Lessons+in+the+Spotlight,+February+11

 = [|Teachers Lounge: "Lessons in the Spotlight-Using the Art Critique Process to Strengthen Teaching and Learning"] =

====Artists use the critique process to get feedback about their work, anticipate audience responses, and make adjustments and improvements to their work. While teachers exercise their creativity every day creating lessons and units of study, they rarely get to share their products with peers and other professionals. Whether you are looking for fresh ideas or simply want to support your peers, join us for this lively critique featuring visual art and arts-integrated lessons by selected Chicago area teachers. Using a rubric developed by local education experts, a panel of peer teachers, museum educators, and guest artists will lead the discussion with audience participation.====

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February 11th, 2016=====

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4:30pm-6:30pm =====

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Ryan Learning Center, Studio C =====

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Free; 2 CPDUs* ===== *Please remember to bring your Illinois Educator Information Number

=Program Structure= Lessons in the Spotlight is designed to give focused attention to work produced by students and their teachers and to provide a structure for sharing and feedback. The tool we use is the Tuning Protocol developed by Joseph McDonald, David Allen, and others; the National School Reform Faculty (NSRF), which grants permission for its use.


 * Overview:** This is the classic protocol upon which most of the others are based. It is also the most frequently used protocol for examining student work. The Tuning Protocol features time for the presenter to talk while participants are silent, and time for the participants to talk while the presenter is silent. It provides three levels of depth: presentation, participant discussion, and presenter reflection, finalized by a general debriefing that can extend the conversation.

For more information on the Tuning Protocol, see this link.

Guest Facilitators: Adriana Villagomez and Luke Albrecht.
=**Presenters**=

**First Lesson:**

**Angela Hayes**



Angela received a BFA from Michigan State University in 1999 and a Masters of Education from Depaul University in 2008. After slugging through Corporate America for many years she finally saw the light and began teaching for CPS 9 years ago. She currently teaches introductory Art and IB Visual Art at Prosser Career Academy. She also likes to practice her Art History teacher skills by being a coach for the Academic Decathlon team every year.

DESCRIPTION:
====The students will chronicle a week in their life—where they go, what they see/smell/touch/taste/hear, how they travel, what they think, what the weather is like, etc. They must keep a journal to write and sketch what they experience and/or a phone to take photographic references of the things they observe. They are to focus on just the data collection in the beginning and to ignore the possible end-product. In 7 days they are to bring their data into class to review it and start brainstorming ideas for a project based on their week of close observation of their own lives. The project’s conclusion is an all class critique.====

STUDENT WORK AND LESSON RESOURCES
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====Paul Lusson has been teaching in the English Department at Highland Park High School for 12 years. He teaches Sophomore English, American Studies, and American Literature & Composition. ====

==== Elizabeth Perlman has been teaching English for 18 years, 2 years at Lyons Township High School, and 16 years at Highland Park High School. She teaches Sophomore English, American Literature & Composition, and Immigrant Voices. ====

DESCRIPTION:
====This project is a year-long research project for students in American Literature, but works for American History and American Studies. The objective of the project is to teach students the skills of analysis and argumentation through the study of American art. Students begin by visiting the Art Institute of Chicago and choosing a work of American art that intrigues them and is one they would like to research in depth. Beginning with observations and questions about the work, students analyze their work of art and generate a preliminary list of inquiries to investigate. Students then embark on a year-long research project in search of the artist’s arguments about America. Students start by researching the artist’s background and the historical time period in which their work was created. They then research how the following areas either influence or are influenced by their work: Economic and Political Events, Technological/Scientific Developments, Religious and Cultural affairs, Artistic Movements, and Geography. They also are asked to make connections to the literature we have studied throughout the year. After extensive research, students are expected to begin formulating answers to the question: What have you learned about America through your work of art? Through close reading, questioning, in-depth research, writing, and presenting, students will be expected to formulate an answer and provide evidence to support that answer. Throughout the year, students examine and re-examine how their initial interpretation of the work of art is reinforced, complicated, and ultimately made richer and more extensive. The project culminates in a 10-15 minute presentation to the class. ====

FOCUSING QUESTION:
====How do we ensure that the students see the analysis of the artwork and the research as a conversation, where they make deep connections rather than as two separate processes with tangential connections? ====

STUDENT WORK AND LESSON RESOURCES