# data[].attributes.body
Write here your ideas

# data[].attributes.headline
Glossary of Assessment Terms in Arts Education

# data[].attributes.subject
Glossary of Assessment Terms in Arts Education

# data[].attributes.headline
Music Teaching and Learning Syllabus Primary and Lower Secondary

# data[].attributes.subject
Music Teaching and Learning Syllabus Primary and Lower Secondary

# data[].attributes.headline
Examples of Lesson Plans for Music Subjects 

# data[].attributes.subject
Examples of Lesson Plans for Music Subjects 

# data[].attributes.attachment_link.readable_text
This username and password
combination was not found.

Please try again.

enter your lesson plans page login:

FORGOT PASSWORD EXIT FROM LOGIN

or use your social network login:

new to lesson plans page?
Create an Account

# data[].attributes.attachment_link.title
Elementary School Lesson Plans for Music Subjects

# data[].attributes.attachment_link.description
This username and passwordcombination was not found. Please try again. enter your lesson plans page login: FORGOT PASSWORD EXIT FROM LOGIN or use your social network login: new to lesson plans page? Create an Account

# data[].attributes.body
Examples and strategies for assessment

# data[].attributes.headline
Theater Projects - Arts Assessment For Learning

# data[].attributes.subject
Theater Projects - Arts Assessment For Learning

# data[].attributes.attachment_link.readable_text
by grade level: by method:

Odyssey Scene Rehearsal: Peer Feedback & Self Reflection

Instructor(s): Ron Sopyla

Synopsis:

My 3rd grade students worked in pairs with a student director in the rehearsal and performance of a scene from Homer's The Odyssey (Robert Fagles translation). Together we co-generated checklists and developed an acting rubric focused on physical and vocal expression. Student directors used the rubric criteria to communicate feedback to the actors. In addition students generated a list of Things Good Directors Say to guide directorial feedback. Students identified goals and demonstrated a good deal of independence throughout their rehearsal process.

# data[].attributes.attachment_link.title
Theater Projects - Arts Assessment For Learning

# data[].attributes.attachment_link.description
by grade level: by method: Odyssey Scene Rehearsal : Peer Feedback & Self Reflection Instructor(s): Ron Sopyla Synopsis: My 3rd grade students worked in pairs with a student director in the rehearsal and performance of a scene from Homer's The Odyssey (Robert Fagles translation).

# data[].attributes.headline
20 Quick Formative Assessments You Can Use TODAY - The Art of Ed

# data[].attributes.subject
20 Quick Formative Assessments You Can Use TODAY - The Art of Ed

# data[].attributes.attachment_link.readable_text
We are always looking for a better glimpse inside our students brains. While we are never going to figure out the mysteries of the pre-teen or kindergarten mind, there are some tools to help us understand where they are in their learning journey. Below are 20 simple, quick, effective ways to check on your students and get some real information to plan instruction. As a bonus, kids get in on their own learning and goal setting!

1. Outcome Sentences - Use when you want to prompt a student to respond in a specific way (I learned..., I wondered..., etc.).

2. Conga Line - a great way to share ideas with different partners; two lines of students face each other, one line moves with same question or a new one.

3. Inner/Outer Circle - same as Conga Line except with circles, better for limited spaces

4. Headlines - after a lesson or lesson segment, have the student write a headline for an article about it. Distills lessons to main ideas and concepts.

5. PMI: Plus, Minus, Interesting - a matrix graphic organizer to chart class or individual thoughts

6. Pair-Share - activates prior knowledge or shares learned concepts with partners, can be timed

7. Paired-Squared - take two Pair-Share partners and share with another group of two

8. Jigsaw/Experts in Residence - each group becomes an expert on a certain part of the lesson, then debriefs the whole group

9. Modified Jigsaw/EiR - each group gets a topic within the whole, then has to compile everything they can on that one topic within the whole lesson

10. Affirmations - turn to a partners and give a positive statement, "I knew that!" or "Now I know!"

11. 3-2-1 - good closer: three points to remember, two things you liked, one question you still have. -MY FAVORITE!!!

12. Quick Write/Draw - Given a topic, students write and/or draw freely during a timed period

13. Gallery Walk - stations with information, participants can write on post-its or directly on the poster with thoughts, comments, or questions

14. Think-Write-Share - Same as pair-share, but gives students more time to organize their thoughts

15. Red Card/Green Card - Using red, yellow, and green cards, students can indicate their understanding of the presented material as it happens. (When presenting a particularly challenging technique or concept, I use these cards at each table for students to let me know if they are understanding. They can use them on their own at any time, or I might stop after a key point and ask them to use a card to represent their level or understanding.)

