May 8-12 | Artist Statements

*Please note Addie and Heather will lead the artist statement workshop.
**IDEAS Block groups not in workshop should engage in studio time.
Recommendations as noted below:

• Write artist statement
• What is my point within this topic? 
• What was my process of creation? What do the different components of my creation symbolize? 
• How do I want to sound to the reader? What kind of language do I want to use?
• Make needed revisions/edits to creation
• Create EoL presentation outline/notecards
• Practice EoL presentations 

Tuesday

Schedule

• Addie:
• 35 minutes: Erin & Tim (3307)
• 35 minutes: Becky (Beckah's Room)
• 
  
• Heather: 
• 35 minutes: Drew (Music Room)
• 35 minutes: Dan (Ray Bradbury Room)

Step 1: See, Think, Wonder 
Think/View Time - Circle Up!

• What details do you notice in the visual art piece?
• Why do you think someone would be motivated to create this piece?
• According to what you think the purpose of this piece is, what do you think the details like color, spacing, or texture symbolize?
• According to what you think the purpose of this piece is, what do you wonder about the creator's personal connection to it?
• What do you think the creator wants the audience to experience from looking at the painting?

Bitter Water, Anne Stahl 

Step 2: Connections to Artist Statement

• Read aloud
• Annotate Teacher Notations

Bitter Water, Anne Stahl 
Water is essential to life. Without water, neither man nor any other life would exist. It is thus all the more shocking how little respect we have for water, how we humans waste and pollute it, with no regard for the consequences: the end of life itself.

My interest in water began in Ireland, where water nourishes the bogs, and intensified after moving to California, where severe drought persists and causes havoc. Series such as bog, iceworld and the marina project have each dealt with aspects of water. Now, in ‘Bitter Water’ I’m considering the pollution of water, particularly through plastic and micro-plastics.
Visual elements for Bitter Water

The aim of this new series is to show works that illustrate the beauty of water while also addressing the ‘bitter’ side: pollution and waste. On many works I use transparent papers treated with wax and ink, placed on top of the painting using magnets, essentially hiding much of the underlying image. The layer is not attached permanently, but rather tentatively and it invites the viewer to touch it, move it, look beneath. The beautiful blue is there, but hidden behind a plastic-like film. It can be guessed and you can also remove this layer. The work is fragile and highly tactile, aimed to raise curiosity and awareness. Some visitors may dare to look behind the layer. Carefully. Inquisitively. What hides under the, plastic ‘. Can we undo this pollution?

I quite consciously used natural materials (where at all possible). Wax is ideal to represent wetness and translucency and allows me to develop a largely free artistic interpretation. To work with wax on a large area, the images are somewhat “cast” and must be horizontal to solidify and are then scraped and scratched. On other surfaces the wax is ironed only very thinly and is thus quite fragile ‘- such as the eco-system water, fragile’ is.

The titles of the smaller works on wood, are things that you may find in the water nowadays, but don’t perhaps belong there.

Contradictions and duality is united figuratively. Good and bad overlaps in gray areas. Hidden secrets can be discovered or guessed. Details are as important as the overall impression from afar. Understanding is as important as feeling.

Connect

• Was the artist statement what you expected? 
• What did you like and not like about it? 
• How did the artist statement add to your understanding of visual art piece? Did it take away too much of the mystery?!
• Look at this artist statement like a completed puzzle. Now think about how you would put together the pieces of your puzzle. What do your pieces look like? How do they fit best together?

Step 3: Break down:

• Why: Provide your audience with an explanation of why you created this particular art piece. This should include several things: motivation, subject matter, inspiration
• What was your motivation for this piece?
• What is your topic and what do you believe about it? 
• How: Provide your audience with an explanation of how you created meaning or argument in your piece without providing your readers with a play-by-play of what you did.
• Who or what was your inspiration behind the art? 
• How does your piece expose meaning? Color, images, text, repetition, symbolism, theme etc.
• What: Provide your audience with a reflection of what the piece means to you as the artist. 
• What is your personal connection to the artist piece?
• What do you want your audience to understand after they experience your project?

