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https://photos.app.goo.gl/MgYxmhxy0SQrdolp1
Justin S. Hubbard

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Song concepts and instrumentals where composed by the students.
Justin S.Hubbard

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Amanda Hines

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Composition #3 with two pieces of feedback written in
Amanda Hines

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Amanda Hines

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Compositions with notes and rhythms.

Amanda Hines
High School Director

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Tara Wessinger-Hanna-High School Visual Art

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Tara Wessinger-Hanna-High School Visual Art

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Tara Wessinger-Hanna

Aiken High School

Visual Art

Action Research Plan:

1.     State the learning goal for your students: What do I want my students to achieve?

a.      The goal is for my students to have a more thorough understanding of how to do effective brainstorming/research before they complete their artwork.

b.      The goal for my student is for them to be able to confidently to able to talk about their artwork with other and know how to get and receive feedback.

2.     Explain what your students currently know and can do.  (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.

a.      My student either would skip the brainstorming stage and just go with their first ideas or do very little or after the fact sketches to complete my request to plan out their art/designs.

My goal for them is to understand the different ways and value in researching and brainstorming their ideas to help make a better starting point for their projects/artwork/designs.

b.      When asked to write about their artwork, student would do ok. When ask to present in front of other people (small or large group) some would just refuse to complete that portion of the assignment. Also, there was little substantial discussion in mid progress critiques.

I want them to learn strategies to cope with fears of getting in front of others. I want them to understand how to use their vocabulary to give effective feedback and express their ideas in a confident manner.

3.     Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

a.      Rubrics, Written reflections, Group exercises and projects

b.      I will continue to try to give multiple ways to research/brainstorm through ideas. I will model techniques that will include “interviewing” people/clients and questioning techniques, mind maps, sketching and gesture drawing, team brainstorming, etc. I will try multiple ways for the student to present their work. I have tried short presentation with talking, Slideshow presentation, small group. I want to explore way for student to cope with the anxiety and more creatively show off their ideas to others.

4.    How did you implement your action plan?

I started with Graphic Design and Art 3 by giving them an introduction to the process that we would take through out the year to complete projects. I made a simple PP that showed the Design Process.

With Art 3 I wanted to take the Extraordinaire game and use it as a starter project to get their creative ideas flowing and practice the process. This did not go as well as I imagined. They took a really long time and some groups had minimal thought placed into the project.

With the Graphic Design class I choose to wait and use the Extraordinaire Game as a Semester Project/Exam to show their understanding of each of the steps of the Design Process. This went somewhat better. I gave them longer to complete the process and they did better at documenting the steps they took to get to the final product.

In preparation for the semester project, I had them complete projects that were focused on researching, brainstorming, and reflection. We completed different types of critiques-written, whole-class, and self and peer grading (with rationalization of points given.)

For the final semester project, I had them use the sticky note method we used during the summer. That has proven to be the most effective way to get them to provide useful feedback. They had to present their project and audience had to write one sentence that explained what they liked or was successful and one sentence that explained a “What if...” , “I wish” , or a suggestion to improve the project. Most actually participated with that aspect.

I have also worked with my Photography class with “Photo Challenges”. I have tried groups working with a photo prompt to creatively capture the world around them. I am using the design process more slowly with these assignments. The prompts I have used so far are  “ Macro Elements and Principles”, “Found Alphabet”, “10 Black Squares”, and the next will be “Focus Perspective: Optical illusions without Edits”. For most I have put them into groups, had the brainstorm together, give a limited about of time, allowed them to gather their best images into a slideshow, present the image to the class (discuss briefly what was hard and what they were proud of and why), and have the class make comments and suggestions. These mini photo challenges cover certain photo concepts and followed a basic Design Process format from start to finish. They really seemed to enjoy them so far.

4.     What type of formative assessment did you use or will you use?

a.      Rubrics

b.      Class critiques

c.      Group critiques

d.      Peer and self grading

e.      One on one conferences

f.       Project based assignments

6.    Provide one or two pictures of your work with students.

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Sorry-had to hunt through my iPads for a photo!
Cissy Terlizzi

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Sharri Duncan

Action Research Plan:

1.    The learning goal for your students: What do I want my students to achieve is the ability to complete the design process and create a unique product following the design challenge  steps.

2. My students at the beginning of the year could not think through the step by step process of creating a design product.  The students wanted to be spoon-fed the “how to’s”.

During the first weeks of class they were engaged in the creative process of drawing landscapes, learning material techniques, and principles of design to add to their landscapes to enhance the production skills. I determined that there was a gap in learning from what the students were listening to during the lesson introduction and  how they applied that information to the creative process. I used several types of formative assessments to determine their prior knowledge: questioning as a group and individuals, observing them while working on their artwork process, individual discussions with one to two students at a time, and post it notes for exit slips asking for the one thing that did that worked that day.

As the fall progressed, each lesson we added one step of the design process: research, applying the research, creating the product, using feedback at each step, and presenting the finished work to the class with explanations as to how they worked through the process. As we add the steps of design clearly in the lesson, I determined that the students were making the connections easier than in the first part of the year, but more work was need to make the process fluid in their thinking skills. As the year progress, I add to my formative assessments graphic organizers to be used in the research step of the process, peer assessments with the post it notes (I Like, I Wish, I Wonder statements), and practice presentation throughout the week from their tables at the end of the class period to tell the whole group what they were doing.

At the beginning of the third nine weeks, I set out to do a mid-year assessment of their design thinking skills with a week of team work to see if they could apply their newly learned skills in a team situation.

I determined that the gap in learning was happening from the inquiry step to the production step for some of the students.  As usual, some students were able to follow each step and end up with the product that  they had set out to achieve.  But, a sub-group of students were not making the connection from the design challenge question to the end.  This gap was caused by several things, absenteeism, lack of buy-in from the students to do the work, and the mind-set that “Art doesn’t count as a grade”.

3.    Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

The gap in student learning was addressed with the individual students that were absent by assigning them a peer helper.  By doing this the student that was the helper improved their skills as a designer and the absent student was able to learn the missed lesson and complete the daily expectations. The harder challenge was get the student that did not want to be in art to engage in the process.  I used different materials to add interested to the production, I added timers to motivate the students through the step-by-step process and  I added the exit/self assessment where they teams had to tell the class what they had done that day.

The practice presentation at the end of the class daily made the biggest difference in the design process,  The teams were held accountable on an ongoing basis.  Each day I did not have time to hear from each group, so I “randomly” picked on three groups to present: one group on task, one group struggling with a part of the process, and one group not engaged with the process.  By showing this contrast, the whole class was able to self-assess their progress toward completion.

At the end of the week the rubric that was used to assess the group showed significant improvement in the understanding of the design challenge and thinking skills desired.  The videotaped presentations at the end of the week clearly showed the process taken by the students, the confidence in their ability to design a product, and the excitement that kept them engaged throughout the assignment.

4.    The implement of the action plan was simple and uncluttered.

1. Introduce the design process on day one with the design challenge question and team brainstorming. Peer presentations at the end of class as exit assessments.

2. Create 2-D prototypes of the design on paper with markers and present to a peer group for feedback on their design. Formal feedback discussions after they finish the group feedback sessions to determine the quality of feedback given to the groups.

3. Begin to build the 3-D design product.

4. Complete the 3-D design product.  As a team write out their presentation outline to include:  evidence of their research, how they team applied the research to their design, to show a clear connection to the design question and the implementation of the design, how they incorporated the feedback the team received into their design or not, and how the team will present to the group.

5. Presentation were  set up in front of the class with a table for the team’s art 3-D creation and 4 stools for the students to sit on during the presentation.   This arrangement helped to ease the anxiety the students had about doing presentations in front of the class.  The rubric was used to grade the weeks work during the presentation and a video recording of the presentation was made to document the work.

6. The audience was given two feedback slips to fill out while watching the presentations.  Each student was to give feedback to two different group presentations.   This feedback was given to the teams.

7. Peer awards were given to the teams in the form of certificates:  Best Single Feature, Best Presentation, Best Piece of Research, Most Useful Design, and Most Wildly Inventive Design.  The class was given one post it note to write down which award they wanted to give a team.  Each student only voted in one category and for one team.  The peer evaluation was effective because the audience had to be engaged in the presentations and know the process to make a valid assessment before they voted on an award to give a team.

5.    The formative assessment used throughout the unit were : observations, questioning, discussions, exit slips, post it notes, Ilike I Wish I wonder feedback, Team share feedback, graphic organizers or thinking maps, practice presentations, visual presentations, timed activities, and teacher observation.  These assessments were explained in the above questions.  The overall effect of the formative assessments gave a clear picture into the mind-process of the students and their teams.   With the constant assessment at every point throughout the unit corrections were able to be implemented during the process instead of when the unit was repeated for another group of students.

6.    Pictures of work with students:

Thank you.

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Responding to Michele Stephens Allen
I was interested in why you chose to put the exemplars in the "1" score column.
I did not see the learning goal so I was not able to comment on the rubric.  I did not see the before and after of what the students could do and what they can do now, so I could not comment. I was unsure as to the gap that was addressed.  I feel that the whole document is not uploaded.

