Arts Education Professional Development

Grade1Workshop

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Living Sky School Division

Arts Education: Awareness Inservice

Grade1 & 2

Visual Arts & Drama Strands (Byrna Luyben-Cronk)

Dance & Music Strands (Christine Gibson)

NBCHS September 25, 2006

Agenda

10:45 Introductions and Objectives

11:00 Visual Art Strand

11:30 Dance Strand

12:00 Lunch – Browse Resources

1:00 Drama Strand

1:30 Music Strand

2:00 Break

2:15 Sample Units

2:45 Evaluation

Overview of Visual Arts Strand

1. Introduction to Visual Art:

The earliest records of humanity exist as markings on cave walls and rocks. Art works throughout history have recorded and interpreted events from various perspectives – cultural, economic, political, gender, and aesthetic. Not just valuable as an historical asset, visual art experiences involve artist and viewer in a process of thinking about art, human nature, and the artist’s way of expressing themselves. It is important for students to experience visual art both as artists and as audience. As artists, they can use the processes and materials of visual art to explore their own ideas, feelings, cultural identities, observations, and imaginations. As audience, they can see how other artists have expressed their ideas about the world and their place in it.

You will find the visual art strand on page 201 in the grade one curriculum and on page 195 in the grade two curriculum. On page 205 (gr. 1) and page 199 (gr. 2) is a unit overview and sample topics for Grades 1 – 5. The units in bold print have been developed in the curriculum as sample units with lesson plans using the sample topics listed.

Note that each grade level studies a particular Canadian artist or art form. The grade 1 curriculum studies the work of artist Mary Pratt and the grade 2 curriculum explores the art of Joe Fafard. Google the artists to find out information about their art form as well as personal information about them. (Mary Pratt was born in Fredericton, New Brunswick in 1935. She graduated from Mount Allison University, School of Fine Arts in 1961. Pratt has exhibited extensively across Canada and was the subject of a retrospective organized by the Beaverbrook Art Gallery in 1995. Her work is found in many private and corporate collections across Canada. Public collections include the National Gallery of Canada, Ottawa; the Vancouver Art Gallery; and Memorial University Art Gallery in St. John's among others. Mary Pratt lives and works in Newfoundland.) [http://www.godardgallery.com/maryprat.htm]

Nationally and internationally acclaimed sculptor Joe Fafard lives and works from his studio near Regina, in his home province of Saskatchewan, Canada.

Joe was born September 2,1942, in the small French-speaking farming community of Ste. Marthe, Saskatchewan. He attended the University of Manitoba, Winnipeg (B.F.A.,1966) and Pennsylvania State University, State College (M.F.A.,1968), was an instructor in sculpture, University of Saskatchewan, Regina, from 1968 to 1974, and visiting lecturer in sculpture, University of California at Davis, winter semester 1980-81. He is the recipient of numerous awards, including the Order of Canada (officer) in 1981 and the Royal Architectural Institute of Canada Allied Arts Award in 1987. Already well-known as a ceramic sculptor, he turned in the early 1980's to bronze work and in 1985 opened a foundry, Julienne Atelier Inc. in Pense. His work is in great demand and his commissions include both private and public funders. He has works in major collections across Canada, including the National Gallery of Canada and The Montreal Museum of Fine Arts, and in numerous collections around the world. [http://www.joefafard.com/joe%20web%20page/bio.html]

You will find an in-depth explanation of the Foundational Objectives for the Visual Art Strand on pages 206-207 (gr. 1) and pages 200-201 (gr. 2).

Next you will see a discussion of the similarities and differences between the viewing and representing components of the ELA curriculum and the Arts Ed. curriculum. Pages 210 – 215 (gr. 1) and 204 – 209 (gr. 2) show the foundational objectives in a scope and sequence chart from K – grade 5.

Starting on page 216 (gr. 1) and 210 (gr. 2) there is an easily understood set of guidelines for teaching Visual Art. It is a valuable tool for teachers who don’t feel confident in their knowledge or abilities in this area.

A sample checklist and form for planning a unit can be found on page 220 – 221 (gr. 1) and page 214 – 215 (gr. 2). Use them or develop your own, it’s your choice! A learning objectives checklist is included in the document of page 222 (gr. 1) and 216 (gr. 2). I have included these in your handout so that you can check off the objectives that we covered after we have completed the art project.