Wednesday

Studio Time: 

• Write artist statement
• What is my point within this topic? 
• What was my process of creation? What do the different components of my creation symbolize? 
• How do I want to sound to the reader? What kind of language do I want to use?
• Make needed revisions/edits to creation
• Create EoL presentation outline/notecards
• Practice EoL presentations 

Thursday

Writing Conferences (English teachers will conference and grade with students on their written artist statements for about 5 minutes per student):

• Addie:
• 35 minutes: Mike (Drama Room)
• 35 minutes: Molly (Dance Room)
• Heather: 
• 35 minutes: Timi (Science Room)
• 35 minutes: Stuart (Art Room)

Studio Time: 

• Revise artist statement
• Make needed revisions/edits to creation
• Create EoL presentation outline/notecards
• Practice EoL presentations 

Friday

Writing Conferences (English teachers will conference and grade with students on their written artist statements):

• Addie:
• 35 minutes: Erin & Tim (3307)
• 35 minutes: Becky (Beckah's Room)
• Heather: 
• 35 minutes: Drew (Music Room)
• 35 minutes: Dan (Ray Bradbury Room)

Studio Time: 

• Revise artist statement
• Make needed revisions/edits to creation
• Create EoL presentation outline/notecards
• Practice EoL presentations 

Wednesday November 9th, 2016 | Extended Studio Time

Guiding Questions:

• How can sharing help develop your project further?
• What is co-creativity?
• Fill out Exhibitions of Learning Form

Announcements

• Review and establish daily or weekly routines.
• Sophomores are in Milwaukee for college tours at MSOE and MIAD
• Review, tweak, and commit to routines and ways you will document progress individually and as a group.
• Fill out the Materials Request Form for Stuart (If he is graciously still taking responses)
• Fill out Exhibitions of Learning Form
• Mark Attendance

For groups with their own Ritualized Week - Follow your CREATION Advisor’s routine after looking at Announcements

Do Now (2 minutes) Prepare for Studio Time

• Mental Preparation and Material Setup (notebook, materials, tabs, closing distractions down). Coordinate the day with partner(s). If time permits, starting thinking about and developing your goal for studio time today.  Think ahead.
  

Do Next - Goal Setting (13 minutes)

• (3 minutes) - Completed on Studio Time Journal following Smart Goal format.  Pair and Share Goals
• (5 minutes) - Goal Sharing: Quick 3-5 words
• (5 minutes) - Get set up and started based on goal. Do you understand what you need to do?  Do you have any frustrations or setbacks?

Studio Time (40 minutes) Return to classroom spaces by 8:50 if working in the hallways!

• 15 minutes - Goal Sharing: Deliberate goal setting for today.  Where does your goal need to take you?
• 13 minutes - Get setup and started based on goal.
• 5 minutes - Do you understand what you need to do?  Do you have any frustrations or setbacks? What did you figure out that challenged your understanding or furthered it?
• 15 minutes: Revise your goal and continue in studio time with directed purpose behind what you are accomplishing. Last 5 minutes clean up the room if studio time involved building materials

Ticket Out (5 minutes)

• Complete studio time reflections completed on Studio Time Journal sheets
• Fill out the Materials Request Form for Stuart.
• Fill out Exhibitions of Learning Form

Monday November 7th, 2016 | Professional Models

Guiding Questions:

• What do you need to know to continue creation?
• What do you need for materials?
• What have you created already?
• What are you struggling with in this phase?
• What are you rocking this phase?

Announcements

• Review, tweak, and commit to routines and ways you will document progress individually and as a group.
• Grades are updated on Skyward with those who have completed the Exhibitions of Learning Program form.  Please complete this ASAP.  Tim will update grades each day based on who fills out the sheet.
• Mark Attendance

For groups with their own Ritualized Week - Follow your CREATION Advisor’s routine after looking at Announcements

Do Now (5 minutes)

• Quick Jot- Recorded in notebooks, at the beginning of a studio time journal, or on a Post-It note -
• How has the work of professionals influenced your current creation?

Professional Model (10-15 minutes)

• Professional Model Presentation and Discussion based on a Thinking routine that fits the model

Goal Setting (13 minutes)

• (3 minutes) - Completed on Studio Time Journal following Smart Goal format.  Pair and Share Goals
• (5 minutes) - Goal Sharing: Quick 3-5 words
• (5 minutes) - Get set up and started based on goal. Do you understand what you need to do?  Do you have any frustrations or setbacks?

