Dr. Janet L. Roberts, 4^th 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.

                     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?

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

Student Work:

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.

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..

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

Greenville County Fine Arts Center

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

Foundations for Architecture Studio (9^th and 10^th 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 (9^th and 10^th 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.

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 

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. 

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).

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. 

INTRODUCTION TO THE CHOREOGRAPHIC PROCESS: 

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

 

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

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.

 

The Super Bowl Sweepstakes handout

Referee signals sheet

Student 1 to 1 Device

Performance Rubric

 

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.

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?

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.

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.

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

ELA:  Variable and Theme

ATTACHMENTS BELOW:

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.

 

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.

 

·         ORDER

·         DIRECTION

·         LEVEL

·         LOCOMOTOR MOVEMENT (Traveling)

·         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.

·         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.

·         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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 4^th and 5^th 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.

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.

·         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.

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

 

 

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. 

May River High School 

Visual Art 

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.

 | 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. 

Art Teacher, Kelly Edwards Elementary 

 

Action Research Plan: 

 

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.  

 

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.  

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) 

 

 

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. 

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. 

 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.

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.  

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.
 

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.