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Perpich Center for Arts Education: Artful Online
Best Practices for Vocabulary Instruction
Integrating Primary Sources into the Social Studies Classroom
Using Google to Become a 21st Century Administrator
The Flat Classroom
An Inquiry Into Earth's Water Resources with Google Earth
Extending Your Virtual Learning Community Through Moodle
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What is Artful
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What do we mean by "in and through the arts?"
Minnesota Arts Education Network
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Social Studies: MN and 19th and 20th Century US History
Theater: Mask Project
Creating the ensemble
Observational Drawing & Poetry
Tools to Explore Multiple Perspectives
West African Dance: Sowu
What are you doing?
Metaphor in Poetry & Ceramics
Artist to Artist
Arts and Schools as Partners
Arts Courses for Educators (ACE) - Dance
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Dance to Learn
Ellis Middle School Art Ex Course
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North Dakota SALT
Peer Coach Model
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Teaching Artist Journal Connections
Professional Learning Communities
ASAP Impact Report 2008-09
Dance to Learn and Reflective Protocols
April 25 2008
Sowu Project Link
General and Vocal Music
Artful Workshops 2006
Artful Workshops 2007
Artful Workshops 2008
Artful Workshops 2009
Artful Workshops 2010
Artful Online is Blended
PCAE Board Presentation 2-08
Artful Online Bridges
Learning Object Development and Dissemination
Artful Online 2008 Update
Art Ex Collaboration
Artful Online Bridges Final Presentation
Understanding Learning Objects
Tools we are using
Sharing the AO Process
What does this look like?
Perpich Center for Arts Education: Artful Online
Students will understand
that art (particularly visual art, dance, music) is way to communicate the customs, beliefs
and emotions of a culture.
How can we better understand world cultures and our own cultural identities through the arts
How can we use reflective tools and guided discussions to further our learning process
How do we use the arts to surface multiple perspectives, hidden assumptions, hidden bias, and critical questions?
How do we learn about others' perspectives?
What is the value of deferring judgment? Of taking a neutral stance?
What do we mean by the word “culture” or “cultural” (and related vocabulary)?
What do we need to know about world geography in order to understand where and how people live?
How much can we learn about someone else’s culture? Why does it matter to learn about cultures other than our own?
The student will name his or her cultural beliefs, norms, values
Each student develops a broader vocabulary to describe aspects of culture
The student will be able to locate and identify continents on a world map
student will practice analytical techniques used in constructed response (using various reflective protocols) by looking at and experiencing various art resources.
will develop a deeper sense of community by articulating their own cultural identities and sharing those with each other
student will identify a cultural group or region that he or she would like to explore further.
Evidence of Learning:
Each student’s written worksheet is complete and includes correct use of cultural vocabulary (“tradition” “belief” “indigenous” “ancestry” etc.); each student contributes to the group identity map circles
Each student correctly identifies world continents and major geographic locations (oceans, equator, etc.) in class and on a written quiz.
A student is able to support his or her responses with evidence and details in the art form.
Student produces written evidence documenting conclusions or ideas
Class discussions are student-centered; students assist, support and encourage each other in their responses. Students raise open-ended questions; they respond to each other by referencing previous remarks and building on each other’s ideas
Students want to know more about each other.
Each student identifies and researches a culture or region of his or her own choice and shares findings/discoveries with the rest of the class.
In This Section
Art Ex Course
Lesson in Action
arts standards addressed