Researching and designing an argument for your topic through the Research Paper (an alternative writing) should prepare you with the intellectual fuel for the creation phase of your project. Of course, it is not as simple as this. Some researching, revising, and envisioning is still needed. Some is ongoing. With the hope that individuals and groups will interpret plans for their needs and continue a discussion of Habits of Learning; this week is should give everyone the contemplation and accountability needed for this transition.
Please note that some students may be shifting advisors for creation phase. The new advisor will determine whether the change is possible, based on evidence of research and creative intent clarified by the student. Submit any change to Sam, for adjustment in Alpha.
INDIVIDUAL PROJECTS
Students need to self-check and manage the following (and possibly more):
- Evidence for Infused Language Arts
Annotated Bibliography, Research Paper, Revisions
- Creative IntentRevisit your proposal; consider your research. At this point, you should be able to articulate what you are going to create, why - what are the parts and purposes of those parts in communicating your research, idea, emotion, who will be impacted by the creation, and how will you go about creating it?
- Project CalendarEach person needs a project management tool, a calendar at the very least. Map out the remaining days. Start by using the Project Block and School Calendars, but also consider your time outside of school. Best practice for a calendar design is to have one with two parts for each day 1) An intention for that day 2) Description of actual progress/activity. (Use what is most effective for your discipline. For example, engineers might use GANTT charts.)
- Vision for Exhibition of LearningIn the next two weeks, we will be requesting your vision for an Exhibition of Learning - Including your 1) Project Title 2) Driving Question 3) Short Description 4) Exhibition Format
DISCIPLINARY GROUPS
Establish and use daily routines for the following:
- Sharing out intentions and clarifying steps for studio time
(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.")
Establish and use weekly routines for the following:
(
Examples from last semester)
- 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.)
SCHEDULE FOR THIS WEEK
While there are many suggestions here, please make plans that include studio time for individual projects each day.
MONDAY>>
Focus on writing down and sharing out creative intent for all projects, to make sure that each student is with the right advisor for their project and learning needs. Publish creative intent in the form of a color, shape, line; headline; or other format; these can be revisited throughout creation phase. Students may still have writing and revisions to wok on, however the best use of time is to begin making arrangements for creation: calendars, materials, etc. Writing should occur on your own time now. The one exception is that you may use this time for writing conferences with Addie and Kimberly. (Feedback will be written on hard copies and returned to students. Additional feedback will be in Jupiter. Hard copies are needed for revision conferences and submission.)
Help Your Community
- PLAN: If you are interested in helping Stuart and Kimberly plan our visit to the Arts Center and want to peek in the new galleries tomorrow, please contact Kimberly today!
TUESDAY>>
Take time to discuss either daily or weekly routines needed. Continue the process of identifying creative intent if needed. Students should seek and pair share professional models. (Who do you have a creative crush on?)
Check out these professional models:
WEDNESDAY>>
Look at a professional model chosen by a student. Use a thinking routine to reflect on it - considering the steps and time taken to create what they created. Continue individual project planning and/or the development of weekly routines.
Some students will be pulled during GWT for Annotated Bibliography and Research Paper conferences. (Check your email.)
Footlights this afternoon: Third Coast Percussion
THURSDAY>>
Reflect on Footlights yesterday. What connections are there between their process or art form and your process or art form? Have a conversation about feedback and Habits of Learning. Groups should generated formats, conditions, and timelines for feedback. These will be shared out to other groups.
FRIDAY>>
Review, tweak, and commit to routines and ways you will document progress individually and as a group. Perhaps Compass Points will offer clarity on this: What is needed? What are the worries? What suggestions to people have? What are we excited about?
REMINDERS
Research Papers were due on March, 11th. Print.
Schedule Writing Conferences with Addie and Kimberly
Next week we will take turns visiting the Arts Center on M, T, R for a mini 'creative retreat' - responding to the new exhibits and making connections to our projects. We do not have school next Friday. Plan accordingly.
Give your project a meaningful title <-- Seriously
Molly and Madison will collect EoL information soon!
EoLs are May 24th & 26th <-- Take Monday - Thursday off
