It's time to move forward with disciplinary group planning and personal project planning for the rest of the semester. There will no longer be uber-plans for the school, but weekly posts (like this one) and reminder posts with updates and some requests.
INDIVIDUAL PROJECTS
Self-Check and manage the following:
- Language Arts evidence in your shared folder
Research Paper & Thematic Statement - Project Calendar hard copy
Each person will have a hard copy calendar (provided by advisor) to plan and track project progress each day. Start by mapping out a plan, using the Project Block and IDEAS School calendars as a starting place. Each calendar square will have two parts 1) An intention 2) Actual progress/activity for that day. - Exhibition of Learning vision
On April 9th, Molly will be requesting your Exhibition of Learning vision - Including your project 1) Title 2) Driving Question 3) Short Description 4) Exhibition Format/Venue
DISCIPLINARY GROUPS
Establish and use daily routines for the following:
- Sharing out intentions and clarifying steps
(Example: Any period of studio time will begin with the group physically circled up, and intentions will be documented on students' personal planning tools as well as a public whiteboard.) - Documenting and reflecting on progress
(Example: Engineers use physical notebooks - every engineer has an engineering notebook, where there is a page per-day that is dated, signed off, and documenting progress.) - Identifying needs, supports, experiences
(Example: Any period of studio time will conclude with the group physically circled up, and progress will be shared aloud and documented on the public whiteboard. There will be one area of the board marked "parking lot" where students will identify needs, like "looking for an example of how different artists draw eyes" or "looking for a 20 minute conference with someone who has created a production schedule before.")
- Analyzing professional models
(Example: Every Monday we will spend 30 minutes looking at a professional model and analyzing the choreographer, dancer, and/or audience perspective. Sometimes Molly will choose the model and facilitate, but students might also take this role - especially when the model is one they've studied as an extension of their project.) - Facilitating workshops on disciplinary skill or process
(Example: Each Wednesday we will have a 15 minute exploratory do now where in we will try something new in our or a related discipline.) - Preparing for and facilitating feedback
(Example: Each Tuesday we will have small group feedback, using the ladder of feedback to structure and document feedback. Each Friday we will have whole-group feedback, using a plan created by the project creator or group and facilitated with the assistance of an Advisor. There will be a schedule.) - Additional disciplinary needs
(Example: Schedules for using computers in editing room or dance studio.)
We will share out Disciplinary Group ritualized weeks as a staff on Wednesday. The goal is to collect and publish these, to help support students who are seeking insight from multiple disciplines. Evidence plans will be a focus when we return from break in April.
