Wednesday October 26th, 2016 | Student - Professional Models

Guiding Questions:

• How do others create in your art form?
• How will you filter your thinking through your art form?
• Are you in the correct place?

Announcements

• 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?)
• Material listing and calendar
• Example Methods:
• Bill of Materials (Example) (Blank)
• Gantt Charts (Example) (Blank)
• Calendar
• Remember to name your documents as FIRSTNAME LASTNAME | [title of document] | Fall 2016
• Fill out the Materials Request Form for Stuart.

Do Now (2 minutes)

• Mental Preparation and Material Setup (notebook and Web-Portfolio). Coordinate the day with partner(s). If time permits, starting thinking about and developing your goal for studio time today.  Think ahead.
• Make sure you are in your art form group.

Do Next - Professional Model (15 minutes)

• Professional Model Presentation by student who volunteered yesterday and Discussion based on a Thinking routine that is chosen by the presenting student.

Goal Setting (8 minutes)

• (3 minutes) - Completed on Studio Time Journal following Smart Goal format.  Pair and Share Goals
• (5 minutes) - Goal Sharing: Quick 3-5 words

Studio Time (30 minutes) Return to classroom spaces by 8:45 if working in the hallways!

• 25 minutes: Start studio time with directed purpose behind what you are accomplishing. Last 5 minutes clean up the room if studio time involved building materials or art supplies
• 5 minutes - Take time to Pair-Share your accomplishments and quick feedback before you write your reflections.

Ticket Out (5 minutes)

• Complete studio time reflections completed on Studio Time Journal sheets

Fill out the Materials Request Form for Stuart.

Week of September 26-30 | Proposal Clarity & Research Phase

We will be meeting in project disciplines this week. The student-staff pairings are based primarily on student proposals, some of which are still being revised and completed. If changes need to be made to disciplinary groups, they will be made collaboratively starting on Wednesday and concluding on Friday morning.

It is a priority to make thinking visible throughout the research phase, so that we can see how our thinking changes, what influences us, what challenges us, and how we use our community and resources to learn and create. Keep group thinking alive in the room. Keep individual notes in manilla folders and Google Drive.

Please take attendance using the spreadsheet.

OBJECTIVES THIS WEEK

• Build community within disciplinary groups - learning about each other as wonderers and project managers.
• Refine project ideas and articulate thorough proposals.
• Engage in Academic Research and utilize the IDEAS Language Arts Research and Annotation Guide to 1) Locate credible sources for projects, 2) Read and annotate sources, 3) Manage an EasyBib project. 
• Analyze and select professionals models and inspirations related to a particular concept in academic content or art form.
• Reflect on Habits of Learning.

MONDAY>>
Start with ideation groups, then we will meet in disciplinary groups for the first time today. We will get to know the people and projects in the groups in order to begin building community. Students will identify specific needs, refine proposals, and begin research.

TUESDAY>>
Groups will establish norms for research in their space and with their resources. This will be a reading and conferencing day - working toward Annotated Bibliographies.

WEDNESDAY>>
Staff will share a professional model, establishing structures for collecting professional models as part of research. Adjustments to disciplinary groups, if needed.

THURSDAY>>
Reading and conferencing day.

FRIDAY>>
Reading day. Students will share Annotated Bibliography drafts for feedback and recommendations.


As we enter the research phase of IDEAS Block, consider these elements of our learning community:

Freshmen: All freshmen complete an extended bibliography during Fall 2016 semester. During the Spring 2017 semester, freshmen complete a traditional annotated bibliography along with a traditional research paper.

Research Paper: All sophomores, juniors, and seniors need to complete a research paper UNLESS they have had another formal writing component pre-approved by Addie based on the needs of their project. In order to receive this pre-approval, students need to set up a formal writing conference with Addie in The Writing Center.

Unfortunately, students have tried to use other writing endeavors in order to "get out" of truly demonstrating writing standards. Summaries of projects or "persuasive" arguments that merely supply the student's opinion are NOT accepted.

Acceptable formal writing endeavors are listed under the Academic Writing tab on the Humanities website.

Wednesday, Sept 2 | Community Exploration & Micro Project Ideation

How can we improve our community?

Who are we as a community of thinkers, innovators?

COMMUNITY EXPLORATION & MICRO PROJECT IDEATION

12:00 p.m. Meet as Advisories. 

DO NOW: "What makes Sheboygan unique?" Geographically? Economically? Historically? Generate a list of specific things that make Sheboygan unique, making sure that each group member contributes at least one idea. Capture the list in a place where you can take it with you : collection of post-it notes, list on paper, assign each person to memorize one.

OVERVIEW: Explain that we will be leaving the building to explore an area of the city. Review expectations for professionalism. The focus of the time will be observing the city, trying to do so intentionally to notice things that we may not have noticed before. This can be compared to looking at art and asking the questions of "What decisions may have lead to this (building, street, river bank, street sign, etc) looking the way that it does today?" 