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 Sheldon ClaytonKMMSAVisual Arts-Middle SchoolWilliamsburg CountyDesign Teacher Institute Course January 2018ACTION PLAN RESEARCH1. State the learning objective / goal for the students: What do I want my students to achieve?I can complete a Math multiplication table as a painted mural on the school wall.2. Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of the students work.) Determine the gap in students learning.Prior knowledge; students knew how to use a paintbrush.		Students knew how to mix paints to achieve a particular color.		Students know how to use measurements to grid mural space.Learning Gap;		Students did not know how to do a design layout for the given task.3. Formulate an enquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth? Inquiry; address the gap in students learning.		Students were shown the design cycle.		Students placed themselves in groups.		During the semester the group learnt how to do color mixing and tonal value scale.Students learnt to work in group and distribute responsibilities needed for the design cycle.Formative Assessment strategies; The nature of the design (Math Multiplication table) allowed students to work the math tasks while applying the art process. That is, in order to get the multiplication table solved students had to do the calculations for the sequence.Some students asked for break incentive while working and were given same on a particular day. 		4. How did you implement your action plan?Students and teacher discussed the need for a math multiplication table on a particular hallway at school.We identified the year group we thought would best benefit from this project.We discussed media needed and how each member will participate as a member of a working group.5. What type of formative assessment did you use?Students were given break incentive.Students took photos of themselves working to be uploaded to teacher website.6. Provide one or two pictures that show your work with students.                        

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 Sheldon ClaytonKMMSAVisual Arts-Middle SchoolWilliamsburg CountyDesign Teacher Institute Course January 2018ACTION PLAN RESEARCH1. State the learning objective / goal for the students: What do I want my students to achieve?I can complete a Math multiplication table as a painted mural on the school wall.2. Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of the students work.) Determine the gap in students learning.Prior knowledge; students knew how to use a paintbrush.		Students knew how to mix paints to achieve a particular color.		Students know how to use measurements to grid mural space.Learning Gap;		Students did not know how to do a design layout for the given task.3. Formulate an enquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth? Inquiry; address the gap in students learning.		Students were shown the design cycle.		Students placed themselves in groups.		During the semester the group learnt how to do color mixing and tonal value scale.Students learnt to work in group and distribute responsibilities needed for the design cycle.Formative Assessment strategies; The nature of the design (Math Multiplication table) allowed students to work the math tasks while applying the art process. That is, in order to get the multiplication table solved students had to do the calculations for the sequence.Some students asked for break incentive while working and were given same on a particular day. 		4. How did you implement your action plan?Students and teacher discussed the need for a math multiplication table on a particular hallway at school.We identified the year group we thought would best benefit from this project.We discussed media needed and how each member will participate as a member of a working group.5. What type of formative assessment did you use?Students were given break incentive.Students took photos of themselves working to be uploaded to teacher website.6. Provide one or two pictures that show your work with students.                        

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1.  The learning goal for my students is to design a new musical instrument that will fill a particular need for a style of music that they choose.
2.  Currently, my students know how instruments create sound and what qualities (materials, size, shape, etc.) contribute to the particular timbre or tone color that an instrument makes.  They understand how to do research and are very good at collaborating. The gap in learning as I see it is in giving and receiving feedback, and revision.  They want to follow my directions and complete the assignment without having to make any improvements.  They are also hesitant to be critical of other students' ideas.
3.  I will address the gap by modeling constructive criticism and suggestions.  I will use rubrics to give feedback to the students on their progress in the design, revisions, and feedback.
4.  I started with my percussion class, which is small and only includes 8th graders.  I will have them demonstrate their learning and show their products to the rest of the 8th graders when they have completed their projects, and have the rest of the 8th graders complete projects at a later time.
Cissy Terlizzi
Band Director
Batesburg-Leesville Middle School

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Good use of the design cycle during class over the semester.

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Amanda, I love that your objective is authentic. Specifically, composing a composition for the Veteran's Day Program. I imagine students are engaged and taking more pride in their design challenge knowing the task isn't just an "assignment" but a purposeful composition to be shared a school assembly.

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Amanda, I love that your objective is authentic. Specifically, composing a composition for the Veteran's Day Program. I imagine students are engaged and taking more pride in their design challenge knowing the task isn't just an "assignment" but a purposeful composition to be shared a school assembly.

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Meredith Kirk
Art Teacher
Clinton Elementary School

Action Research Plan:
1. State the learning goal for your students: What do I want my students to achieve?

My goal for this project was for third graders to use important facts about SC to design and create a map of SC using every element of art.

2. Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.

When I began this project, my students had been introduced to the elements of art, could identify them, and had reviewed them from the previous year (by watching a YouTube video and completing an interactive review). They had also  memorized facts about SC's regions with their classroom teacher. The gap in learning was in APPLYING the elements of art and the memorized SC facts to create something.

3. Formulate an inquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

I decided to address the gap in learning by breaking the map project into smaller manageable parts for each class period. I used an essential question each week to guide students toward their learning goal, and a Map Key checklist to keep students on task with everything that should be included in their prototype.

4. How did you implement your action plan?

This project lasted six weeks. Each week, I would ask an essential question connecting the art and social studies standard. For example, "How can color be used to show the cooler and warmer climates of SC?" I would also provide resources, such as a color wheel and students' SC History notebooks for them to draw conclusions from. At times, I would even pose further questions to guide students. For example, "Which regions are cooler? Which regions are warmer?" From this point, students had choice about how they designed their maps to include warm and cool colors and differentiate between the cooler and warmer climates. Art medium also changed each week. Students made choices about how to best use their materials: Sharpie marker, watercolor paint, masking tape, chalk pastel, tissue paper, and markers.
Project Timeline:
Day 1: Line (Repetition) -Regions
Day 2: Color (Cool and Warm) - Climate
Day 3: Form (Paper Sculptures) - Land Features
Day 4: Texture (Collage) - Water Features
Shape (Collage) - Major Cities
Day 5: Space & Value - Neighboring States
Day 6: Map Key & Assessment

5. What type of formative assessment did you use or will you use?

I used checklists, teacher observation, and written assessment to collect student data.

6. Provide one or two pictures that shows your work with students.

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Alyson, I think it is so neat that you are collaborating with the other related arts teachers several times throughout the year.  Not only do your students get to have units where they are experiencing cross-curricular learning, but they get to do it frequently AND they get to do it in all arts areas.  This sounds like a phenomenal idea.  Do the other arts areas also incorporate the design process? I also love the peer to peer walk-throughs with sticky notes!

Amanda Hines
Choral Director

Airport High School

Action Research Plan:

1.    State the learning goal for your students: What do I want my students to achieve?

I want students to eventually be able to compose their own piece for a public performance.  By starting with very basic compositional exercises, students will be able to build up to where they-as a class-can compose a whole piece that they perform.

2.    Explain what your students currently know and can do.  (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.

Currently, students are able to create short compositions (usually 8 measures) when given specific criteria.  We are on a semester block schedule, so I only see students for a semester at a time.  Most students in my Honors class are able to take chorus for both semesters, but this is not always the case. I also have new students this semester, so I’m starting back at the beginning when it comes to teaching music theory, although we are able to move at a more rapid pace.  I am hoping we will be able to go further with our compositions this semester.

3.    Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

I will address the gap in student learning by starting with smaller exercises again.  As it is an honors level class, most of them are high-achieving students who take pride in and responsibility for their learning.  Even my new students this semester have been doing well with the new material we’ve been covering (that was a review for the older students).  I anticipate being able to move a bit faster to longer compositions, as well as some collaborative small-group pieces.  The smaller exercises will help remind students how to compose with the criteria.  The larger exercises in groups will allow students to feed off of each other and include some more peer review.  Additionally, by students working in small groups, I am able to have formative benchmark goals for them to meet as they go along, so we can all evaluate the composition and make constructive criticism or peer review on improvements.  I am excited to see if we could potentially compose next semester’s Veterans’ Day Program song by the end of the year.  The original goal at the beginning of this year was to compose a piece for that particular program, so it would be ideal if we were able to compose it this year and have it ready to learn next year.

4.    How did you implement your action plan?

We started by learning the very basics of music theory—note values, solfege syllables, and lines/spaces on a staff.  After students were confident with these building tools, I was able to assign short 2-4 measure assignments with very selective given criteria and one voice part.  After this, we were able to move to 8- and 12-measure compositions with more open criteria, but still one voice part.  From here, I plan to have the students do 4-8 measures, but with two voice parts.  There is a bit more theory required here, but my Honors class should be able to handle it.  Then, we will extend to longer compositions and eventually to three voice parts.  The final Veterans’ Day piece will consist of three voice parts, and should, theoretically, be around 24-32 measures, depending on how the students choose to compose the music.

5.    What type of formative assessment did you use or will you use?

I used teacher evaluation, small step-by-step assignments, thumbs up/thumbs down, and holding up 1-5 fingers to indicate comfort level with the task.  As we break into groups, I will have formative benchmark goals where both the groups and I will evaluate what has been composed up to that point and see where changes may need to be made before continuing on.

