"Illuminations" Strategies for Instruction / Art and Literature
http://i13.eportalnow.net/
Video: Isabella Stewart Gardner Museum - Boston
Work-in-Progress is a new series of short films that take
you
behind the scenes at the Gardner Museum.
Harvard Medical Students and 3rd Grade Students explore and question and wonder about art.
http://www.gardnermuseum.org/multimedia/work-in-progress
Artful Thinking - Project Zero (Harvard Graduate School of Education)
The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning – in the arts, and across school subjects.The program is one of several programs at Project Zero linked by the theme “Visible Thinking."
Artful Thinking has 6 interrelated components: The Artful thinking Palette (6 thinking dispositions at the heart of the program); thinking routines,works of art, curricular connections, visible thinking, and teacher study groups. (Each of these links have been separately posted below.)
Click here for a complete overview of the program.
http://www.pzartfulthinking.org/index.php
Artful Thinking Palette (6 thinking dispositions)
http://www.pzartfulthinking.org/atp_palette.php
thinking routines - multiple strategies
http://www.pzartfulthinking.org/routines.php
curricular connections
This section is an evolving compilation of curricular topics with connections to works of art and thinking routines.
http://www.pzartfulthinking.org/cc_intro.php
Visible Thinking
http://www.pzartfulthinking.org/vtp_ppt.php?page=1
- Provides students with a model of what thinking can look like
- Helps establish a culture of thinking by communicates expectations for thinking and for engagement with ideas
- Builds students’ conceptual understanding of what thinking is and how it is used.
- Develops students’ thinking abilities as they internalize thinking routines
- Developing students’ metacognitive awareness
VTS facilitation in a nutshell
Three things to Ask Three Things to Do
“What’s going on in this picture?” Point
“What do you see that makes you say
that?” Paraphrase
“What more can we find?” Link
Study group protocol for teachers
http://www.pzartfulthinking.org/sg_intro.php
SEE/WONDER/THINK Strategy for looking at, thinking about and responding to visuals
Worksheet for See- Wonder- Think
| seewonderthinkworksheet.pdf |
Arts Integration Strategies from the Getty Museum
https://ds0vt0n1s74d2.cloudfront.net/resources/document/resource/18534/Arts+Integration+
Resources+from+the+Getty+Museum.PDF
Ancient Art resources
http://www.getty.edu/education/teachers/classroom_resources/curricula/ancient_art/index.html
Lessons in the Performing Arts
The lessons in the Performing Arts in Art Curriculum explore works of art that depict subjects related to music, storytelling, dance, and theater. Lessons in this interdisciplinary curriculum engage students in diverse topics in the disciplines of visual art, performing arts, history, and language arts.
Beginning-level activities address elementary school standards, intermediate activities address middle school standards, and advanced activities address high school standards. However, middle and high school teachers can use less advanced activities in warm-up discussions or to review basic principles.
http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson_plan_index.html
All the T.C. videos about integrating ART and Content. Great resources and ideas. This includes the videos from above.
https://www.teachingchannel.org/videos/interpreting-ancient-art-getty
Strategies to read and respond to poetry...
All grades...
http://www.scholastic.com/teachers/lesson-plan/strategies-read-and-analyze-poetry
Grades 9-12 A model lesson from NCTE.
http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-reading-interpretation-through-30746.html
Modern Poetry: Terms to Know
Understanding modern poetry requires an understanding of the following:
- Free Verse: Most modern poems are written in free verse--liberating to the poet, annoying to the reader. Free verse has no fixed meter and no fixed line length or stanzas. The poet, instead, decides where the line should break based on how the poem should look on the page? Or where a natural break occurs?
- Literal and Symbolic Meanings: The literal meaning of modern poetry often reflects every day life. These every day scenes, however, are full of symbolic meaning.
- Diction: Modernism is a deliberate break from forms that characterized traditional poetry. Whereas traditional verse relied on formal language, modern poetry uses informal, everyday speech.
http://www.brighthubeducation.com/high-school-english-lessons/29074-modern-poetry-comprehension-strategy/
How to explicate a poem.
Explicating a poem means to explain, interpret or analyze a poem. It discusses the form, type of rhyme scheme (abab, abbacc) and what theme/tone (serious, humorous, meaning) is used. The explication also analyzes important techniques used (alliteration, metaphor, simile) which contribute to the overall poem.
An explication is not a statement of how the poem makes you feel, unless it is supported with analysis of specific lines and is not a personal reaction based on your background or mood.
Explications of poems are sometimes longer than the actual poem. When discussing sonnets or similar length poems, one page is usually enough. However with long, narrative poems, they are naturally longer and the sdetails used are more selective.
Poetry can be a tiresome set of words when analyzing. The elements of analyzing poetry listed below will help you identify the meaning through its parts and give a sense of interpreting a poem. Since each poem is unique, there is no one way of going about this. Nonetheless, the general advice goes like this:
http://www.poemofquotes.com/articles/analyzing-poetry-tips.php
Using "flipped classroom" strategy with Illumination.
As "Illuminations" is an online anthology, students can access it at home and find a poem or art work to study and follow-up the next class period.
Flipping the classroom allows teachers to monitor student understanding and use targeted explicit teaching during class time to deepen student understanding of poetry concepts. Students then apply their new knowledge to create the multimodal transformation of a poem.
| flipped-classroom-poetry.doc |