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.
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.
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.
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.
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
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.