Studio Time (37 minutes) Return to classroom spaces by 11:00 if working in the hallways!

• 32 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.

Friday, October 21 | Professional Publication

Do Now

• Provide data for JoJo's project. Take this survey: Foster Care Experience
• Turn and Talk: Turn to the person next you and discuss answers to the question What does it mean to professional publish your written work? What are the expectations associated with professional publication?
• Parking Lot: Share out your discussion and ideas about professional publication with the group. Record answers on the front board for reference during the editing and publication phases of the writing processes.

Studio Time

IF....Essay is not complete

• Continue the writing process
• Revision: Argument
• Do each of your paragraphs contain a claim that relates to part of the thesis statement?
• Do you have both direct and indirect (summarized and paraphrased) evidence that supports your claim?
• Most IMPORTANT, do you synthesize the evidence in an explanation that acknowledges an answer related to your thesis statement? 
• IF you are not going to submit your essay for publication today as the deadline requires, please email Addie. DO NOT provide her with an excuse for missing this deadline. DO provide a very specific date by which you intend to rectify this IMPORTANT issue. Reminder CREATION phase starts next week. For every day you are late with your formal writing component, you are late participating in the creation phase. 

IF....Essay is complete, Editing Activity

• Review the Research Rubric
• Based on the descriptions associated with each of the standards, provide yourself a score. What areas need enhancing in your essay? Work on improving those areas before publication at the end of the day.
• Editing: If possible, print your essay. Using an editing tool (pencil, pen, marker, etc.) proofread your essay for the following errors and fix before final publication. Review your essay a second time to ensure it meets the requirements of professional publication your IDEAS Block captured on the board.
• Works Cited is present and is in MLA format, review requirements in the IDEAS Formatting and Style Guide
• Direct Quotes appears as "Quote" (Last Name or Website Name). Notice how the period is outside of the parentheses. 
• ONLY the first word of sentences or proper nouns are capitalized. Example: IDEAS Academy is capitalized but in a general reference, school is not.
• Double spaced
• 11-12 point font
• Arial or Times New Roman
• Paragraphs are indented
• NO space between paragraphs
• Upper-left corner (also double spaced): First, last name, Advisor's name comma MY name (Heather Sheets, Addie Degenhardt), IDEAS Block, today's date. Example:
• Dan Student
• Heather Sheets, Addie Degenhardt
• IDEAS Block
• October 21, 2016

Publication: Once you have finalized your essay for publication, please submit it via Google Classroom. If you have not yet joined the IDEAS Block Fall 2016 Classroom, please do so using the code - nwurou

*NOTE: If you received an email or Google Classroom from Addie to retrieve your rubric, please pick those up today during IDEAS Block in the Ray Bradbury Room.

Thursday, October 13 | Formal Writing

ANNOUNCEMENT
Freshmen and year-long students with first names that begin with A-L will have an Extended Bibliography workshop with Addie in the cafeteria TODAY.

M-Z will have a workshop tomorrow, Friday, October 14, 2016.

REMINDERS

• Annotated Bibliographies are OVERDUE.
• Even if you have gotten feedback from Addie, all new reading and research should be added to your Annotated Bibliography throughout your project.
• Drafts of formal writing component DUE on Friday, October 14, 2016. Remember if you have intentions of doing an alternative writing component (not a research paper) you MUST meet with Addie for approval.
• Formal writing components are DUE on Friday, October 21, 2016. You should setup a writer’s conference with Addie/Heather to discuss your essay before this date.
• YEAR-LONGS should have their panels scheduled and Addie should be present at your meeting. Please remember you are still required to complete all writing components by deadlines stated above. 

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS
Who are we as a community of thinkers, innovators?
What do I need to know about myself and my community, in order to develop a project?
How does the world work?
How do the needs of my community and audience influence my research?

OBJECTIVES

• Disciplinary groups will continue to grow as a community of wonderers and project managers.
• Students will engage in academic research and writing.
• Students will reflect on their experience and approach to research, identifying specific next steps.
• Students will organize and plan their essays by thinking about how we support our thinking in the writing process.