6.    Provide one or two pictures of your work with students.

I will post pictures tomorrow, Tuesday Jan 30th when I get to school.  I am having trouble doing so today from home.

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Elizabeth I love that you're addressing global challenges with your students. Our after school group does the Future City Workshop and it's so neat to see students thinking about real world problems. 

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Elizabeth I love that you're addressing global challenges with your students. Our after school group does the Future City Workshop and it's so neat to see students thinking about real world problems. 

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Alyson Collins

Art Teacher, Kelly Edwards Elementary

Action Research Plan:

1. State the learning goal for your students: What do I want my students to achieve?

Students will demonstrate increased knowledge of chosen unit study field of Ancient Greece. Students will be able to create artwork/prototypes that show Greek influence as well as show basic understanding of Elements & Principles of Art.  Working to create aqueducts, inner workings of Coliseum, etc.

2.Explain what your students currently know and can do. Determine the gap in learning.

Myself and the other Related Arts Teachers combine Friday classes to do in-depth

Unit Studies (4-5 per year). Our current unit is Ancient Greece – we are learning

about ancient theater, day to day life, Greek myths, art and history. Most of our

students know very little about the themes that we choose and it’s our goal to

introduce them to as much information possible about our chosen areas of study.

1. Formulate an inquiry.

I addressed the gap in learning and increased student knowledge by starting with small activities and design problems relating to the subject to get our “creative juices flowing.” We reviewed design principles introduced at the beginning of the year.

1. How did you implement your action plan?

We kicked off our Ancient Greek Unit by introducing students to where Greece is located on the world map. We introduced and covered the idea of our town, state, country, continent, and world. We know that Greece is a country located in Europe. Each grade level has been assigned a different theme or aspect involving Ancient Greece (i.e., Ancient Greek Theater, The Trojan Horse, Greek Myths, Amphoras)

1. What type of formative assessment did you use or will you use?

We are still in the process of our Greek Design Unit, some formative assessments used so far include teacher to student feedback. Peer to peer feedback (quick walk through and sticky notes to add suggestions).

6.Provide one or two pictures of your work with students.

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Staci Stevens I find it interesting that your elementary students struggle with their group feedback much like my HS students do. I think it is smart that you are using a format they are familiar with, stop motion animation, as their base to provide feedback on.

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Staci Stevens I find it interesting that your elementary students struggle with their group feedback much like my HS students do. I think it is smart that you are using a format they are familiar with, stop motion animation, as their base to provide feedback on.

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Elizabeth Schlieger

May River High School

Visual Art

Action Research Plan

Learning Goal:​ Students will create a concept drawing for a product that will assist in overcoming a defined global challenge for an imaginary character.

What Students Can Do/Gap in Learning: ​This product development is for my Art I class. This group of students has been doing small design challenges throughout the semester as part of learning and applying the various steps of the design process. They have also been working on individual character development in their sketchbooks. Earlier in the semester they did a design challenge that was attached to the hurricane evacuation. Each student was placed on a design process chart. The above goal was part of the final assessment for the course looking to gage their actual growth and knowledge in each area being assessed.

Inquiry:​ I addressed the gap in learning by providing small design activities throughout the semester that were seperate from their larger summative projects. We also discussed how the steps used to develop the design solutions were the same steps that are already infused into the Art I units. The students worked with peers and individually. I would provide guidance as needed. Personal written feedback was provided so that students could apply and grow from one design challenge to the next.

Implementation: ​This was more of a process than it was a specific unit of study. There were five individual design challenges that took anywhere from 1 - 3 class periods. The learning goal above combined elements from each of the previous challenges in an effort to assess their growth. Where this implementation worked to guide growth, I am not convinced that it is the best way of doing it and I am in the process of figuring out next steps with my new Art I students.

Hurricane challenge worksheet https://docs.google.com/document/d/1f0a9fzhOCk18KkZtzSGgMEO0Lnd4uyiFEH74LQQuPWU/edit?usp=sharing

Final design challenge document https://docs.google.com/document/d/1LIsrVpNXrUP7c5Vl7sG1k9vPERq6GjzBX0y19h_p1Ww/edit?usp=sharing

Formative Assessment: ​I utilized a rubric broken down into a design process grid to place the students. Through this I could go back and identify specific areas of growth and areas that still needed improvement. I also gave feedback throughout the process as needed without getting in the way of their creative process.

Assessment document https://docs.google.com/document/d/1xo9T6VjKKndRxVP0-UKah8mn4XssI-MfJrRni-BmHqU/edit?usp=sharing

Student Work:​ I am providing images from the hurricane project, which was my Art I students’ second attempt at working with a design process framework.

The intent was to share - at this time they do not want to upload so...

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This is picture 2 for my post of my students giving feedback to another group on their stop motion animations.

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I really like that your students are creating robots that also have a real life function such as protecting the environment. I would love to see their creations. My art lesson is also tied to science.

Action Research Plan

1.      My students will be teaming up in groups of 4 or 5 to create stop motion animations for a design challenge tied to their science standards. Fourth grade is currently creating stop motions that show how humans can lessen the impact of severe weather phenomena such as hurricanes, tornadoes, and thunderstorms. Students will make their own choices on materials to use and how to film. Additional with this project, I want my students to improve their feedback skills to give quality criticism and improvement suggestions.

2.      My students have some experience with using stop motion from last year. My students are very creative in their artistic work, but have trouble verbalizing in critiques. It is sometimes a lack of confidence and sometimes a lack of how to analyze work. I would like to see more productive feedback sessions between peers.

3.      I will be using the strategy TAG (Tell something you like, Ask a question, Give a suggestion) during feedback sessions. This will include feedback that I give to the students on their projects and during peer reviews. We will have several of these feedback sessions of presenting and evaluating to assist in the revision of the stop motion animations.

4.      I implemented this action plan by modeling this strategy for the students. We will use sticky notes to record this data throughout the process of the project.

5.      Students will have a rubric for this project for formative assessment. Student data will also be collected using their sticky note feedback assessments and video recording of some sessions.

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Nicole Ackerman
Theatre Elementary
Greenville County
Feedback for Heather Hargrove- I love the idea of using music as an inspiration for art! I would like to do this project myself. It is always a challenge to find time to fully present and get feedback, especially in the elementary school schedule. Have you thought about recording the kids in quick clips showing and describing their arts work. You could then post them on google classroom or a padlet ;) and have kids comment on their own time. Or you could go old school and have kids art hanging in a gallery and have kids comment on postits.

Script-writing commercial unit- 1st and 2nd grade
Students will demonstrate an understanding of scriptwriting through analysis of examples from television, the internet, age appropriate scripts, and their peers culminating in a commercial for an imaginary product.

At the beginning of the year this group of students had trouble with the revision portion of design thinking. We created a prototype of what an audience member should look like. When it was time to revise and listen to feedback from their peers the students had trouble hearing constructive criticism and even more trouble improving on their design. I have used the design thinking model with a few other grade levels and found that this is a reoccurring problem.

In order to bridge this learning gap I plan to allow the kids to show their commercials to the class before they have edited them. The videos will be only 90% finished. This way the kids understand that they have more to do going into the presentation and will take all of the revisions into consideration when they edit their movie for the final reveal. They will complete their final editing and edit all of the other project concepts, like clarity, jingles, ect. The students will be assessed at both points of presentation. In the final assessment I will have the students share exactly what they changed about their commercial and why. Each group will be assessed by a different group using a happy/sad face rubric. Students will use a happy or sad face to show that they saw or did not see the required information. See example below.

| Group name: | I saw….. | I did not see…
| A jingle |   |
| A clear product explanation |   |
| A script |   |
| The group changed things  |   |
| A 1 minute commercial |   |
Arg!!!! My rubric will not transfer correctly due to formatting.
Please forgive the video quality. Padlet would not let me upload the video from my computer or drive so I had to hold the ipad up to my webcam. Below is the finished product for one of my groups.

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Click: View Original.  This will allow you to see all of the responses and pictures.

Response to Kim Ham
Since I am not an art person, I love that your students create three-dimensional sculptures.  Allowing students to use their personal devices to record their sculptures into black and white images is a neat idea.

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Elementary Visual Art
Rock Hill District 3

Responding to Allison McElveen's Plan
I appreciate how you take a group of students' lack of knowledge and build it on their prior understanding of Fairy tales and the support of work samples.  This gives them confidence in an otherwise uncomfortable knowledge base. My own lessons are not unlike yours as students will work in smaller chunks of learning to achieve their learning goal.  I realize, in my own goals for student learning, that it would benefit both me and my students to refer to media arts standards and goals to support my visual art goals.

Can anyone tell me how to add more than one image to my post?

1. State the learning goal for your students: What do I want my students to achieve?

Students will be able to collaborate in creating an abstract three-dimensional sculpture with an awareness and emphasis on creating positive and negative space.

2. Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.

