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
The last few weeks in IDEAS Project Block have been focused on crafting arguments in the form of research papers. (Some students are completing alternative writing assignments, which have been determined collaboratively with a Language Arts teacher.) This week, a complete draft of that research paper is due. Addie would like these papers printed and turned into her office mailbox on Friday.
Based on our recent schedules and conversations, it is clear that each IDEAS Project Block group is in a different place with regard to developing research papers. Please review last week and the week before for resources, expectations, and suggestions regarding research papers. Students are encouraged to set up writing conferences to develop and refine arguments.
Students need to Self-Check and manage the following:
Language Arts evidence Annotated Bibliography, Extended, Research Paper, Revisions
Creative Intent 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, who will be impacted by the creation, and how you will go about creating it.
Project Calendar hard copy or Gantt Chart Each person will have a hard copy calendar (provided by advisor) to plan and track project progress each day. Start by mapping out a plan, using the Project Block and IDEAS School calendars as a starting place. Best practice is for each calendar square to have two parts 1) An intention for the day 2) Actual progress/activity for that day.
Exhibition of Learning vision In the next two weeks we will be requesting your vision for an Exhibition of Learning - Including your project 1) Title 2) Driving Question 3) Short Description 4) Exhibition Format/Venue
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:
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.)
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 Heather. (Feedback will be written on hard copies and returned to students. Additional feedback will be in Skyward. Hard copies are needed for revision conferences and submission.)
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?)
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 the GWT schedule)
THURSDAY >>
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? Establish a weekly routine based on models of previous years.
How can we improve our community?
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.
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.