16. Beach Ball - Concepts are written on a beach ball. As a student catches it, they give a thought or clarify the concept closest to one of their thumbs

17. Admit/Exit tickets -Students demonstrate understanding in an appropriate way immediately upon entering or before exiting the room. "You exit ticket today is to write the title of your piece on the back." Or "Your admit ticket to our lesson today is to list three warm colors on the notecard at your table."

18. SOS- Students write a quick Statement, an Opinion based on the statement, and finally a Supporting piece of factual evidence.

19. Poll the Class- Use a simple show of hands, white boards, or even a clicker program, poll the class on foundational knowledge, opinions, or even where they are in their learning.

20. Grade Yourself- Have students give themselves an in-progress grade, then explain why their work is earning that grade. Give them explicit standards and relevant vocab to use in their explanation.

Is 'Formative Assessment' a buzzword at your school?
Name a few other formative assessments you've done to quickly check for understanding in the art room. We can't wait to hear your ideas!

# data[].attributes.attachment_link.title
20 Quick Formative Assessments You Can Use TODAY - The Art of Ed

# data[].attributes.attachment_link.description
We are always looking for a better glimpse inside our students brains. While we are never going to figure out the mysteries of the pre-teen or kindergarten mind, there are some tools to help us understand where they are in their learning journey. Below are 20 simple, quick, effective ways to check on your students ...

# data[].attributes.headline
Driving Questions for Arts-Based Inquiry: Creating | EducationCloset

# data[].attributes.subject
Driving Questions for Arts-Based Inquiry: Creating | EducationCloset

# data[].attributes.attachment_link.readable_text
One of the easiest ways to connect the arts naturally with project-based learning is through creating. There's a whole strand dedicated to creating in the National Core Arts Standards, and each standard provides a truly authentic way to explore inquiry-based learning. Let's dive into these three anchor standards, the essential questions associated with them, and take a look at some driving questions that might help you craft a arts-based project-based learning experience.

In today's Driving Questions in the Arts- Creating FREE DOWNLOAD, you'll find a chart of the essential questions for standards 1 through 3 in each arts area. You will also find a chart of project "seeds" based on a driving question in each arts area. Rather than dividing these into each of the three standards, you'll find one seed per arts area, as you'll find that many of the essential questions are steps in the creative process.

The first three anchor standards of the NCAS, those in the creating strand, are as follows:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

The creating strand is so closely aligned with the processes of inquiry and design that this is a really natural place to begin connecting the arts into project-based learning in the general classroom or to create a project-based learning in the arts classroom. These processes all contain the same general steps of generating an idea, making a plan, creating something, revising it, and presenting your work. You can see the alignment and the similarities in processes in the Aligning Processes Graphic, available for download.

The National Core Arts Standards have essential questions built right into each anchor standard that have been developed for each arts area. This is the perfect place to begin crafting a driving question based in an arts standard. Some of these questions might be inherently part of the PBL process.

For example, when engaged in a visual arts-based PBL, one of the essential questions for Standard 2 is "How do artists and designers learn from trial and error?" Students will address that essential question through a process of revision in the creation of their projects.

Others might be the basis for a more specific driving question. For example, again, in Standard 2 for visual art, another essential question is, "How do artists and designers create works of art or design that effectively communicate?" This might be the foundation for a more focused driving question, asking student artists to create a work of art designed to effectively communicate a particular message.

Good luck, and please feel free to comment below with any examples of driving questions in creating arts-based projects that you've used in your classroom!

# data[].attributes.attachment_link.title
Driving Questions for Arts-Based Inquiry: Creating

# data[].attributes.attachment_link.description
One of the easiest ways to connect the arts naturally with project-based learning is through creating. There's a whole strand dedicated to creating in the National Core Arts Standards, and each standard provides a truly authentic way to explore inquiry-based learning. Let's dive into these three anchor standards, the essential

# data[].attributes.headline
Why Arts Education Is Crucial, and Who's Doing It Best | Edutopia

# data[].attributes.subject
Why Arts Education Is Crucial, and Who's Doing It Best | Edutopia

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
how to make stand alone plan if the topic doesn't integrate with UOI

# data[].attributes.body
1. Assessment criteria?

2. How to can we have grade 1 and grade 5 students at the same level like ABLE Club?

NOTE: We need more resources to use more activities like projector, lights and yoga mats etc.

# data[].attributes.body
How to build a strenght curriculum in Visual Arts

# data[].attributes.body
In ARTS, Drama ABLE CLUB how can a child be evaluated every month for assessments.

It takes time to inculcate theatrical skills in a child.