Students are able to differentiate between organic and geometric shapes.  They are able to differentiate between positive and negative space.  Students are able to successfully create organic sculptural shapes.  The gap in learning, based on observations and assessments is an ability to translate a high contrast value scale in reimaging their three dimensional shape onto a two dimensional surface.

3. Formulate an inquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

Students will use personal devices to record their sculptures into high contrast black and white photographic images.  They will edit their work to create an image that has a value scale of a limited number of colors (5-6).  Students will use a variety of materials to create their own value scales which will be numbered and used for reference.  Students will collaborate in groups to solve problems in personal, informal conversations to establish an understanding (outside of the teacher driven instruction)

4. How did you implement your action plan? Students were given tasks to complete both individually and in a group.  These tasks led to a project where all students were contributors in their physical work as well as intellectual comprehension.  Students who had gaps in their understanding and abilities were assisted by their peers.  Students who had greater skills and understanding were able to grow through their own opportunities to assist other students with what they were capable of, what they valued and what they understood.

5. What type of formative assessment did you use or will you use?

I plan to use a rubric in order to assess all components of the unit of study.

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Elementary/Middle Art
Florence District Two
HPEM

Responding to K .Odum's Plan I love the Social Studies connection. I also like the use of construction criticism at this age. I also like using the first few minutes to review what worked and what could be improved with a few student samples. Sometimes if I am repeating a project from year to year I'll use those examples to get them talking. I think to start off with it makes them more comfortable knowing it isn't someone in the current class.

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Kirstin N Odum

Elementary Art-

Lexington School District 2

BC Grammer School #1

Action Research Plan:  Students will design their own Continent.  Students will need to spend time thinking about the life- plant/ human/ animal on the continent and how the location of the continent on the global map would affect the climate.  Students will also think about the layout of the continent and how things will be placed.

1. State the learning goal for your students:  Students in 4th and 5th Grade Gifted & Talented classes have been both working on this project.  The goal is for the students to think creatively about an imaginary place they would design.

It’s important to mention, because this is a new group of students for me at a new school, I’m still struggling to evaluate and see where they are with things.  For example, this group of students has very little painting knowledge and we’ve had to go over those skills a lot to get quality work.  This is a secondary goal for my students also.

2. Explain what your students currently know and can do?

Students are great at brain storming ideas and really excited to share the ideas they have come up with in small settings with their peers.  These students are excellent at writing out their ideas and reflecting on the choices they’ve made with their work.  The writing really helped explain their thinking at times where they hadn’t been able to do it verbally.

3. Formulate an inquiry. How will you address the gap in student learning?

I wanted students to focus on the bigger picture- What we were making and Why.  We talked about the designs they created and how each would have an individual impact.  Who is the design for- who or what will be impacted by the environment they have created.

If time was of no big deal, I’d love to let some of the students have the time to revise or build 3-D models of their ideas- but at the same time, since we worked on this project in depth for so long in 45 minute chunks- it felt like it took forever to complete and the students were emotionally done with the project by the end as well.

4. How did you implement your action plan?

Students were given a planning packet that I put together and write out their ideas and fill in.  The packet included areas to sketch out their designs.  We explored visuals about Cartography and then student begin to lay out their larger designs for the continent.  After this they worked to add details and followed it up with painting and using color pencil to fill in their model.  After this process the students did some reflecting about their work personally through writing.  Next, I gave students time to see each other’s completed works and we all had sticky notes that we were able to leave messages about their art and in encouraged constructive criticism.  I didn’t want 80 love notes about someone’s work.  After this, a few students had the chance to present their work to the class.

5. What type of formative assessment did you use or will you use?

·         Leaving individual sticky notes on student work to give feedback

·         Gallery Walks

·         Visual Quick Review- like a mini lesson, but showing on the board where some people are having issues and going though papers also having those issues and how to fix it.

·         Art Rubric- but wasn’t project specific (something I would change next time)

6. Provide one or two pictures that show your work with students.
2 student examples are below- one more thought out than the other.

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Couldn't get them both added to the same post...

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JENNIFER SCANLIN DANCE GRADES 6, 7, 8

INTRODUCTION TO THE CHOREOGRAPHIC PROCESS:

“The Super Bowl Sweepstakes”

Standards:

Indicator De.CR NL.3.1 : I can use a design thinking strategy  to create a variation of possible choreographic solutions to the design challenge

Anchor Standard :  I can use different materials, techniques and
processes to create a dance phrase

Indicator VA.CR. IH. 2.1: I can implement choreographic principles as tools to create a variation on a theme and create a dance phrase

I can work with a partner to create possible solutions based on a theme by implementing choreographic tools to create many variations

I can collaborate and choose the most interesting variations for my theme, perform for the class and explain my artistic intent

Learning Target(s):

·         Students will collaborate with a partner to create a dance using referee signals as their theme.

Students will apply choreographic tools to the phrase and two movement phrase variations.

Students will collaborate with a partner to create a larger choreographic work by combining the two individual variations together to create a larger cohesive work. Their work will include a transition phrase using locomotor movement and demonstrate ABA structure.

Students will demonstrate their understanding of choreography; the artistic medium of creating dance through the  application of variables, structure and function by creating their own phrase based on signals in sports.

Materials:

The Super Bowl Sweepstakes handout

Referee signals sheet

Student 1 to 1 Device

Performance Rubric

Design Challenge:  THE SUPERBOWL SWEEPSTAKES

A contest to win an all-expense paid trip to the Super Bowl was just announced.  At the end of this lesson, students will draw a name to see who has won; however, in order to enter their name into the running, they must submit a dance based on referee signals as part of their choreographic process. They MUST meet all the contest requirements in order for their name to be entered into a raffle for a free trip to the Super Bowl.

Students will collaborate with a partner to create a dance using referee signals as their theme.

Students will apply choreographic tools to the phrase and two movement phrase variations.

Students will collaborate with a partner to create a larger choreographic work by combining the two individual variations together to create a larger cohesive work. Their work will include a transition phrase using locomotor movement and demonstrate ABA structure.

Prior Student Knowledge:
Students will implement the technique fundamentals learned over the semester and apply the principles, processes tools and structures of choreography in order to create their own work.

Students have learned and demonstrated an understanding of the choreographic tools level, order, direction, loco motor and non-locomotor movement. Improvise established patterns and develop a theme or idea.

Students demonstrated a basic understanding of performance skill and presentation.

2. Students will need to develop and explore and collaborate in this process which is often challenging as it is a new experience for most if not all students.

Formulate an Inquiry to address the student gap:

How do you create something new from existing information?  Students will engage in improvisation based on how many solutions there are to a given movement problem as an example.  The example asks students how many possible ways you can travel to a location based on descriptive words.

Questions:

How does collaboration awaken the creative process?

How does improvisation help to develop new movement ideas?

There are multiple ways to solve a movement problem.  How do you choose the phrase that conveys your artistic intent?

Action Plan:

Teacher asks students to identify the elements of dance, including levels, direction, and order as choreographic tools, then they will provide examples within each element. Students have had some discussion of variables before this lesson, so in some respects this lesson is a compilation of other smaller teaching patterns this semester.

Students pair up and as a group, review directions, rubric and referee signals handouts with teacher.

Step 1:  Teacher demonstrates with the handout as a visual aid the process of creating and choosing four signals and numbering them in order to create a phrase.

Step 2: Teacher demonstrates the application of level, direction, and order-generated inquiry and response and students apply them to the original movement phrase and then creates a variation.

Student inquiry - Students demonstrate an understanding of how to create a movement phrase by selecting four signals to use as an example, which the teacher then models.

Question and Answer - Teacher models through inquiry. Students demonstrate their understanding of level, direction, and order by identifying them within the teacher’s model.

Inquiry and Demonstration - Students demonstrate an understanding by recalling the pathway, transition and ABA form and identifying the correct use from two examples demonstrated by teacher.

Student Driven Differenciated Learning Tasks:

Pair Collaboration – Students select four signals from the handout, determine an order and create a movement theme, then present their results.

Independent Movement Study – Students work independently to create two variations on the established movement phrase by applying choreographic tools levels, direction and order.

Peer Evaluation - Compare and contrast the outcomes of variables applied to a movement phrase based on Referee Signals (perspective).

Collaboration to Create Movement Phrase – Students teach their movement phrase to each other and combine the two phrases to make a dance.

Assessment:

Formal:  Performance (T) – Create an original work that demonstrates variation on a theme/factor resulting in the use of fundamental choreographic tools as variables.   Demonstrate the original movement phrase as well the outcomes that are a result of applying the chosen choreographic tools to the original phrase.

Informal:  Teacher observes and provides feedback to students throughout the choreographic process both individually and in groups.

Connections to other Content Areas:

Math:  Patterns, Levels, Direction, Constant and Variable.

ELA:  Variable and Theme

ATTACHMENTS BELOW:

Super Bowl Sweepstakes Challenge

THE CHALLENGE:

A contest to win an all - expense paid trip to the Super Bowl was just announced.  They will draw a name to see who the winner is, however in order to enter your name into the running you must submit a dance based on referee signals through the choreographic process and structures and MUST meet all the contest requirements in order for your name to be entered into a raffle for a free trip to the Super Bowl.