DO NOW

• Create your research paper document in your IDEAS Block folder. [First and Last Name | Formal Writing | Fall 2016] 
• Write your thesis statement at the top of the page, until it is ready to be embedded in your introduction paragraph. Remember your thesis is the anchor for your entire paper and each paragraph should refer back to it.
• Self-assess where you are and where you need to be by the end of the class period. (Be ready to set a completion goal)

STUDIO TIME WRITING

Today, students will be turning their outlines into formal writing. 

• Set your intention and share out with the group. 
• All student should have a goal of at least the definition paragraph and 1 other paragraph completed by the end of the hour. 
• Write your formal writing piece.
• DRAFTING AND REVISION: Self-reflection questions to consider during the writing process:
• Have I constructed an argument or am I merely summarizing the topic?
• Do I have sufficient evidence that supports my ideas rather than summarizes them? 
• Does my writing include a SO WHAT in which I identify the intent of my essay and what I want my audience to do with this the infomation presented in it? 

REFLECTION

• What did you accomplish and complete today during studio time? 
• What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?

February 1st | Organization, Ideation, & Proposals

Today it is important to cover the items on the agenda, but please look for opportunities to tie up or connect to the work of your groups last week. Students and staff are encourages to read the Week 1 and Week 2 overviews as a reminder of why we do what we do in Project Block. 

To ensure effective communication between students and staff during proposal week, please read directions carefully and document all thinking. Today's organization will help.

Please take attendance using the Spring 2016 | P-Block Ideation Attendance spreadsheet.

DO NOW : Organization [10:00 - 10:10am]
Purpose: Establish a common organizational system that will ensure clear communication and house evidence of learning.

• Create a folder in Google Drive for this Semester called :  Firstname Lastname | IDEAS Project Block | Spring 2016
• Inside the folder create a blank document called : Firstname Lastname | Habits of Learning 1 | Spring 2016
• Inside the folder create a blank document called  :  Firstname Lastname | Proposal | Spring 2016

DO NEXT : Habits of Learning Reflection [10:10 - 10:20am]

Purpose: Reflect on how the Habits of Learning apply to the ideation process and development of project proposals.

• Use your document called Firstname Lastname | Habits of Learning 1 | Spring 2016 to write an informal paragraph about how you used each Habit of Learning in the process of creating or revising example remix projects last week, in the process of ideation, and in the process of becoming a group member. Which Habit of Learning is your strength? Which is most challenging to you?
• Habit of Learning : 1) Approach tasks with an open mind
• Habit of Learning : 2) accept challenges
• Habit of Learning : 3) seek to understand when we do not understand
• Habit of Learning : 4) use evidence to document learning
• When you are done writing. Turn to the person next to them and share out your strengths and weaknesses. 

IDEATION: Studio Time [10:20 - 10:30am // 10:30 - 11:00am]

Purpose: Generate project ideas that connect with the personal interests, preoccupations, passions, and feelings of students. Provide time and space for discussing project ideas with possible staff advisors.

• 10:20 - 10:30 >> As a group, recall past experiences and use the ideation page to create a Menu of Ideation Options. Students should share out what has helped in the past that might also help others come to a project idea? If you are going to remix, where can you discover your inspirations?
  (Note: My personal preference is to make lists that help me remember things about myself. For example, just listing my favorite places or smells reminds me of so many ideas. I also love galleries. When I look at other people's art, I try to think about how I connect, so I might look at Stuart's curated Pinterest boards, or use Google's Cultural Institute to visit global galleries, or look at TEDxTeen for idea starters.)
• Each person should identify what forms of ideation they think will help them most, and list them on the outside of their Manilla folders. Even if they don't get to them today, they will be there for tomorrow.
• 10:30 - 11:00 >> Studio Time and Staff Conferences. Students are encouraged to use this time to use an ideation method from the menu of options and/or start a conversation with a staff member or potential project group. In order for this to be productive, students should set a goal for this time. This goal should be written in a new digital document in the newly created Google Folder or by hand on Manilla folders. Examples:
• I am going to talk to Mike about videos use zombies to pose solutions to environmental problems. I will have a list of videos to watch and research when I get back.
• I am going to create a list of my favorite aspects of camping, because I realize that camping is a topic and I'm not sure how to make it into a concept or project idea. I just need to understand it better as a project idea. I might talk to Beckah about this, because I know she like to camp.
• I am going to talk to my friends to figure out if we still want to do the project we talked about last month. If we do, then we need to make sure that the project is really a project that addresses a problem or expresses something meaningful. How can we get it to meet the expectations we talked about last week?
• Staff should engage in 1:1 conferences with their group members while balancing the students who may visit and need assistance. 
• All students should return to their groups at 11:00am.

