Week of December 21st - 23rd | Exhibition Planning

This week's primary focus is on preparing for Exhibitions of Learning by examining our own process and organizing ideas toward an engaging, thought-provoking experience for our audience. 

RESOURCES

• Exhibitions of Learning Components and Examples
  (A detailed outline due to be shared with Project Block Advisors on Tuesday, December 22nd. Project Block Advisors will provide feedback using Jupiter as well as notes or conferencing.)  
• Exhibition Rehearsals - January 6th - 9th
  (All students will participate in rehearsals by presenting and providing feedback. In the past, these experiences have been essential to revising Exhibition Outlines and dramatically improving the formal EoLs.)
• Exhibition Schedule - January 12th & 14th 
  (Please note that attending Exhibitions of Learning from 12:00-8:00pm is required. Students are responsible for requesting off of work and rescheduling other conflicts.)
• Exhibition Volunteer Responsibilities
  (Exhibitions are a collective responsibility and collective accomplishment, volunteers are needed and there is a place for all interests and skills. Contact Madison O'Brien to sign up.)

MONDAY >>

Groups should begin their time together with at Compass Points about Exhibitions of Learning. Students should draw from Friday's workshops and past experiences. Keep the conversation focused on planning ad presenting (not schedules, feedback forms, or other logistics) : E - Excitements, W - Worries,  N - Need to Know, S - Suggestions. Project Advisors are encouraged to bring these Compass Points to the meeting after school on Monday. Use studio time to create outlines. Remember that the components of an EoL do not need to appear in order. Ticket Out: What do you want your audience to think and feel when your Exhibition is over? (Document this as a point of reference for rehearsals. Notecards are a good medium - Tape them to the board until January 6th.) 

TUESDAY>>

The focus of today is the Audience Interaction component. Create a list of the best Thinking Routines for Exhibitions of Learning. Brainstorm the purposes for each. Share ideas for how to best incorporate them into an Exhibition of Learning, including how to set an audience up for successful engagement. 

(Example: A Hear. Think. Wonder. would be introduced before the music is played, giving the audience some direction for what you will be asking of them after they listen. Because time is important, you might choose to take 5 things people heard, 4 things people think, and 3 wonders. Are you going to capture these? How will you transition from the audiences ideas back to your own ideas and the rest of the EoL?)

It is important that Thinking Routines are not directed at getting feedback on the Exhibition of Learning, but are focused on the ideas and creation. We will reinforce this again at rehearsals.

All students should share a complete and detailed outline with their Project Block Advisor before leaving today.

WEDNESDAY

As a group, determine who might be most prepared to try out their Exhibition of Learning in front of the group. Spend the remaining time in smaller groups reading through outlines as practice. At this point, add stage directions and reminders about what to do and what resources you'll need. (i.e. How will you use the space? When is it most important to memorize so that you are fully engaged with the audience and not looking at notes? Do you need someone to help you with technology or materials?) Everyone should read through once. 

WINTER BREAK HOME LEARNING : Practice your Exhibition of Learning in front of a mirror and a human. That means at least to rehearsals before returning to school!

 

 

 

 

 

Tuesday, December 15 | Artist Statement Critique and Rewrite

DO NOW: Read one of the two student Artist Statements. (Printed copies available in the office.)

• Kassidy
• Aliza

HIGHLIGHT & STRIKE: These artist statements were created under slightly different expectations than the ones that you will create, but they were created by students who participated in IDEAS Project Block. Strike as much as possible

Reread the artist statement and highlight the information that fits with our expectations for content and quality writing. Strike, or cross out, words and phrases that are unnecessary. 

REVIEW EXPECTATIONS: Revisit yesterday's workshop and the expectations for an artist statement. Determine what the statement you are looking at needs.

REWRITE: Rewrite the statement using a combination of the original text and your own revisions. 

(NOTE: This process could take up to 45minutes, as the goal is to have polished, professional, and public drafts. Even though this is someone else's writing, the critical reading and rewriting process are important to experience completely before looking closely at our own writing.)

STUDIO TIME: Students should complete their drafts or compare complete drafts to expectations and revise/rewrite. 

CLOSING: Share out two realizations from the process of rewriting an example artist statement and/or the process of developing your own artist statement. Do you notice anything different about your project? What have you realized about your audience? How does creating an artist statement challenge or affirm you? 

Monday, December 14 | Artist Statement Workshop

See, Think, Wonder

Banksy, IKEA Punk, London 2009

Creative Hunt

Now that you have analyzed a work from Banksy, consider an artist statement he constructed.

• What is his story?
• What are the parts of the story, and how do they relate to the above work?
• What makes this artist statement particularly creative?
• Who is the audience? What does he want the audience to think about? 

Artist Statement Studio Time
Begin your artist statement by considering the following questions:

• What is my story?
• How does my art portray my story?
• Who is my audience? What do I want my audience to think about? 