Goal - Create a dance using fundamental choreographic tools as variable apply them to referee signals and create a movement phrase and collaborate with a partner; combining the two phrases into one – creating a dance.

Your Role:  CHOREOGRAPHER/CO-CHOREOGRAPHER.  You will be choreographing your OWN VARIATIONS then COLLABORATING TOGETHER

Audience:  NFL Players from both teams will evaluate the dances by a rubric of contest rules and guidelines.  If the dance successfully meets all criteria you will be entered to win.

CONTEST GUIDELINES FOR SUBMITTING A DANCE:

Part 1:  CREATING YOUR CONSTANT/THEME

1.       Choose FOUR referee signals from the sheet.

2.       Put the FOUR signals you chose in an order of your choosing.

3.       Video this phrase.  This will be the phrase that all will be used through the entire process as your THEME that you apply variables to create VARIATIONS.

Part 2: CREATE TWO VARIATIONS ON YOUR THEME

APPLY THE FOLLOWING ELEMENTS OF DANCE AS VARIABLE to create a NEW PHRASE or VARIATION.

·         ORDER

·         DIRECTION

·         LEVEL

·         LOCOMOTOR MOVEMENT (Traveling)

CHOOSE ONE VARIATION AS YOUR DESIRED OUTCOME.

COLLABORATE WITH A PARTNER USING YOUR VARIATIONS TO CREATE A DANCE.

·         Pair up with your partner.

·         Teach each other the variation you chose as your desired outcome.

·         Combine the two phrases together BY CREATING A TRANSITION BASED ON AN ACTION THAT YOU COLLABORATE ON TOGETHER.

PART 4:  ENTER DANCE YOU HAVE CREATED TOGETHER INTO THE CONTEST

·         VIDEO AND SUBMIT THE FOLLOWING TO THE CONTEST WEBSITE

·         BOTH YOU AND YOUR PARTNER MUST INCLUDE:

·         YOUR ORIGINAL PHRASE

·         YOUR VARIATION 1

·         YOUR VARIATION 2

·         THE DANCE THAT YOU CREATED BY COMBINING THE VARIATION OF YOUR CHOICE.

REMEMBER!

CLEAR USE OF ALL OF THE ELEMENTS MUST BE DEMONSTRATED IN YOUR VARIATION

·         The order must change.

·         How you chose to apply the elements or which element you would like to use for what signal is up to you – your artistic choice as a choreographer.

Good Luck!

|  CRITERIA | 0 POINTS | 1 POINT | 2 POINTS | 3 POINT | 4 POINTS |
| PHRASE 1 - THEME FOUR DIFFERENT REFEREE SIGNALS FLUID TRANSITION SEQUENCE | Phrase does not represent any referee signals | One referee signal is represented in the phrase   | Two referee signals are represented in the phrase   | Three different referee signals are represented in the phrase   | Four different referee signals are represented in the phrase   | X1
| VARIATION# 1 (SOLO PHARSE):  The following variables are demonstrated based on Phrase1 as a Constant: DIRECTION LEVEL LOCOMOTOR ORDER CHANGE | No application of variables present in outcome | Application of two variables to the original phrase are clearly represented in the outcome | Application of two variables to the original phrase are clearly represented in the outcome | Application of three variables to the original phrase are clearly represented in the outcome | Application of four variables to the original phrase are clearly represented in the outcome | X2
| VARIATION #2(SOLO PHRASE):  The following variables are demonstrated based on Phrase 1. Different Choices provided different outcome from Variation 1  DIRECTION LEVEL LOCOMOTOR ORDER CHANGE | No application of variables present in outcome | Application of one variables to the original phrase are clearly represented in the outcome.  Clearly represents different choreographic choices by producing a different outcome then Variation 1 | Application of two variables to the original phrase are clearly represented in the outcome.  Clearly represents different choreographic choices by producing a different outcome then Variation 1 | Application of three variables to the original phrase are clearly represented in the outcome.  Clearly represents different choreographic choices by producing a different outcome then Variation 1 | Application of three variables to the original phrase are clearly represented in the outcome.  Clearly represents different choreographic choices by producing a different outcome then Variation 1 | X2
| Choreographic Choices/Artistry: Choreographic Intent Sequential Flow Intent Differentiation | No clear demonstration of: Logical Sequencing Transitional Flow Choreographic Intent Differentiation in Choices in either variation | Vague Variation demonstration of: Logical Sequencing Transitional Flow Choreographic Intent Differentiation in Choices | Vague demonstrations ration of: Logical Sequencing Transitional Flow Choreographic Intent Differentiation in Choices | Clear Demonstration of Artistic Intent in One Variation demonstration of: Logical Sequencing Transitional Flow Choreographic Intent Differentiation in Choices | Clear Demonstration of Artistic Intent in One Variation demonstration of: Logical Sequencing Transitional Flow Choreographic Intent Differentiation in Choices | X2
| DANCE (PAIR COLLABORATION) THE FOLLOWING ARE DEMONSTRATED IN THE DANCE BASED ON COMBINING TWO SEPARATE PHRASES INTO ONE FLUID MOVEMENT PHRASE BY APPLYING A TRANSITION | None of the following were represented in the dance: clear transition Artistic Intent Structural Flow Fluid Transition Two full movement phrases Spatial Relationship | Dance represented the represented 1 of the following: clear transition Artistic Intent Structural Flow Two full movement phrases Spatial Relationship | Dance represented the represented 2-3 of the following: clear transition Artistic Intent Structural Flow Two full movement phrases Spatial Relationship | Dance represented the following adequately clear transition Artistic Intent Structural Flow Fluid Transition Two full movement phrases Spatial Relationship | Dance represented the following proficiently clear transition Artistic Intent Structural Flow Fluid Transition Two full movement phrases Spatial Relationship | X1 | A | B | C | D | F
| 20 POINTS = 100 | 16 POINTS = 92 | 12 POINTS = 84 | 8 POINTS = 76 | 4 POINTS = 69
| 19 POINTS = 98 | 15 POINTS = 90 | 11 POINTS = 82 | 7 POINTS = 74 | 3 POINTS = 68
| 18 POINTS  95 | 14 POINTS = 88 | 10 POINTS = 80 | 6 POINTS = 72 | 2 POINTS = 67
| 17 POINTS = 93 | 13 POINTS = 85 | 9 POINTS = 77 | 5 POINTS = 70 | 1 POINT – 0 = 66

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Amanda,
I'm excited to hear what students come up with when they improvise a solo piece. One of the things I find difficult is encouraging to students at the elementary level to trust their creativity.

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I'll be curious to see the playground design project in March.  My school will be merging with another school for next year and we will be in a brand new building,  new location, with new teachers, and with a new administration that will all be learning about each other and our diverse student population.

I've been interested in doing a "Design Your Classroom/ Playground" project because I think it would be really interested to start the year next school year with our student's designs displayed.

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Dr. Robert, I liked how you had your action research plan geared towards a performance! It helps the students prepare for a performance both as a performer and audience member.

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*Response to Michele Stephens Allen*
I liked the idea of having the students to work individually on their monsters, then in group for the feedback portion. I think it provides a safer environment for honesty within the small group. It is similar to my action research in that they start individually then in group, but in your class they had individual products. I also think that your idea was very interesting from turning a drawing into a 3D drawing through the computer program. The students are able to learn a more 21st century way of creating art.
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1.    State the learning goal for your students: What do I want my students to achieve?

I want my students to be able to use what they learn through research to be creative and think innovatively.

2.    Explain what your students currently know and can do.  (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.

My students do what is familiar to them. Some of the students are reluctant to try or start something new. When faced with being creative or thinking of something to do, they want to find it on the Internet. Through the Design Process, I encourage research to foster creativity, but the students use that less for research and more for copying. They do not use it for inspiration, rather to do exactly what they see has been done already. I find that a lot of my students want everything to be given to them exactly so they can copy instead of being innovative and taking information and expanding on it, they take information and regurgitate or copy it exactly.

-Students are faced with an assignment, and because it stems from something new, they don’t know how to approach it. Some students refuse to do it, and cause problems for others who want to complete the assignment. Some students approach the assignment openly and work with the process. Other students tend to copy the working students and do not think for themselves. I want to foster collaboration, but not copying someone else’s work.

3.    Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?

One thing that I have done with the students is to have them work independently first then work with a group and bring their ideas together. This helps the students to think for themselves first before copying other’s ideas. Sometimes the students still struggle within a group but they can work collaboratively without totally copying someone else’s work while in a group.

3.    How did you implement your action plan?

I allowed the students to work in a group. I gave the students a Design challenge and allowed them to work and think of what they wanted to do. I had them to write down some ideas for following the design challenge, then they were able to work in a group with others. I gave feedback throughout the process and allowed them to work and revise things as a group.

4.    What type of formative assessment did you use or will you use?

I used their individual and group reflections on the assignment.

