Research papers and revisions are still rolling back and forth between students and Language Arts teachers. This is a friendly reminder to look at your email for communication about this evidence of learning. Skyward will be up soon for IDEAS Block.
This week, we look forward to seeing project plans, sketches, drafts, and prototypes come together. Please keep all evidence of your process. All the ideas and possibilities generated. All of the versions. Successes. Failures. All of it shows your thinking and will reveal to you (and others) how you make choices in your creative process.
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. Please take attendance in the linked document.
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 Intent
Revisit 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 Calendar
Each 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 Learning
In 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
- Self Assessments as part of the Do Now Process
- Students will complete their first Self-assessment of Creation Phase. Where did I make progress in creation phase? Am I stuck on WRITING instead of CREATING?
- (Ritualized week Model) Professional Models
- A ritualized week will be modeled for new IDEAS Block Advisors starting with professional models on Monday.
TUESDAY
- (Ritualized week Model) Work-shopping and Extended Studio Time
- Workshop someone’s project as a project block
- Fill out studio time journals, breaking up studio time into halves.
WEDNESDAY
- (Ritualized week Model) Tinker within the discipline - What can I do? Wednesday
- Take 15 minutes of your time to tinker with a small skill in your discipline. What can you do with your discipline skills in 15 minutes?
THURSDAY
- (Ritualized week Model) Work-shopping and Extended Studio Time
- Workshop someone’s project as a project block
- Fill out studio time journals, breaking up studio time into halves.
FRIDAY
- (Ritualized week Model) Feedback Friday
- Gain valuable feedback on your project from someone else in the room.
REMINDERS
Research Papers were due on October, 21st. Print.
Schedule Writing Conferences with Addie and Heather
Give your project a meaningful title <-- Seriously
Molly and Tim will collect EoL information soon!
EoLs are January 9th-13th <-- Take Monday thru Thursday off!