The sample units for grade one begin on page 223 while the grade two sample units begin on page 217. You will be given time at the end of the day to look these over. Mark them with an extra flag for easy reference.

The appendices at the back of each strand give useful information about the elements of art, drawing activities, and a visual art glossary.

On page 234 (gr. 1) and page 230 (gr. 2) you will find a chart showing sample topics across subject areas. We chose the Black Cat activities because it fits well into the animals theme of grade one and the cats theme in grade two!

To assess and evaluate learning for all of the strands, the curriculum has a comprehensive guide which includes explanations, sample check-lists, rubrics, and other rating scales. You will find these beginning on page 22.

2. Black Cat

The book Black Cat is based on a poem by Walter Dean Myers and illustrated by Christopher Myers.

The video and book can borrowed from the Living Sky Resource library. Or if you wish, you can purchase your own copy from Scholastic Press. The video can be ordered through Weston Woods. They have a wide variety of videos from children's books.

3. Black Cat Activity – Hand painted photographs

Materials: Overhead of a page from the story

Black and white photographs

Markers

Paints

Glitter glue

Fine paint brushes

Water

Black cat stickers

Procedure: Discuss the illustration from the book (critical/responsive component). Explain that the art of hand-painting photographs began when photography was in its infancy. Photos of great grandparents are likely either black and white, sepia, or hand-painted or tinted (cultural/historical component).

Pass out a selection of markers, paints, etc. to each group

Instruct groups to experiment with adding colour to the photos. After the photos have dried, choose an appropriate spot to place the black cat sticker. (creative/productive component).

Extension: Have students use a certain colour scheme to colour their

pictures. For example use only primary colours or only complementary colours. Use a monochromatic colour scheme.

Use collage to make black cats for Hallowe’en. Glue various black papers, napkins, ribbon, etc. to a sheet of paper. Use a cookie cutter to trace the cat shape on the page. Cut out and display.

Overview of Dance Strand

1) Introduction to Dance:

Dance has always been an integral part of culture. For many cultures it is used in social settings, in others it is for religious or spiritual purposes.

Children love to dance. It is a natural part of their development for them to whirl, spin, or gallop just for fun. The dance strand provides opportunities not only for children to explore dance as a part of diverse cultures but also uses it as a means of developing special awareness, strength and overall muscle development.

You will find the dance unit on page 59 in the Grade 1 curriculum and page 55 in the Grade 2 curriculum. Turn to page 63 (Gr. 1) or page 59 (Gr. 2). This is an overview of the sample topics for Grades 1-5. The units in bold print are the sample units that have been developed for you. Pages 64-65 (Gr. 1) and 60-61 (Grade 2) explore the foundational objectives of the dance strand in more detail. The next 7 pages are a graphic continuum of the scope and sequence of learning from Kindergarten to Grade 5.

On page 91 (Gr. 1) and page 87 (Gr. 2) , you will find a learning objectives checklist. Take a moment to quickly look over the objectives. We will be doing a dance activity together which will give you a quick look at how easy it is to hit many of these objectives with one activity.

I think it’s important to point out that incorporating dance into the classroom does not always have to be with a unit or a theme. All students would benefit from being able to move around a little more if only for small spurts during the day. Anne Green Gilbert is a dance instructor who works out of Seattle. She has done quite a bit of research in determining a connection between movement and proper brain development. Some of the activities she demonstrates need some space however others can be performed in a desk or sitting in a chair. Taking a few minutes from time to time would probably help us all refocus during the day. I want to show you a short video clip by Anne Green Gilbert. The first clip is suitable for young children in a larger space. The second clip would be more suitable for children of any age in a chair or a desk.

Show video “Brain Dance” by Anne Green Gilbert

You may borrow this video from the Living Sky Resource library, or order a copy from Creative Dance.

2) The Elements of Dance

Exploring the elements of dance will be useful in many ways. They can be adapted as warm-up activities or can become entire dance lessons. They can be though of as a potpourri of ideas and can used when appropriate within units of study.

Allow teachers to read through “Introducing the Dance Elements” page 100-105 (K-1), page 94-97 (2) . Have teachers take note of how easily these elements could tie into other subjects such as science.