6.    Provide one or two pictures of your work with students.
The group's process was placed on the bulletin board.

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Visual Arts
For some reason my rubric won't upload. Might be due to it's format table. I'll keep trying to attach it.

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Stone Academy of Communication Arts
Dance

Response to Sarah Bruce:
Sarah,  I love that you and I have such a similar idea...we should work, virtually, together. Your HS students could show for my Elem students and have receptive audience.
Your entire plan was well thought out and full of opportunities for your students to step back, revise, and move forward.  The content was right on track with our new standards and your assessments were, as well.  I would imagine that this plan brought forth some amazing projects!!

Action Research Plan

Cynthia Waddell

My action research plan will focus on utilizing design thinking in conjunction with dance education.  By connecting the two content areas, my students will be able to create abstract choreography and materials that will illustrate their knowledge regarding the mood and production items used in a full concert production of “The Horseman”, by Walter De La Mare.

“The Horseman”

I heard a horseman

Ride over the hill;.

The moon shone clear,

The night was still;

His helm was silver,

And pale was he;

And, the horse he rode

Was of ivory.

As of the beginning of the year, my students are not familiar with this poem.  Additionally, they have only had limited experience with creating abstract choreography based on the meaning of words within poetry or literature, nor are they familiar with the elements needed for a full concert production.

Throughout the months of September - December, I presented lesson opportunities that allow my students to create abstract choreography based on the meaning of words found in famous literature and poetry and of their own writing.  Also, I presented the elements needed for a full concert production.  Students were guided with a range of formative assessment tools, including but not limited to the following:  checklists, rubrics, journal entries, one-on-one conferencing with teacher, peer-to-peer feedback.  The assessment tools will best help my students achieve the learning goal and provide data for reflection and revision.

In November, I led my students in a 4 week unit to explore the meaning of the words in “The Horseman”  poem and allowed them to create abstract choreography based on the word meaning.  The movement was critiqued through showings of their work with both verbal and written feedback from the myself and their peers.(checklist, rubric, journal entries)  Students revised choreography based on feedback.

Beginning in January, I presented a checklist to students that was used to create  mood boards representing the mood and production items that are used in a production of “The Horseman”.  Students could use choreography, lighting, costumes, or scenery as a “springboard” for their mood boards.  Assessments will be provided by peers and teacher. (checklist and “show and tell” with peers - students show work and peers tell what they observe)  Students will revise mood boards based on feedback.

During the months of February and March, students will use their chromebooks to create a class Look Book.  Look Books are used in the fashion industry to create an overall “look” for a fashion show or clothing line.  The class Look Book will showcase the overall mood for the production by creating a page for each item needed for a full production: choreography, costumes, lighting, scenery, props, etc. The Look Book will be assessed with a Rubic.  Students will revise Look Books based on feedback.

Finally, during the month of April, students will create a presentation of their Look Book for the other Fifth grade classes, classroom teachers and administration members.  Presentations could include actual choreography, Power Point presentations, Google Slides, etc.  Final presentations will be assessed by teachers, administration, and peers with TAG statements (Tell something you liked, Ask a question, Give a suggestion for making it better).

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Sarah Bruce
May River High School
Theatre

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I love this idea! We are a STEAM school as well so I understand the STEAM connections that we have to make on a daily basis. The real-world connection that you tied in to NASA is great and I'm sure the students are loving the idea/concept. I would definitely use this at the middle school level. Thank you!

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In response to Abby Dickert,
What a cool lesson. Not every kid is into Art, but might be into science, or vice versa. I also have new students with the change of Semester, so I can sympathize.  Oh and I Lol's at the "SUITable" pun.

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RE: Amanda Stokes-Love your idea. I teach a high school level digital media class in middle school and this lesson is a great idea and I like the paper to digital method. I am also crazy about researching a "working artist today"-so much focus is put on the masters and we need to talk about our current artists and their impact. I can't wait to see the digital versions.

7th Grade Advanced Art

Abby Dickert: Sevier Middle School

NOTE: We just changed semesters and this class JUST started so this is just the beginning of the project and it will be on-going. I am at a STEAM school so I am also working this in to Science.

Plan:  NASA's Vision for Space Exploration calls for a permanent human presence to be established on the Moon and Mars ( we are concentrating on MARS-this year). Robotic missions are currently exploring the surface to provide our future explorers with information necessary to plan a mission.We, as in art class, are  planning designs of space suits, space shuttles, and a way of maneuvering around Mars once we get there.

Focus Question
What type of new challenges does a Mission to Mars present in comparison to a
mission to the International Space Station?

Instructional Objectives
Students will propose a Mars Spacecraft design.
Students will determine landing site on Mars and a way of travel once they land

Students will design a suit that is SUITable for life on Mars

RESEARCH

We, as a class will study about the grand Mission to Mars. Nasa has put together some great videos for 9-12 grade level students that we will be watching and sketching and discussing as a class.

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Amanda Stokes
High School Art
Pickens County School District - Liberty
Feedback for Alana Owens Vest - I REALLY love your idea of using Creativity to solve real world issues locally.  Having your guest speaker come in and address the issues is also such a great idea - you could have just read of the problems for the students, but having it come from an actual person that deals with these issues gives it so much more meaning (I think) for your students.  And I also agree with you that elementary students gain more without adding in the competition factor at that age.  I like your idea of letting them learn and have fun through Creativity.

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1. Learning Goals for Students/What do I want my students to achieve?	Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning. 3.	Formulate an inquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth? 4.	How did you implement your action plan? 5.	What type of formative assessment did you use or will you use? 6. Provide one or two pictures that shows your work with students.

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1. Learning Goals for Students/What do I want my students to achieve?	Explain what your students currently know and can do. (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning. 3.	Formulate an inquiry. How will you address the gap in student learning? What formative assessment strategies will best help students achieve the learning goal and provide data on growth? 4.	How did you implement your action plan? 5.	What type of formative assessment did you use or will you use? 6. Provide one or two pictures that shows your work with students.

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Kelly Hall, Theatre, Beaufort Middle School

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Kelly Hall, Theatre, Beaufort Middle School

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My Action Research Plan is posted below. I am starting with a new group of students since I have semester and quarter long classes. Dr. Fontanez, I love your alter ego self-portraits. What a fun and creative project! I also use literacy based research with my action research plan and I found success with the design pro as well. I used it for story telling and for costume design. The students really loved exploring the extraordinaire characters, and it was a fun way to think about character development. I plan on using the design studio pro again this semester. Thanks for sharing. There are so many great lessons posted!

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8th Grade Visual Art
New Ellenton Middle STEAM Magnet School

Self Portraits with an Alter Ego

*Anticipatory Set: Have you ever wondered how it would be to be or live as someone or something else?
*Teacher shows examples of Self-Portraits with Alter Egos.

1) Set a Goal: Students will take what they’ve learned using the Design Studio Pro Cards and communicate with others, telling a story with the use of background designs in a self-portrait.

2) Describe what knowledge and skills you want your students to learn.
The students will demonstrate an understanding of…
a. The Principles and Elements of Design
b. Form and Proportion
c. Peer-Critiques, Self-Critiques, and Class Presentations that tell a story
d. Communication as a goal
and create a Self-Portrait with their Alter Ego, telling a story with background designs.
Design Standards:
-Artistic Processes: Presenting- I can present new design ideas and work.
Anchor Standard 5: I can present my final design solution.
Benchmark: De.P/NL.5, NM.5 & NH.5
-Artistic Processes: Responding- I can respond to feedback from others on new design ideas and work.
Anchor Standard 6: I can reflect and revise based on feedback and input.
Benchmark: De.R/NL.6, NM.6,NH.6, IL.6, & IM.6

3) Formulate an Inquiry:
Using my completed dissertation, “Examining the Impact of Art-Based Anchor Charts on Academic Achievement in Language Arts” as a starting point, I decided to use student literacy data to help raise test scores in English Language Arts (ELA). Below is a list from the design process that I’m focusing more on:
1) Using art to tell a story.
2) Allowing students to evaluate their own work and others verbally and in writing.
3) Having students present their art using an Anchor Chart as a guide.
4) Guiding students through the integration of literacy in Art.

4) How did you implement your Action Plan?
Student practiced telling a story using the Design Studio Pro Cards in groups of 3-4. Once students were comfortable, students began presenting their own projects in rotation to their class. Students presenting, answered questions from their peers that pertained to design and future goals of the project. Throughout the past few months, students have been continuing to communicate and express the meaning of their projects using critical thinking and problem-solving skills. During the Alter Ego Self-Portrait Project, students brainstormed ideas and started jotting down notes on how and why they connected to that particular person, animal, or thing. As students worked with the background of their project, they would later reveal to the class a story behind the details that were added. Students took and some are still taking feedback from their peers and revising their project.

5) Formative Assessments:
1) Gallery Walks
2) Sketchbook Reflections
3) “Share Out” Presentations where students present and answer Thick & Thin Questions from peers

6) Student Projects: Many alter egos were developed from this lesson. Batman, a detective, a cowgirl, comedian, and professional football player are just a few. The project on the left is complete but the project on the right is incomplete. Both students have unique and interesting stories that have been communicated to the class. When looking back at Part 3, I used my dissertation as a stepping stone in order to help raise standardized test scores in ELA.

