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Dimensions of Understanding

Dimensions of Understanding

Lesson - Creating the Ensemble
Lesson - Creating the Ensemble
Evaluation form from ND
circle evaluation form
Artful Backward Planner
Design important and engaging learning experiences by starting with what matters. First, ask, "what do we want students to understand?" and "Where are there current misunderstanding and gaps in understanding?" Then identify learning goals and activities. Coach students to perceive, create, perform and respond as artists do. Help ALL learners reflect on what quality work looks like and how to produce it. In creating the Artful Backward Planner, many key principles and concepts from Understanding by desing and Teaching for Understanding were liberally adopted.  Click above  to download this tool.
Artful Philosophy
The foundation of all our work.
Artist Habits of Mind
Very recently, Project Zero researchers carefully studied how teaching artists work both in and out of the classroom. They discerned eight habits of mind as essential to what they call the "Studio Thinking Framework." This framework, when intentionally taught, imparts important meta-cognitive skills to students.
Arts for Academic Achievement Planner
The Online Arts for Academic Achievement Planner is based on Understanding by Design.  Teams use it both to plan and report on their collaborative integrated arts projects in Arts for Academic Achievement.
Characteristics of a Quality Big Idea
Artful teachers favor learning that students can deeply experience and approach from multiple perspectives. Their methods aim at teaching students how to learn and reason about important questions, as opposed to simply absorbing subject matter from an "expert" source.  Click tool title to download.
Critical Links Inquiry
Quality Teaching Network (QTN) of the Perpich Center for Arts Education – teachers and arts specialists working statewide to forge meaning and deeper understanding of the Minnesota State Arts Standards - developed the Critical Links inquiry process under the auspices of the Arts Education Partnership.
Critical Response
Using the Critical Response Protocol, teaching artists and facilitators can create a safe environment where participants can take risks, surface and share original ideas, stories, and questions, and where participants build community to make powerful learning happen.  Click here to read more about Critical Response.
Descriptive Review
The Descriptive Review protocol is the Observer as Video Camera protocol with added questions and speculations. It allows a teacher or artist to present a lesson, artwork, thesis, theory of problem that needs to be deeply investigated. 
Group Juggline exercise
Group Juggling Exercise from Nat'l School Reform Faculty web site
Kindling Tool
Fire up your mind! with this Kindling Tool. 
Looking at Student Work
Looking at Student Work can be used when an artist and/or teacher wants feedback on what his/her students have produced; the information gained will be used to assess progress and plan next instructional steps.
Making the Invisible Visible
Artful teachers know how to uncover schoolwork's hidden curriculum of conventions and expectations. They then share these definitions openly with students so that all students - even those who have gaps and confusion in understanding how school works - find success. 
Mini Action Plan
The artful teacher or artist is constantly raising questions about the challenges they wish to address in the classroom in the near future. Mini action plans are a first step to start changing one's teaching and learning practice. Rarely is it possible for teachers and artists to enact sweeping changes in their practice all at once, but it is possible to take one small step at a time. Mini Action Plans have the advantage of letting teachers and artists get their feet wet before they dive all the way into a new approach.  
Minnesota Academic Standards in the Arts
The Minnesota Academic Standards in the Arts focus on student achievement in six distinct arts areas: dance, literary arts, media arts, music, theater, and visual arts.  Students in arts education often integrate other subject areas with the arts to creatively express themselves and demonstrate their learning through projects or performance.
Observer as Video Camera
This protocol aims to develop observational reliability between the observer and the observed. No two people observing the same event will see the same thing, it assumes, since the perceptions and prior experiences of each act as a filter. The protocol allows the observed an the observer to discover what the other "sees" during the observation, and to help each learn to see as much as possible.  
Sort and Label Tool

This reflection needs to be carefully framed. We want to explore the essential concept of believing that all kids can learn by reflecting on our own life experiences.  We will begin by thinking about how we have been sorted and labeled in school or in society. 

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