Who are we as a community of thinkers, innovators?
Today's objectives are to explore the creative process within. Even though we have just completed a collaborative project and we will beginning another one for the next five days, it is important for students to self-select an art form that they are connected to. Through the DO NOW / GATHERING and the experience of TASK (which is a little social too), we will interpret a number of prompts through the forms available, because they are comfortable, happy, or a good fit. We will then reflect on our own creative choices and use that as a basis for selecting new groups for the next project.
In disciplinary groups, we will spend time getting to know the discipline, looking at a model project, and beginning the ideation for a week-long project.
PEOPLE AND PLACES (beginning)
Tim's Advisory in Engineering Room
Beckah's Advisory in Music Room
Addie's Advisory in Visual Art Room
Kimberly's Advisory in Board Room
Timi's Advisory in Science Room
Mike's Advisory in Drama Room
Molly's Advisory in Dance Studio
Dan's Advisory in 21st Century Lab (?)
Erica's Advisory in Spanish Room (?)
Becky's Advisory in Writing/Math Room
Erin's Advisory in Music Room (?)
PHONES IN BIN OR LOCKERS!!
TASK and MINI PROJECT IDEATION
DO NOW / GATHERING: Circle up! Ask each person to spend one minute silently thinking of a dream that they have had. (This can be a daydream or a dream while sleeping.) Encourage the focus on details of one specific dream. After a minute has passed, challenge everyone to come up with a movement that represents the dream. Then, go around the circle sharing movements one at a time in a format where each person shares their movement and everyone else mimics the movement. There should be no discussion or explanation.
After the do now, ask students to turn and talk to the person next to them about how it felt to be part of this experience. What was fun? What was challenging? Were there patterns in the movements? Have a few people share out.
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The next experience is something designed to allow for creative exploration and play. Just as the gathering required students to interpret an image, memory, story, dream through the art form of movement, participants in TASK will be required to interpret prompts, which are called tasks. However, they are not limited to movement as an art form or form of expression. Tasks can be interpreted in any form available to the imagination and space/time constraints.
- Once a task is selected, it must be completed.
- There is no wrong way to complete a task.
- Tasks must be completed with only the materials in the room.
- With the exception of drawing/paper, materials must be returned to their original place, function, state at the end of the exercise.
- Everything that is created, moved, or changed must be done with decency and trust.
- If you wonder if it is okay to use or do something, ask.
- Noise must be location-appropriate.
- This is not a competition.
- This is not about speed.
- After a task is completed (according to the person doing it), a new task must be created before you choose a new task to complete.
What is TASK?
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TASK: Begin TASK by going over the information above. (The video is for advisors, and not necessary to show.) Set up a space for NEW TASKS and a place for USED TASKS. Set up a space with paper and writing utensils, so that new tasks can be created. Set up a space with disposable materials...the more random and grabby the better. Set the timer for 25 minutes.
TASK Reflection:
- THINK - What art forms do you think you are most comfortable with? Most interested in? How did this experience reveal that?
- PUZZLE - What puzzles or challenges did you face during this experience? How did you overcome them?
- EXPLORE - As a thinker, innovator, and community member, what do you want to explore further as a result of this experience?
CHOOSE AN ART FORM:
Students will self-select an art form for the next week. This can be an art form where they feel they have strengths and interests or an art form that is a challenge or stretch. To select an art form, students will write down three choices, and explain their reasoning.
Students will self-select an art form for the next week. This can be an art form where they feel they have strengths and interests or an art form that is a challenge or stretch. To select an art form, students will write down three choices, and explain their reasoning.
Choices -
Engineering/Design/Math (with Tim and Erin in Engineering Room)
Music (with Drew in Music Room)
Visual Art (with Stuart in Visual Arts Room)
Theater/Drama/Film (with Mike in Drama Room)
Dance/Movement (with Molly in Dance Studio)
Creative Writing (with Becky and Kimberly in the Writing/Math Room)
Science/Social Science (with Timi and Dan in the Science Room)
Advisors will collect written choices and enter into the selection Spreadsheet. When a group reaches 25 students it will be considered full, and a student will be placed in a second or third choice.
10:15 a.m. MOVE TO NEW ADVISOR
DO NOW (again): When students enter, ask them to develop a response to the question ..... Why interpret ideas through ______(your art form)______ Circle up! As for a student to volunteer as a scribe and document responses from ALL in the room as you call the names on your list, and use the spreadsheet to mark attendance for today.
IDEATION (again): Today is ideation for the week-long project, which will continue the exploration into the theme of "community." Choose a protocol from below. Do not hesitate to draw from experiences, questions, ideas already explored this week. Document all thinking in the room, so that it can be revisited on Tuesday.
- Beane Protocol (done individually)
- What concerns do you have with your role in your community?
- What concerns do you have with the Sheboygan community?
- What concerns do you have with Sheboygan’s role in the state, greater world, etc.?
Once each student has had a chance to share their personal insight for all three questions, have them “turn and talk” to the person next to them, sharing their responses. Then, as a whole group, start recording the concerns students had. Place “stars” or “tallies” by the concepts that repeat. Those with high repetition will be the concepts of concern to dive deeper into.
- Mind Maps (can be done individually or as a group)
- Write the word “community” in the middle of paper.
- Draw lines from “community” and radiate out-- share personal experiences, questions, topics, etc. that relate
- Make new connections by branching out from the key concepts
If mind maps are done individually: Take a moment for students to participate in a “gallery walk”. Have each mind map spaced out so students can rotate around and view each map. As students participate in the “gallery walk”, they can provide feedback to their peers (on the mind map, or using post-it notes).
If a mind map is created as a whole group: Take a moment for students to quietly view each other’s responses. Make marks on the concepts of those that are of most importance or valued.
- Generate-Sort-Connect-Elaborate (done in a group)
- Generate a list of ideas and initial thoughts that come to mind when you think about “community”
- Sort your ideas according to how central or tangential they are. Please central ideas near the center and more tangential ideas toward the outside of the page.
- Connect your ideas by drawing connecting lines between ideas that have something in common. Explain and write in a short sentence how the ideas are connected.
- Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend or add to your initial ideas about “community”
Continue to generate, connect, and elaborate new ideas until you feel you have a good representation of
your understanding.
TICKET OUT: Before students leave the room, have each share one word that summarizes an anticipation, vision, or hope for the next week of developing the project.
