Lessons+in+the+Spotlight—Using+the+Art+Critique+Process+to+Strenghten+Teaching+and+Learning

= 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.====

Free; 2 CPDUs
=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 Presenters: Lillian McLleod and Rebecca Prince**

 * ~ Presenter ||~ Lesson Description ||~ Student Work ||
 * ==Lillian McLeod==

Lillian McLeod is a visual arts teacher, art department chair, teacher mentor, and lead arts liaison at Eric Solorio Academy High School on the south side of Chicago, as well as an online charitable arts business owner of Brillian Art, and an arts entrepreneur of a chicago based online platform for emerging artists called Eyeball Gallery. Lillian was a CPS student who then graduated from Northeastern Illinois University with a double major in Fine Arts and Secondary Art Education and received her MA in Urban Education with a focus on Visual Arts from National Louis University. She has been working as a CPS visual arts teacher, professional artist, and arts entrepreneur for 6 years. More information on Lillian and links to her websites can be found at @http://about.me/lillian_mcleod || ==Unit Title: Guidance from the Greats==

2D AP Art students will search for guidance from the great artists of the past and present by looking for a piece in the Art Institute website that communicates the same portfolio concentration theme as their own. This lesson will explore the ideas of inspiration for a body of work through the use of social media, art critiques, and self reflection.



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 * ~ Presenter ||~ Lesson Description ||~ Student Work ||
 * ==Rebecca E. Prince==

I started teaching science at the middle school level at Rhodes School in 2007 and this is the beginning of my eighth year there. Whilst in graduate school at National Louis University, I joined the Teaching with Primary Sources project that focuses on using primary source from the Library of Congress in the curriculum. Once at Rhodes School, I continued as a part of the project and integrated the use of primary sources within my science curricula. Through my mentor from The Library of Congress project, I was introduced to the American Sources: Using Visual Art in the Humanities Curriculum at the Art Institute of Chicago. The leaders of the program graciously let this science teacher join their group. It was there that I developed the Building Bridges project using Henry Ward Ranger’s Brooklyn Bridge as a point of inquiry. I am a firm believer in the power of various types of visuals as a strong teaching tool for student leaning. || ==How do you build a bridge?==

These lessons took place in the spring of 2014 with the eighth grade students of Rhodes School. Students used Henry Ward Ranger’s Brooklyn Bridge as point of inquiry to answer the essential question: how to build a bridge? They engaged in a close read of the painting. We read articles that were published during that time to give historical context, scientific perspective, and artistic/ architectural perspective. The students wrote an essay response to two questions: What is man’s relationship with technology? and How does Ranger feel about technology? Then, they used a photograph of the Brooklyn Bridge that was created essentially around the same time as the painting to compare and contrast. After we completed those activities, the students drew a sketch of the bridge that they were going to build and created a list of material of what they needed. Following teacher approval, students began to build their bridges. The bridges were graded based on the amount of weight they could hold (construction) and overall aesthetics.







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