Library Outside - Timi

Fountain Park - Dan & Becky

Outside the Arts Center - Molly & Beckah

Blue Harbor (Beach/Boardwalk side) - Erin & Addie

Riverfront - Tim, Erica, & Mike

Commerce Street - Kimberly

GATHER MATERIALS (Optional: Assign roles and responsibilities.) :

• Map & Route (Navigators)
• Watch or Clock (Time Keepers)
• Photograph Machine (Photographers/Historians)
• Sketching Tools: Markers, Pens, Crayons (Artists)
• Paper: White Squares, Post-It Notes (Recorders)
• Thinking Routines for Observing/Questioning (Facilitators)
• Choices and Materials from Exploration Guide (Facilitators)

EXPLORATION: As a group, follow the route you planned - making stops to use a Thinking Routine, one of the following structures, or a process of your own. Be sure to document your group's thinking. 

1. Colors. Shapes. Lines : As you are walking and observing, assign three students or pairs of students to sketch and collect colors, shapes, and lines that you encounter in your spaces. This can be done throughout all of the observations or just in one specific instance. After these are collected, generate questions about what the colors, shapes, and lines imply about your area in the community. (For example, a lot of right angles might imply industry whereas rounded edges might imply more nature.)
2. Word Whip : Try to generate new words. Spend 2 minutes of silent observation in a well-defined space. Circle up. Go around the circle, taking turns saying single words inspired by the observations. Words can only be said once. You are looking for unique words. When there are no unique words left, stop the exercise. Ask a few students to bring some of the best, unique words together into statements or questions that define the space or the concept of community.
3. Texture Collection : As you are walking or while you are stopped at one place, do crayon or pencil rubbings of different textures. These might include buildings, plants, and other surfaces that are part of the space. Each person should contribute one unique texture. Gather the rubbings and try to arrange them into a mosaic that represents the space. 
4. Found Poetry : Collect words and phrases from signs, plaques, posters, etc. Toward the end of your walk arrange the words and phrases into a poem. The goal is to make the poem coherent AND representative of the space. Try to add as few words as possible of your own.
5. Who should gather here? : Imagine your group has been asked to plan an event in your space. Based on the features of the space, determine who would gather there and for what reasons? Create an event plan and invitation.
6. Redesign : Notice something is not quite right about how something works or looks in your space? Make a sketch of the way it is. Determine the end users. (For example, a bridge might have users who captain ships and users who drive across it.) Brainstorm alternative designs that would make it fit or function better. 
7. What if? : What if your space was our school? How would the space change how/what we learn? How might we change the space? Discuss.
8. Nature! Goulet! : Use your prior knowledge of botany, ecology, and other sciences as you observe the natural elements of your space. Consider how humans and nature interact successfully or unsuccessfully. Create a metaphor that explains how the observations and interactions make you feel.
9. Movement : Divide the group into pairs. As pairs, choose one feature of the space and create a movement (a body movement) that is inspired by the space. The pairs should then point out their feature and share their movement with the group. The group should mimic each movement. In the end, develop a sequence of movements and rehearse them together.
10. Other...

REFLECTION

1:25 p.m. Return to school.

GENERATE DRIVING QUESTIONS
Examine the evidence of your thinking during your Community Exploration. Identify the concepts, words, thoughts, questions, ideas that grabbed your attention. Use the Question Starts routine to generate questions about the theme of "community."

THINKING COLLECTION
Designate a few members of your advisory to take all of your documentation (and tape) from your thinking during your Community Exploration and your Questions to the designated school-wide space. (Cafeteria?)

CLOSING GATHERING
In a go-around, share one new thing you learned about yourself and one other person in your Advisory today.

Week of Sept 1st - 4th | "Community" & Creative Process

Welcome to IDEAS Project Block! We are excited to begin the school year with several creative explorations that will encourage new and divergent thinking about the world...these will provoke and inform the directions of our project proposals. Allow all of these experiences to transform current thinking! 


MICRO PROJECT "Community" & CREATIVE PROCESS

How can we improve our community?

Who are we as a community of thinkers, innovators?

TUESDAY>>

While we do not formally meet as IDEAS Project Block today (and we will meet with advisors this week), we will be growing as a community at IDEAS Academy. The time reflecting on these experiences will inform the upcoming projects.

[NOTE: Advisors please check medical information of advisees today. We will be leaving the building on Wednesday and Thursday.] 

WEDNESDAY >>

Today is all about exploring our local community, practicing Thinking Routines with the Language of Thinking, and dialoguing about the broader concept of "community" for interpretive projects-in-a-day on Thursday.  Each advisory group will be adventuring to part of Sheboygan to look closely, make their thinking visible, and learn more about one another. By the end of the day, each group will have a list of possible driving questions.

THURSDAY>>

We will devote the entire day to exploring our relevant, driving questions about "Community" through the phases of the creative process, the same process we will use throughout this semester in IDEAS Project Block. We will end the day at the John Michael Kohler Arts Center.

FRIDAY>>

We will engage in some creative play to further explore the theme of "community" but also as a way of arranging ourselves into groups by art forms for next week's mini-project. In our new groups, we will discuss the spaces and norms necessary for week-long project success.