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Concert Theme Design - Joshua Wilson, Elementary Music

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Concert Theme Design - Joshua Wilson, Elementary Music

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Connection to TJ Huggins:
I have experienced the same learning gap of students who do not want to use their creativity. I like how you used a rubric throughout to guide the students through the whole process. It also appears that what you did worked, because the students' ukuleles all look different.

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Connection to Rebecca Stockham:
I like the fact that you do a lot of writing with your students.  It's a good way to do self-reflecting and a good way to incorporate writing into your content...which coincides with R2S in all content areas.

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Writing Better Reflections to Increase Student Learning and Critical Thinking

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Writing Better Reflections to Increase Student Learning and Critical Thinking

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Rebecca Stockham

Greenville County Fine Arts Center

ARMES Program/ Gifted Arts Program (3rd to 8th grade)

Foundations for Architecture Studio (9th and 10th grade)

Action Research Plan

Writing Better Reflections to Increase Student Learning and Critical Thinking

Through reflection, the students will be more cognizant of the purpose of a designer, their purpose as a student, my purpose as a teacher and how to verbalize their ideas and goals.  By documenting their actions and feelings toward the actions and results, the student will be more able to assess their progress toward their goals, learn how to be more specific and realistic with their goals and identify ways others can help them achieve their goals.

Reflection (separate from journaling) is a new topic to students at this age.  I expect the process to be difficult and uncomfortable for them.  The first reflections (baseline) were poorly written, incomplete and often did not answer the questions I asked.  The students took a significant amount of time to write them.

Through research I found several resources at universities for reflective writing and how it can help college students be more successful in their education.  These resources give reasons for reflective thinking and gave guidelines on what is a reflection. With my ARMES students (grades 3 to 8), they will write occasional short, guided reflections with specific questions to be answered.  With my foundations students (9th and 10th grade) we will explore how to set goals and assess their progress toward the goal.  Along the way, they will need to identify what may be keeping them from achieving their goals and what help they may need from others to help achieve their goals.  The students will write weekly reflections regarding progress on their projects as well as larger reflections at mid-term and semester end that encompasses long-term and short-term goal setting as well as personal and professional reflection.

With my younger students, we are doing pair/ share activities first then reflecting.  This helps the students get ideas from their classmates before they need to write their ideas.  They include how they feel about the activity and the responses of others.  The explanation that there is no wrong answer as long as they are honestly answering the questions is liberating to the students and I have found that their responses are getting more thorough and they are able to make the response more quickly and easily.  (The majority of the time is spent with the students attempting to have more legible writing so I can actually read the response!)  With the students, the assessment is based on whether they did the activity or not.  I give only encouraging responses for students with insightful responses and I asked additional questions of students with inadequate responses.  For students with very poor writing skills, I talked to them in private about the problem and talked to them about strategies for improvement.  No grades were given on spelling or grammatical errors, only encouragements.

With my older students, I assessed the assignments on a sliding scale.  The first few times, I made comments and corrections, but only graded on whether it was completed or not.  By the end of the first 9-weeks, I did not need to change my grading system, since they had the opportunity to model the proper behaviors.  Now they automatically consider and record their thoughts and feelings.  With the knowledge that I will not share their reflections with anyone, they are more apt to be honest and share their true thoughts and feelings.  For our semester end reflection, I have students who shared that they are seeking professional help for attention deficit or self-esteem (performance anxiety) problems that they are noticing as deterrents to their success.  Both of these students were able to identify a problem, verbalize how it affects them and devise a long-term goal to address the problem.  Another area of success with this group is the idea that they can make suggestions about how the class is run without reprisals.  Some student suggestions have been implemented with the class. (Sometimes with the result of the students having a better understanding of why I did things the way I did!)  At the mid-term and semester end, each student had a 5 - 10 minute private discussion with me regarding their goals and progress where we could discuss anything they needed to discuss and they could have instant feedback.

I am pleased with the progress of the students and how it has enhanced the learning environment.  I know that the result for my younger students will be small, since their ability to reflect deeply is low at that age.  I am impressed with the result in my high school students.  I did not expect such growth in such a short time.  It has created a more positive and encouraging environment in the class and has increased the responsibility level of the students.

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Provide one or two pictures that shows your work with students.
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strategies will best help students achieve the learning goal and provide data on growth?4.	How did you implement your action plan?5.	What type of formative assessment did you use or will you use?6.	Provide one or two pictures that shows your work with students.
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Heather Hargrove Action Research Plan Design Process Step: Feedback

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Heather Hargrove Action Research Plan Design Process Step: Feedback

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Connection to Jessica White - Love the presentations after the initial sketch during group work. Great time to use feedback to make revisions. Final posters turned out amazing!

Action Research Plan: Focus on Feedback
Design Challenge Activities & Art Projects with Design Thinking Process

Background info on my year so far...

I have facilitated two Design Challenge activities in 2nd - 5th grade classes separate from my Visual Art Curriculum. I am also integrating Design Thinking vocabulary and processes into several art projects that focus less on teaching specific art techniques, and more on student creativity...Third grade abstract art project showing a favorite song and a narrative art project.

1. Learning Goal for Students: Students can communicate more productively in design and art making processes.

Anchor Standard 6: I can reflect and revise based on feedback from others.

Benchmark De.R NH.6 I can encourage feedback to my design and the designs of others by asking and answering questions.

Indicator De.R NH.6.1 I can prepare some questions for feedback to help me revise my design.

2. Determine the gap in learning.

My young students had difficulty working in teams during the first Design Project in September. Compromising their own ideas for a group design project was challenging. So I adjusted that project to allow students to each create their own design. This took time away from the Presentations and Feedback part of the process. I needed way to get kids through the presenting, feedback, reflection, and revising without taking time from creating their designs.

In visual art projects, I am usually the one providing feedback. Students need to communicate more with their peers during the art making process..

3. Formulate an inquiry.  How will you address the gap in student learning?

Observing group designs vs. individual designs

Changing group design presentations to informal discussions

Pair-Shares mid-work with neighbors

Less teacher-led feedback with more peer feedback

Self-reflect mid-work rather than post-project to allow for revising

4. Plan Implementation:

December Design Projects:

Students worked in teams to research, but each created their own design.

I observed better sharing of ideas and hearing feedback.

They helped each other on the designs, constantly cycling through presenting, providing feedback, reflecting, and revising during the process.

During visual art projects, I allow for more peer “turn and talks” for kids to give each other feedback.

5. Formative assessment:

Mostly informal observation in design challenge projects

Reflections in sketchbooks

Gallery walks where students write feedback on post-its for others’ artwork

Pair-share mid-projects to allow for more time for revisions based on feedback

Self-reflection checklists (Grade Yourself mid project…)

September Group Project Presentations link

Feedback during Kandinsky Abstract Art Project: Turn and Talk video link

December Design Project:
Group Research with Individual Designs. Whole-Class Presentations:
Lesson Plan link
Slideshow link

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"Anti-Bullying Poster Design Challenge" - Jessica White, Elementary                                                                                                       Visual Art  

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"Anti-Bullying Poster Design Challenge" - Jessica White, Elementary                                                                                                       Visual Art  

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Standards: Anchor Standard : I can conceive and develop a design challenge

Indicator De.CR NL.1.1 : I can answer the design challenge questions                                                                where in order to  define the design challenge

Indicator De.CR NL.3.1 :  I can use a design thinking strategy  to list
possible design solutions to the challenge

Anchor Standard :  I can use different materials, techniques and
processes to make art

Indicator VA.CR. IH. 2.1: I can use a variety of art media, techniques
or processes in response to an  artistic
problem

Learning Target(s): 1.  I can work with a team to brainstorm ideas for a bullying
prevention poster

2. I can create a unique composition using a variety of
images and text to create an  effective bullying poster

Materials:  Sketchbooks, poster paper, pencils, paint, paint brushes, water cups, sharpies

Design Challenge:  The Saluda County Police department is recognizing bullying prevention awareness month by putting effective posters in the windows of stores around town for Bullying Awareness month.  They need eye catching, informative posters that will help the people of Saluda think twice before bullying or being a silent bystander.

Prior Student Knowledge:
1. Students have received instruction prior to this design challenge, about the importance of interesting composition, craftsmanship, group critiques, working in groups, sketching and brainstorming
2. Gap in learning: students will need to add an emotional component to their posters and presentation that can empathize with both the person being bullied and the bully.  The text and visuals have to be empathetic and able to effectively reach the intended audience.

Formulate an Inquiry to address the student gap: Students will view emotional videos of stories from the victims of bullying and see what it looks like, sounds like, where it happens, what happens to the victims, how the victims feel and through discussion of these videos and questions help build that empathy component to the design challenge
Questions:  (Who? What? Where? When? Why?) Who do you think of when you think of bullying? What does bullying look and sound like? When and where does bullying happen?  What do you think bullying does to people? What does bullying look like?  What does bullying sound like? What would it feel like if you were bullied? Why is it bad to be a silent bystander? Why do you think people bully others? What helps you think twice before bullying?