TICKET OUT : Reflection [11:00 - 11:15am]

Purpose: Document thinking and progress. Identify next steps outside of Project Block time and for tomorrow.

• Students should write and share reflections on their studio time goals. How effective was the choice for how to use time today? How do you know? What will be necessary tomorrow? 

...

If you haven't already shared project ideas from last week, please give them to Kimberly.

Monday, Sept 21st | Questions & Proposal

Please take attendance using the spreadsheet. (Add days.)

Who are we as a community of thinkers, innovators?
What do I need to know about myself, in order to develop a project?
How does the world work?  How does the world work relative to my project?
How can (and do) my values, beliefs, skills, and bias interact with the world, my project?

DO NOW: Prepare resources for a day of questioning, initial research, and proposal writing.

For example:

• Personal Fall 2015 Google Drive folder for IDEAS Project Block 
• Firstname Lastname | Driving Question | Fall 2015
• Firstname Lastname | Question Sorts | Fall 2015
• Firstname Lastname | Ideation/Brainstorming/? | Fall 2015
• Your Project on EasyBib (Beginning of Research and Annotated Bibliography)
• Humanities Website

GATHERING:  Weather Report
Each person should share a weather report that represents how they are feeling about their project at this time.

For example:

• It is a calm and sunny afternoon, but there is rain in the forecast, bringing a flood of ideas. (This represents a feeling of stasis, because people and cats like to nap on sunny afternoons. Perhaps the project is a little stuck or sleepy right now. In this case, rain is a good thing; it represents an optimistic feeling that good ideas are coming soon.)

INTRODUCTION TO PROPOSAL

Definition: The proposal is partially a showcase of your current understanding of your topic and your self. It is also an appeal to your project advisors, requesting their support and permission for your project. A student's goal is to provide a detailed vision of a project that convinces readers that the proposal will lead to a project that is original and thought-provoking. 

Format: Proposals are professional documents that must be typed in MLA format, with name, group members' names, and the date in the upper left corner, title in the middle of the page, and complete paragraphs.

Submission: Every individual is responsible for turning in a typed proposal. Title the document Firstname Lastname | Proposal | Fall 2015 (Example : Fiona Collin | Proposal | Fall 2015). Change sharing settings to "Anyone at The Étude Group with the link" > can edit. Use the submission form  to submit your proposal prior to 3:00 p.m. on Tuesday, September 22nd. 

Required Elements:

• Formal Project Proposal
• An outline (optional)
• Year Long Projects 

STUDIO TIME:
For studio time, students should identify specific goals and steps. Self-Direction and Habits of Learning are key to IDEAS Project Block progress. The ability to identify next steps is not only essential for making the most of our time in IDEAS Project Block but also in developing effective project proposals, plans. For today, please have each student state their goals and steps. Capture it on a whiteboard or shared google document. Knowing what others are doing, can provide guidance to those who are unsure or need new direction.

Examples of Goals with Steps below: 

• By the end of the period today, I hope to have definitions for all of the keywords in my driving question.
• Reread and add to Open and Closed questions.
• Revise Driving Question
• Get feedback from a peer and an advisor on Driving Question
• Revise Driving Question again
• Identify keywords
• Find definitions (multiple) for each keyword
• Document sources in EasyBib
• By the end of the period today, I hope to have a draft of my proposal complete.
• Find a table to work at alone
• Organize ideation, questions, and feedback
• Read the Proposal assignment page
• Create a document for my Proposal
• Make a list of things I have and things I need
• Identify needed initial research
• Research (20 minutes)
• Document research in EasyBib
• Start writing proposal (11:45 goal for start time)

TICKET OUT: Report out progress on Studio Time goals/steps along with identifying a next step to get started with right away tomorrow.

...

REMINDERS

Writing Center Appointments Available

Proposal Deadline : Tuesday, September 22