Lessons+in+the+Spotlight,+January+15

= 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 Adriana Villagomez
= = =**Presenters**=

Jiyun Park


Jiyun Park is a student at the School of the Art Institute of Chicago enrolled in the Art Education Department. She will be an Apprentice Teacher in the upcoming and final Spring 2015 semester, where she will digital art using Adobe Photoshop as well as the general traditional arts. She is also minoring in 2D and 3D animating using Adobe After Effects and Autodesk Maya.

LESSON TITLE: Magritte Inspired Landscape Silhouette Gif GRADE LEVEL: Early High School TIMELINE: 3 Days

DESCRIPTION: Big idea: Identity Referencing Magritte’s style of surrealism, students will create a .gif based on Magritte’s painting The Promise. The purpose of the gif will be for the students to share their identity through their personal preferences. Using a similar visual technique, students will combine and animate two landscapes of their choice: One landscape that they find most favorable, and another landscape that they find least favorable. Then, students will layer the two contrasting landscapes and animate the layers to slide to the side. Afterwards, students will create a photoshop mask out of their face profiles, which will then be used as a viewport or a window that reveals the contrasting landscape underneath in the shape of their face profiles.

FOCUSING QUESTIONS: 1. Did the assignment allow enough freedom for the students? (Since the results appear very cookie-cutter like.)

2. How could I introduce more variety without changing the intent behind the work (Self-Representation and Contrast)?

STUDENT WORK AND LESSON RESOURCES




 * [[file:JiyunPark_HighschoolLessonPlan_MagritteGif.docx]] || [[file:HS_Landscape_worksheet_print.docx]] || [[file:Highschool Assessment Rubric.docx]] || [[file:Spread Sheet Rene Magritte.docx]] ||  ||   ||


 * [[file:landscape reflection 1.Pdf]] || [[file:landscape reflection 2.Pdf]] || [[file:landscape reflection 3.Pdf]] ||

Claire Walter
Claire Walter, a fourth generation high school English teacher, is the founding English teacher and current Literacy Head at The Wolcott School, a college prep high school for students with Learning Differences. After graduating //summa cum laude// from the University of Illinois at Urbana Champaign with a B.A. in English, Claire joined Teach For America and began her teaching career in Baltimore City, Maryland while simultaneously earning her Masters of Arts in Teaching from Johns Hopkins University. Before joining Wolcott, Claire taught accelerated freshman English classes as well as junior A.P. Language and Composition at Oak Park and River Forest High School. A presenter at both national and state English conferences, Claire has a passion for creative, innovative, and experiential learning, which prompted her work with the Art Institute of Chicago’s //American Sources// program to design curriculum around using works of art in the English classroom.

LESSON TITLE: The Transparent Eyeball and Art: More than Meets the Eye GRADE LEVEL: High School TIMELINE: 2-3 class periods

An essential but difficult skill expected of college writers is the ability to synthesize a variety of sources into a cogent argument. For students with learning differences, however, synthesizing and organizing information can seem an insurmountable task. In order to develop this skill, students practice a multifaceted method of inquiry that incorporates visual, experiential, and linguistic approaches to learning. Using a single work of American art as a focal point, students examine a set of sources, contemporary to the work of art. Both the work of art and source set relate contextually and thematically to a piece of literature studied in class. For example, after reading Nature by Ralph Waldo Emerson, students study A Distant View of Niagara Falls, by Thomas Cole. Reading the painting affords students a different venue for honing and practicing high-level inferential skills that simultaneously enriches the more traditional reading of the text.

FOCUSING QUESTION: After exposure to American Art and Source driven analysis, how do student work samples compare with student reflections?

STUDENT WORK AND LESSON RESOURCES


 * [[file:CWalter_Lesson Plan.pdf]] || [[file:Annotation Formative.pdf]] || [[file:Annotation PreTest.pdf]] || [[file:Source Grouping Formative.pdf]] ||  ||   ||   ||   ||
 * [[file:Student Resource Packet Cole Trip.pdf]] || [[file:Student Writing Samples Pre and Post Test.docx]] || [[file:Transportation Maps.Pdf]] ||  ||   ||   ||   ||   ||