Looking at the curriculum  Considerations in developing a unit plan  Looking at Assignment #1 in detail  You will sign up for dates for teaching lessons and sharing art responses.  Music in-service

3.  What were the major influences in your life (in the arts) outside of school?  Who were your heroes in the arts?  What opportunities are there in our community to get involved in the arts?  What were the stereotypes present in your community?  Are they still there today?

4.  What factors should you consider in order to building an effective Arts Ed Program?  How will you meet curriculum outcomes?  What classroom management strategies should you have in place?  How do you contribute to Arts Education within your school?  How do you communicate with teachers? With parents? With your community?  What inspiring ideas can you bring to your program?  How does assessment drive your program?

5.  http://www.curriculum.gov.sk.ca/index.jsp http://www.curriculum.gov.sk.ca/index.jsp  More detail next class  How much do you know about…  Outcomes and Indicators – and planning with them?  Broad Areas of Learning  Cross Curricular Competencies  Arts and Learning Spaces  Arts and Student Engagement  Arts and Creating Voice  Inquiry Teachings  Questions for Deeper Understanding  Conceptual Focus  Assessment

7.  First two – dance  Second two – drama  Third two – music  Fourth two – visual art

8.  How to plan for the year  Look at the outcomes/indicators  Match what makes sense on your calendars  Check how many indicators each outcome has  Familiarize yourself with outcomes that might be combined with other subjects  Check with teachers about matching themes  Can work on several outcomes at once OR concentrate on one at a time.

9.  Finding the gifts in kids  Landon Rules Landon Rules  Get up, go find someone on the other side of the class and talk about a child you know who has a unique talent.  Share?

10.  Personal Reflection Piece:  your background in Arts Education.  your experiences or lack of experiences in dance, drama, music and visual art within your community and/or your childhood home.  your attitude towards the arts while growing up.  your perception of others’ attitudes toward the arts while growing up (teachers, friends, family, society as a whole.)

11.  Personal reflection is clearly stated and present through essay.  Views are authentic and meaningful.  Comparison of personal views vs. community views is descriptive and clear.

12.  Discuss your beliefs about teaching arts education in the elementary classroom  Share how did your beliefs develop?  Connect your ideas of how you would teach arts education with the curriculum section under: Teaching: An Effective Learning Program. Link your ideas to the elements in the curriculum.  Make sure you specifically talk about examples

13.  One of the ways I would develop social responsibility in my classes is….  By including….in my classes I would be developing thinking skills such as seeking information an problem solving  I will be instilling my students’ appreciation for Saskatchewan’s art community by developing lessons that students can be creative by….. This supports the Arts and Learning Spaces section of the grade 4 curriculum.

14.  Ideas are specifically linked to curriculum and clear examples are present.  Elements of the curriculum are expanded upon and clearly connected to personal beliefs.  Elements are thoroughly linked to the learner.

15.  Essay is well organized.  There is a clear connection between the main points.  Thoughts are expanded upon and flow easily throughout the essay.  2-3 pages double spaced.  Due: Tuesday, Jan. 22 nd - hard copy please

16.  Dates for teaching *5 per date  Tuesday, Feb. 19 th – Thursday, Mar. 7 th  Dates for sharing art responses  Half class one day, half class next day  Last two days of class April 2 nd and 4 th

17.  Hardest to teach without background.  Some elements are easier than others:  rhythm, beat, and metre (e.g., triplets, 3/4 metre, syncopation; expressive use of tempo and dynamics)  pitch, melody, and pentatonic scale (do, re, mi, sol, la, do)  harmony and texture (e.g., layers of sound and patterns, partner songs)  timbre (e.g., instrument classifications).

18.  Establish a rhythm pattern of 4 1,2,3,4 - two slaps, two claps  Divide the class into and establish a round so one group is clapping while the other is tapping. *Always count in….  Add in a second pattern of 4 1,2,3,4 - snap in a circle  Put the first and second pattern together  Do the pattern at double the speed  Try another pattern of 8 and add it to the original 8 1,2,3,4 – scoop left 4, scoop right 4  Put what you have learned to inspirational music  Add in interpretive actions

19.  Don’t Stop, Never Give up  Hold your head high and reach the top  Let the world see what you have got.  Bring it on back to you.  Dream of falling in love  Anything you’ve been thinking of  When the world seems to get too tough  Bring it on back to you.