Lessons+in+the+Spotlight,+September+24

= 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*
*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: Peter Stover and Georgina Valverde
=**Presenters**=

Brenda Crosby


Brenda Crosby has been teaching French at the Illinois Mathematics and Science Academy in Aurora for 25 years, and she currently teaches French I and IV/V. She is a National Board Certified Teacher (renewed in 2013). She is also a member of the Executive Council of the American Association of Teachers of French Chicago/N. Illinois chapter.

LESSON TITLE: Poetry Inspired by Art GRADE LEVEL: TIMELINE:

DESCRIPTION: The activity is part of an Art, Beauty, and Aesthetics unit. First, students read a short text about the notion of the window, and how looking through a window frames or changes our perspective. Students then read and analyze Charles Baudelaire’s prose poem “Les fenêtres”. Students are provided copies of teacher selected paintings and photographs, each of which features a window. In class, they write any words that the image evokes for them. From this initial writing, they write an original poem inspired by the painting or photo. This activity encourages vocabulary development, close observation of one work of art, and is a creative writing experience that allows the student to use the written word to engage with and find meaning in a work of art. Surprisingly, the actual subject of a student’s poem is not always a window.

FOCUSING QUESTIONS: What aspects of the project intrigued students?

STUDENT WORK AND LESSON RESOURCES
 * [[file:Baudelaire.pdf]] || [[file:2 Les fenêtres de Charles Baudelaire.pdf]] || [[file:Student poems translations.pdf]] ||
 * [[file:Poetry Inspired by Art Project Steps.pdf]] || [[file:La fenêtre Examples of student work.pdf]] ||  ||

ARTWORKS REFERENCED
 * [[image:Matisse_cahier_noir.jpg width="383" height="316" caption="Black Notebook, 1918 by Henri Matisse"]] || [[image:concierges.jpg width="346" height="293" caption="The Caretakers of Dragon Street, 1946 by Robert Doisneau"]] ||  ||
 * [[image:Magritte_miroir.jpg width="426" height="297" caption="The False Mirror, 1928 by René Magritte"]] || [[image:René-Magritte-The-Human-Condition-1933-MoMA.jpg width="330" height="399" caption="The Human Condition, 1933 by René Magritte"]] ||  ||

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Megan Spicer


Megan Shana Spicer is a recent graduate from the Master of Arts in Teaching program at the School of the Art Institute of Chicago. She focuses her studies in Art History and is interested in the integration of the arts in other subject areas. She aspires to work in museum education and facilitating arts integrative curriculum.

LESSON TITLE: Take a Step Back to Move Forward: Learning about Art History with High School Students Through a Critical Book Binding Project GRADE LEVEL: This unit plan was developed for A.P. Art History high school students grades 11-12 for thesis research. TIMELINE: 7 weeks

FOCUSING QUESTION: How are the issues and connections to Art History reflected in student work?

STUDENT WORK AND LESSON RESOURCES
 * [[file:Spicer_Megan AIC Presentation Unit Lesson 1.pdf]] || [[file:Spicer_Megan AIC Unit Lesson 2.pdf]] || [[file:Spicer_Megan AIC Unit Lesson 3.pdf]] || [[file:Spicer_Megan AIC Unit Lesson 4.pdf]] ||


 * [[file:Spicer_Megan AIC Unit Assessments.pdf]] || [[file:Spicer_Megan AIC Unit Instructional Materials.pdf]] ||


 * [[image:Spicer_student1.png width="457" height="356"]] || [[image:Spicer_student2.png width="487" height="360"]] ||
 * [[image:Spicer_student4.png width="453" height="336"]] || [[image:Spicer_student5.png width="463" height="341"]] ||

ARTWORK REFERENCED