Argy's+session

=Integration (plus): Further Information= NONE OF US IS AS SMART AS ALL OF US OR "WE'RE A GENIUS" (by Carol's brother and sister in law) Argy Nestor, argy.nestor@maine.gov List-serv - weekly notices - please email me if you'd like to be added to the list-serv Blog: http://meartsed.wordpress.com/

My Background

Maine Data: Census project - 2008-09 [|Executive summary and full report] on the arts education pages at MDOE. Also located on the [|Maine Alliance for Arts Education] website.

OER project was modeled after SEED (Spreading Educator to Educator Development) Packets Existed prior to 2005 for 6 years under the leadership of Jenifer Van Deusen. A Federal Technology Innovation Challenge Grant awarded for $7 million to the Center for Education Services. 142 Units of Study were created and posted online for others to access. They were downloaded over 2 million times. SEED's Purpose: These units are still accessible on the ACTEM (Association of Computer Technology Educators of Maine) [|website] http://www.actem.org/pages/Actem_Seed/index
 * Increased the capacity of teachers to effectively use the Maine Learning Results in their design of classroom instruction and assessment;
 * Increased teachers’ capacity as teacher leaders and opened up new opportunities for career advancement; and
 * Measurably increased student achievement of targeted Learning Results among teachers who worked closely together while teaching the same unit of study.

Each unit contains: Contact Info, Snapshot, Alignment with MLR's (1997) including Guiding Principle, Standard, Performance Indicators, Goals, Assessment, Content, Strategies, Steps, Modification, Integration and Materials. (Sarah's are #85, #121 and #143)
 * 1) 27 Word Dance - Speech/Drama and Professional Dance Company, High School
 * 2) 35 And its Off to the Races - Science, Social Studies/Literature, Grade 5
 * 3) 129 Quilt-A-Coaster - Science, Visual Art, Writing

Look at examples and note (on stickies) any observations about these units.

[|Maine Learning Results:] //Parameters for Essential Instruction// [|Cross Content Connection] Document

Content: Visual Art and Math and ELA A. Disciplinary Literacy B. Creation, Performance, and Expression C. Creative Problem Solving E. Visual and Performing Arts Connections The Arts and History and World Cultures E. The Arts and Other Disciplines C. Geometry Performance Indicator: Students understand angle properties of lines in the plane. D. Algebra Performance Indicator: Students create and evaluate expressions. A. Literary Tasks Performance Indicator: B. Writing Performance Indicator:
 * Tessellation Unit: Middle School**
 * Guiding Principles:**
 * 1) A clear and effective communicator
 * 2) A self-directed and lifelong learner
 * 3) A creative and practical problem solver
 * Visual Art Standards:**
 * 1) Performance Indicator: Students explain and compare different purposes of artists and their artwork, in the context of time and place.
 * 1) Media Skills: Students choose suitable media, tools, techniques, and processes to create original art works.
 * 2) Composition Skills: Students use Elements of Art and Principles of Design to create original art works....
 * 3) Making Meaning: Students create art works that communicate an individual point of view.
 * 1) Students describe and apply creative-thinking skills that are part of the creative problem-solving process.
 * 1) Students compare products of the visual/performing arts to understand history and/or world cultures.
 * 1) Students explain skills and concepts that are similar across disciplines.
 * Math Standards:**
 * English/Language Arts Standards:**

Students learned that Escher was an artist who had great mathematical ability. The accomplishments of his tessellation work included an understanding of how negative and positive space, balance, symmetry and other concepts were mathematical and artistic.
 * Essential Question:** Was M.C.Escher an artist or a mathematician or both?


 * Steps:**
 * 1) In Math students started by defining tessellation and experimented to discover which polygons tessellated and which ones would not. Students learned how to slide and rotate certain polygons, creating templates of various designs.
 * 2) In Art class students created a color wheel, experimenting with complimentary, warm and cool colors. They tried tinting, shading and created a monochromatic color schemes. They moved onto analogous color schemes, what they were, how to create them and why they would work for a tessellated art work.
 * 3) Students selected one of the templates they made in math class for an analogous color scheme assignment in art class.
 * 4) M.C. Escher was introduced as an artist with great mathematical ability and students researched him to have an understanding of him in a historical sense.
 * 5) Since Escher used metamorphosis students learned three different ways to show metamorphosis with a template.
 * 6) Students determined their design and step by step they took the template apart to visualize the change from a polygon to their final idea. These were painted with tempera paint on paper.
 * 7) The language arts teacher got involved and students learned to use metamorphosis in poetry by writing diamante poems*.
 * 8) Simultaneously, students created their final tessellation on a neck tie with fabric paint.

This unit took place over a long period of time, in many 'classrooms' with many segments. Students were building on their knowledge with each new step and piece of work. Formative assessment took place throughout the unit. Students were self assessing and providing feedback to each other, informally and through periodical more formal critiques. The final rubric and pencil paper test included math, art, and language art concepts.
 * Assessment:**


 * Needs:**
 * 1) A flexible staff and flexibility in scheduling. We used entire mornings and afternoons when students were working on the tie, paper paintings and poems. Students moved freely from classroom to classroom depending on their needs and working conditions.
 * 2) Teachers who have an understanding of the benefits of a long block of "real work" time.
 * 3) Communication, communication, communication with colleagues and students. NOTE: When arts teachers work collaboratively, advocating for arts education shifts from only the arts teachers advocating to all teachers advocating.

Day Bright, sunny, Laughing, playing, doing, Up in the east, down in the west- Talking, resting, sleeping, Quiet, dark, Night You can learn more about diamante poems at this website (I took the poem above from it) [|Read, Think, Write website]
 * diamante poem: a diamante poem is in the shape of a diamond. It does not have to rhyme but each line uses specific types o of works like adjectives and -ing words. It can be about one topic or two opposite topics. Below is an example of a diamante poem, showing the difference between day and night. Unfortunately, the wiki will not allow me to show it as a diamond shape so you will have to use your imagination.