Welcome to The Art of Curriculum Design Week 5: Profiling Yourself as an Arts Advocate
In this six month series we explore the fundamentals of curriculum design, via an Arts Appreciation course created through arts collaboration.
The first few weeks were devoted to the “how and why” of the curriculum design process. During the current portion of the series, we look at weekly objectives, outcomes, and assessments designed for the Arts Appreciation course (links to the entire series can be found below). The full curriculum, including daily lesson plans, handouts, and assessments, will be available at the completion of the series.
-When Planning Like an Artist, everything is designed with the end performance in mind. So, as the course was designed, we remained focused on our ultimate goal of the course and the final assessment/performance task; how the students are going to demonstrate the goal.
-Aim: After this course, it is our hope that students have the ability to articulate an appreciation of all art forms, while defending artistic preferences.
-Final Assessment/Performance Task: Students will design an arts company and create a performance season utilizing a common theme, based on their personal artistic preference. They will then present their performance season to a board, in the form of a proposal, for funding as a way to articulate an appreciation of all art forms.
Week 5: Profiling Yourself as an Arts Advocate
Before we go into what to expect out of week five, let’s take a look back over what students should have mastered over the past four weeks. Week one built a class definition of art, while the second week focused on applying the class definition to artistic work. Then, the third week helped students to identify artist intent. At this point, students should have learned to identify the intent, defend the intent, and determine the effect of artist intent on the emotional landscape of art as viewed by an audience, and as viewed through the lens of the class definition of art.
Through the viewing of controversial art, students continue to defend what they believe art “is” and “is not.” Moreover, students should acknowledge the emotion behind the art, as well as identify the artist’s intent. By looking at a theme, students should have concluded week four with the foundational information needed to actively view art. The ability to identify the theme behind the art will help students to create their final project. Finally, at the end of this week, students will be reintroduced to the final project where they will build a performance season based on a chosen theme.
The goal of this week is to start helping students profile themselves as an arts advocate by brainstorming the ways in which they want to showcase art for their final assessment. So, this involves composing an artist statement, determining the theme of their performance season, developing their artistic brand, and drafting the mission and vision for their arts organization.
Week 5 Objectives
At the completion of week 5, students will be able to:
- Effectively apply classroom routines and expectations
- Defend their definition of art
- Continue to perfect discussion/debate skills through the use of sentence stems
- Analyze their personal mission and vision for supporting the arts and being an arts advocate
- Use sample statements to develop their personal artistic statements
- Determine their artistic brand through personal artistic preferences
- Define the possible theme for their organization’s performance season
Week 5 Outcomes
At the completion of week 5, students will demonstrate:
- Proper discussion and debate protocol
- Proper gallery walk and station protocol
- Synthesis of class definition of art, the emotional impact of art, the artist intent, and the theme of art pieces to produce their artistic statement
- Clarity and justification in personal preference of art work
- A clear personal mission and vision for supporting the arts and them, being an arts advocate
- An introductory draft of personal artistic statements
- An artistic brand through marketing their organization with an organization name, mission, and vision
- Several possible themes for their organization’s performance season
Week 5 Assessments
At the completion of week 5, students will be evaluated on:
- Effective and appropriate demonstration of class discussion/debate and gallery walk/station procedure
- Quality contribution to class discussion/debate
- The draft of their artistic statement
- The draft of their organization’s mission and vision
- The introductory marketing plans for their organization: name, mission, vision, and performance season theme
The Art of Curriculum Design
The Art of Curriculum Design: The “Why”
The Art of Curriculum Design: The “How”
Arts Appreciation: Planned Like an Artist
Week 1: What is Art?
Week 2: Talking Art
Week 3: Artist Intent
Week 4: What is Theme?
Next Week: Week 6 Introduction to Theatre
Week 6 of the Arts Appreciation course, including lesson plan objectives, outcomes, and assessments.
Typhani Harris is a dance educator and mentor teacher who has been on the boards of both the California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) and California Dance Education Association (CDEA). Recently, she has made a cross-country move and is now an instructional coach in Brooklyn, New York. Having begun as a high school English teacher, it has been her mission to bring theory and research into the traditional dance class, and in 2009 she won the Music Center’s Bravo award for excellence in Arts Education. Typhani is currently on a mission to help teachers Stop Teaching and Start Reaching their students, check out the unTeacher Lab at stopteaching.org