Action Plan:

1. Students will discuss the design challenge and the who, what, where, when and why questions of the challenge to help empathize with those that have been bullied and how it feels

2. Teacher and students will discuss what makes a poster effective in composition and text and view examples. How does it catch the eye of a person walking by. How is the design most effective? What is too much information (text/visuals)? What is too little information (text/visuals)

3. Students will form groups and begin to brainstorm through images and text  that they would lke to use in their design challenge poster and create a sketch/prototype that they will present to three groups to receive feedback.  They will then revise the prototype based on the feedback and proceed onto the final poster paper to create their final design challenge poster

4. Students will present their final posters to the class. The class will vote on the top three posters from each class

5. The posters will be hung on display to be selected by school administration and a member of the Saluda County Police Department.  The final 6 chosen will be displayed in store fronts in the town of Saluda

Assessment: Teacher observation of student participation in discussion, brainstorming, relevancy of information composition, effective text/visuals, originality, presentation and revision, group participation

Student Work:

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Action Research Plan for 6th Grade Gifted and Talented Visual Arts     1.	Student Goal: The student will be able to…                                          a.	Participate a variety of critique formats to reflect upon and revise their work.                                                                                                          b.	Revise their work using feedback received in critique and assessment.                                                                                                      c.	Reflect on their artistic choices and processes through self-assessment and written/oral responses.                                                    d.	Revise their based on peer and teacher feedback and given criteria using the elements and principles of art.                                             These goals are aligned with the SC 2017 CCRS: VA.CR.IH.1.1, VA.CR.IH.1.2, VA.P.IH.3.1, and VA.P.IH.3.2.                                                 2.	Current Student Knowledge Base: (Data accumulated using Pre-Test Data from August 2017 and Observations/Notes from Critique/Reflection Responses from 1st Class Project in September 2017)                                                                                                                  a.	Students have only a cursory understanding of the elements and principles of art. (i.e. They know the terms color, line, shape, form, and texture but not as they apply to art or art making)                                     b.	Students have difficulty with “making mistakes” or “messing up” and struggle with problem solving skills.                                                     c.	Students have no experience with critique or reflection as a part of the creative process.                                                                      Anticipated Student Growth:                                                                          a.	Students will have a thorough understanding of the elements and principles of art.                                                                                               b.	Students will learn the value of problem solving and working through artistic challenges.                                                                            c.	Students will practice and become proficient in critique and reflection activities.                                                                                         3.	Strategies to Achieve Goals and Growth:                                             a.	Students will frequently participate in critiques (mid-way and final) and take notes on the feedback they receive.                                             b.	Students will frequently self-assess using a rubric (mid-way and final) and use their assessment to determine revision needs.                 c.	Students will write about revisions needed in their artwork based off of feedback and project criteria.                                                             d.	Students will be given the opportunity to work through the process of revising their artwork and present a revised product in a final critique.                                                                                                              4.	Implementation of Action Plan:                                                             a.	Students practiced the creative process, critique, self-assessment, and writing reflective statements for the first 9 weeks of school. This got them comfortable with the process and helped to create a “classroom community” where students felt comfortable sharing their shortcomings and celebrating each other’s success.                               b.	Students began a project towards the end of the second 9 weeks in which they had to create a “creature” out of recycled materials and found objects. Students had to create a back story on their character to share during critique. Students had a critique when they “finished” their creatures and took notes for improvements based upon their feedback. Students were then tasked to revise their creatures and use feedback and questions from the critique to create a “home/sleeping quarters” for their creature based on their creature’s backstory. They will participate in a final self-assessment, critique, and reflection when their homes are completed.                                                                           5.	Formative Assessments:                                                                        a.	Peer and Teacher Feedback                                                                   b.	Formal Critiques                                                                                       c.	Rubric for Self-Assessment and Teacher Assessment                     d.	Written Character Story                                                                           e.	Written Reflection and Revision Statements                                        f.	Teacher Observation

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Action Research Plan for 6th Grade Gifted and Talented Visual Arts     1.	Student Goal: The student will be able to…                                          a.	Participate a variety of critique formats to reflect upon and revise their work.                                                                                                          b.	Revise their work using feedback received in critique and assessment.                                                                                                      c.	Reflect on their artistic choices and processes through self-assessment and written/oral responses.                                                    d.	Revise their based on peer and teacher feedback and given criteria using the elements and principles of art.                                             These goals are aligned with the SC 2017 CCRS: VA.CR.IH.1.1, VA.CR.IH.1.2, VA.P.IH.3.1, and VA.P.IH.3.2.                                                 2.	Current Student Knowledge Base: (Data accumulated using Pre-Test Data from August 2017 and Observations/Notes from Critique/Reflection Responses from 1st Class Project in September 2017)                                                                                                                  a.	Students have only a cursory understanding of the elements and principles of art. (i.e. They know the terms color, line, shape, form, and texture but not as they apply to art or art making)                                     b.	Students have difficulty with “making mistakes” or “messing up” and struggle with problem solving skills.                                                     c.	Students have no experience with critique or reflection as a part of the creative process.                                                                      Anticipated Student Growth:                                                                          a.	Students will have a thorough understanding of the elements and principles of art.                                                                                               b.	Students will learn the value of problem solving and working through artistic challenges.                                                                            c.	Students will practice and become proficient in critique and reflection activities.                                                                                         3.	Strategies to Achieve Goals and Growth:                                             a.	Students will frequently participate in critiques (mid-way and final) and take notes on the feedback they receive.                                             b.	Students will frequently self-assess using a rubric (mid-way and final) and use their assessment to determine revision needs.                 c.	Students will write about revisions needed in their artwork based off of feedback and project criteria.                                                             d.	Students will be given the opportunity to work through the process of revising their artwork and present a revised product in a final critique.                                                                                                              4.	Implementation of Action Plan:                                                             a.	Students practiced the creative process, critique, self-assessment, and writing reflective statements for the first 9 weeks of school. This got them comfortable with the process and helped to create a “classroom community” where students felt comfortable sharing their shortcomings and celebrating each other’s success.                               b.	Students began a project towards the end of the second 9 weeks in which they had to create a “creature” out of recycled materials and found objects. Students had to create a back story on their character to share during critique. Students had a critique when they “finished” their creatures and took notes for improvements based upon their feedback. Students were then tasked to revise their creatures and use feedback and questions from the critique to create a “home/sleeping quarters” for their creature based on their creature’s backstory. They will participate in a final self-assessment, critique, and reflection when their homes are completed.                                                                           5.	Formative Assessments:                                                                        a.	Peer and Teacher Feedback                                                                   b.	Formal Critiques                                                                                       c.	Rubric for Self-Assessment and Teacher Assessment                     d.	Written Character Story                                                                           e.	Written Reflection and Revision Statements                                        f.	Teacher Observation

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Design Thinking...Helping to Design news ways to make our U.S. Colonial History Show Great!

Dr. Janet L. Roberts, 4th grade music

Where are we going?

The fourth grade classes of Lake Murray Elementary School are going to present a U.S. Colonial History Show on Tuesday, March 13 at 8:00 a.m.  What can we do to make the show as entertaining and polished as possible?

Where are we now?

We have music and a script.  The fourth grade teachers decided the show would be in a “review” style with speaking parts between the songs instead of done as a “play.”  We decided we needed singers, readers who were like actors and had good expression, teacher leaders and student leaders too, to sing out and own the movements, etc.  It was also decided that EVERYONE would need to follow the “general rules of looking good” on stage: watch the conductor, smile, have good posture, keep the hands in the correct place and in general practice self-control.

What we need….

We need to learn the songs, speakers need to practice their parts and we will have to get used to working as one large group.  Some other ideas about things we might need to do or add to make the show special:  we want to try out a few new ways of standing with our hands in different places, we want to add some riser hand motions, we want to add a rap at the end of the “What a State?” song to name the 13 colony states, we want a hand sway with “United We Stand” and a projection of the first flag with the 13 stars and a projection of the many different faces of the people who came to America.

Assessment:

We will video tape our performance to help us in our assessment.  We will make a rubric before the performance to state what we will be looking for in the video as evidence of our work.  We will focus primarily on the items we have already identified as needs above.

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Action Research Plan:1.	State the learning goal for your students: What do I want my students to achieve?2.	Explain what your students currently know and can do.  (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.3.	Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?4.	How did you implement your action plan?5.	What type of formative assessment did you use or will you use?6.	Provide one or two pictures that shows your work with students.

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Action Research Plan:1.	State the learning goal for your students: What do I want my students to achieve?2.	Explain what your students currently know and can do.  (Refer to the beginning of the year observations and formative assessments of student work.) Determine the gap in learning.3.	Formulate an inquiry.  How will you address the gap in student learning?  What formative assessment strategies will best help students achieve the learning goal and provide data on growth?4.	How did you implement your action plan?5.	What type of formative assessment did you use or will you use?6.	Provide one or two pictures that shows your work with students.