Publication Information

• Generally a page in length
• Block paragraphs
• Single spaced
• Upload into correct assignment in Google Classroom

Additional Resources

• Writing in Art, Claremont Graduate School
• how to write an artist statement, University of Wisconsin- Milwaukee

Week of December 14th - 18th | Artist Statements & Exhibition Preparations

This week we turn our attention from creating to reflecting on and projecting from our creation. An artist statement is a polished, professional, public assertion of your thinking and work. It stands next to what you created, so that an audience might interact with your ideas through your project even if you are not standing there to make clarifications. 

Please note that project block time is no longer a time to create your project. If your project is incomplete or in need of revisions, please schedule alternative times to use resources and spaces to make this happen. It is important that everyone is on the same page and engaged in the processes for writing and exhibition preparation.

MONDAY>>

Each disciplinary group should analyze a model project (in this case we will all look at visual art) and artist statement. Addie has prepared this model and process in the Artist Statement Workshop. All students should start drafting their artist statements today and complete a draft for tomorrow. Additional support is published to the Humanities Website.

TUESDAY>>

Today will will look at example student artist statements, provide feedback, and rewrite them to be more concise and more effective. Then,  students will provide feedback and revise our own. Advisors will also conference with students regarding feedback on their final products, which will be entered into Jupiter.

WEDNESDAY>>

All students should complete their Artist Statements today. Again, these are polished, professional, and public. Then, we will also envision Exhibitions of Learning. Students will sketch what their EoL will look like in great detail...including where people will be sitting, where the mic should be, where props will be, where they will move or stand.

THURSDAY>>

Artist Statements due to Google Classroom. 

THURSDAY & FRIDAY>>

Exhibition workshops will take place, preparing students for outlining an Exhibition in the proper format. We will also work with Madison to confirm the EoL schedule, program, volunteers, and other expectations.  

 

Week of December 6th - 11th | EoL Schedule & Project Deadline

This week marks the end of the creation phase. Of course, that doesn't mean our thinking and desire to refine and revise goes away, we understand. However, it does mean that after this week our attention during project block time will be focused on creating artist statements and planning Exhibitions of Learning. Things are accelerating! We can't wait to see how you will come out of your work and share your purpose and process with the community. 

EXHIBITIONS OF LEARNING>>

• Schedule Confirmations
  Students from whom we have collected sufficient project information have been entered into a venue schedule. On MONDAY, project advisors (with Madison, Molly, and Kimberly) will be asking each student to acknowledge and confirm their Exhibition time and venue by initialing a document. On WEDNESDAY, the detailed schedule of Exhibitions will be published online and in print materials and therefore cannot change.
• Modified School Days
  Exhibitions of Learning are on the following days and times. All students are required to attend. Please take note of the times. Inform your families. Reschedule appointments. Request off of work. (If you need a teacher or administrator to talk on your behalf, please talk to Kimberly or Molly.)

Tuesday, January 12th from 12-8:00pm

(John Michael Kohler Arts Center & Jake's Cafe -- There will be a dinner break.)

Wednesday, January 13th regular school day

(IDEAS Academy & possibly a visual arts venue. There will be regular classes.)

Thursday, January 14th from 12-8:00pm

(John Michael Kohler Arts Center & possibly a visual arts venue. -- There will be a dinner break.)

*Friday, January 15th from 6-8:00pm

(Optional. Some students will be asked to present as part of the Étude Sessions at Paradigm.)

• Student Volunteers
  Exhibitions of Learning are about you as a member of the IDEAS and Sheboygan communities. They are simply not possible without the power of your ideas through your projects or the power of your professionalism through your volunteering to help run the event(s). We will need students to serve many, many different kinds of roles at all times. Please consider what you have to offer regarding technology, organization, set up, greeting, communication, and more. We already need a volunteer to do a model Exhibition of Learning! If you have a great past or present EoL that you would be willing to share and deconstruct, please contact Kimberly this week. 

PROJECT DEADLINE - FRIDAY, DECEMBER 11th>>

• Studio Life
  Sometimes it take more than 6 hours to finish something you are making. You fulfilling your vision for your project matters a great deal. So, you might want to change your life a lot this week and make the time you need.
• Deadline
  Plan for a silent exhibition of your work. At 11:00am on Friday.we'll all take a step away from our work, take a deep breath, and be done. Then we'll silently wander around the room and celebrate the work our peers have done.
• Feedback
  Advisors will enter feedback on your art form in Jupiter within the next two weeks. Please keep in mind that you may have more than one advisor look at your work and provide feedback. So, for example, if you are writing a script and have been working with Dan, you may get feedback from Dan AND Mike. Is there other feedback you are seeking? Let us know.

PROFESSIONAL MODEL

...by our very own Colleen Machut! 

Last spring Colleen and her Theater Troop shared part of this project with our school as a model Exhibition of learning. You can see the whole project this week at UW-Sheboygan. See below. If you have questions, please contact Colleen cmachut@etudegroup.org