3) Black Cat Dance Activity

Needs: Chart paper, markers, CD player

Refocus group and present activity on “Black Cat” theme. Have teachers come up with ways in which a cat can move (ex, creep, crawl, run, stretch, jump, pounce, etc.) You could tie this to the dance elements if one wished. Next, introduce a song that they will use to create their own creative dance. (creative / productive activity)

Have teachers split into groups and come up with a 16-count dance that incorporates the movements of cats that we talked about together.

(find music from “Cats” soundtrack or Jazz music)

Extensions:

1) Watch some of Cats production to learn how dancers can move like cats. (critical / responsive activity)

2) Take the story The Jazz Cat and put it into words that include more movement. Have students listen to the story as you tell it and reenact (with movement) the story of The Jazz Cat.

Overview of Drama Strand

1. Introduction to Drama:

This curriculum uses “drama in context” which means that dramas are structured to provide a context, a situation, or a framework. It is also referred to as drama for understanding, role drama, group drama, or process drama. Students and teachers assume roles and, using their unique experiences, participate in an imagined situation. A wide variety of strategies are used to challenge the students to experiment with drama. All students love to act. It is a natural extension from the toddlers’ game of “let’s pretend”. Dramatic situations invite students to act “as if” they are someone else.

The drama strand is organized into four required units. Gr. 1 teachers look at page 113 for an overview of sample topics from gr. 1 – 5. Grade 2 teachers will find their sample topic overview on page 105. Again, prepared units are highlighted in bold print.

The seven Foundational Objectives are listed and described in detail on pages 114 – 116 (gr. 1) and pages 106 – 108 (gr. 2). On pages 118 – 123 (gr. 1) and pages 110 – 115 (gr. 2) the objectives are arranged in a scope and sequence chart.

In the grade 1 curriculum, pages 124 – 134 contains information for planning including a sample checklist and planning form. The same information is found on pages 116 – 126 of the grade two guide. Page 135 (gr. 1) and page 127 (gr. 2) has a checklist of the drama learning objectives.

Prepared units and mini-units follow in each curriculum guide. Page 149 (gr. 1) and page 143 (gr. 2) is a Drama Glossary.

2. Black Cat Drama Activity:

Have students close their eyes while you read the story to them. Ask them to imagine what it would be like if they were the cat. Visualize what it would be like in the city. After they have listened carefully, have them move around the room in the manner that you describe. As they meet another “cat”, have them respond in a manner that suits the persona that they have chosen for themselves (eg. Scaredy-cat, angry cat, nervous cat, proud cat, or copy-cat). Begin the exercise by saying, “You are walking along an icy street. Be careful, it’s slippery.” Continue with other situations as follows:

• Ducking around vehicles as they drive down the street.

• Drinking from the puddles.

• Here comes a police car, hide from the noise and lights.

• Balancing on a window sill.

• Chasing mice.

• Leaping onto ledges.

• Walking along the top of a chain-link fence.

• Playing hopscotch.

• Slam-dunking yourself through a basketball hoop.

• Watching children at play.

• Tiptoeing across storefront signs.

• Climbing fire escapes.

• Walking on the edges of rooftops.

• Sleeping in a sunny spot on top of the roof.

Extensions:

• Brainstorm, with the students, ways of moving like a cat. Have students take turns showing and copying ways of moving.

• In groups of 2 or 3, have students plan a short drama of 3 cats interacting with each other.

• Have students silently choose another animal that they want to be. Have them repeat the above actions but this time they respond to each other like their new animal. Have them guess what each other is.

Overview of the Music Strand

1) Introduction to Music :

The music strand has a primary goal of developing the aesthetic awareness and sensitivity of students to music. In the music section of the curriculum, teachers can find Music Unit Overviews and Sample Topics for Grades 1-5, Foundational Objectives, Kindergarten to Grade 5 Developmental Continuum, Instructional Guidelines, Planning from the Music Section of the Curriculum Guide, Planning for Composing in the Classroom, etc

(Put pages 155-156 on overhead and go through this together with the teachers reading the bold print headings outloud.

2) Put the “Task Sheet” on the overhead (from page 47 training manual) and have teachers complete the tasks on this sheet. Give the teachers about 10-15 minutes to complete the tasks then call them back together for what they liked or didn’t like about the way the music section was set up as well as trying to answer any questions they might have.

3) Activity – Remind them of the story “The Jazz Cat”. Give them a brief history of how Jazz started (Cultural / Historical).