FALL 2016;CREATIVE ARTS Group Project
Worth 30% (20% written & 10% oral) of course grade
Part 1- Written report- MUST USE THIS TEMPLATE (worth 20% of course grade)
You will design your very own creative arts project. This will include your community building ice breakers and closing reflection/discussion.
You will first select a specific age group & conduct some background research on that age group’s developmental abilities (& quote from your textbook or other reputable sources). Then, you will choose 2 main developmental goals (pick from chart in week 5 PowerPoint adapted from SEA) that are the most relevant and that you would like to focus on in the creative arts project you design. [At least one goal must be a cognitive goal. You will complete the template below which asks you to include key process words, reflections questions etc. In addition, you will state how you will accommodate children with special needs and handle disruptions and help children problem solve. YOU CAN USE CUE CARDS & PHRASES FORM CLASS /SLDIES!!!
Part 2- Conduct a 30 minute Demonstration with OUR class (worth 10% of course grade or up to negative 10% if you do not participate equally)
(1) It must have all of the following a creative arts project
? (a) Fun & ENJOYABLE!
? (b) The focus is on providing choices that allow for discovery, & exploration, as the find their unique ?voice? as they create and are creative.
? (c) The focus is on the process (e.g., sensory experience)
o ? with some basic guidelines/container
o ?. not just giving kids a bunch of materials & telling them to draw a picture
? (d) Each child?s final project will be unique (e.g., not replicas of a craft project)
? (e) Set aside time for Reflection about the process
? (f) Have a shared experience & build a sense of community
(2) You must role play key reflection questions at the beginning, middle, & end of your project.
(3) You must role play THREE (3) scenarios once the class is working on their project. Each member of your group must be the ?teacher? in 1 of the scenarios below:
(a) Show how you will accommodate a child with special needs (place a sign or give a fellow classmate a script to read)
(b) Show how you will help a frustrated child problem solve (e.g., one of you may pretend to be a participant)
(c) Show how you will engage a child is disruptive or disengaged in your lesson (e.g., place a sign or give a fellow classmate a script to read)
(4) After your project demonstration, you will each reflect/debrief about what it was like doing the project (e.g., what you enjoyed, what surprised you, what you would do differently, etc. (5- 7 minutes)
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WRITTEN REPORT/LESSON- TEMPLATE TO COMPLETE
(Worth 20% of course grade)
I. Information on Population.
1. Age group ___5-12_____
2. List other unique aspects of your population (e.g., Income level, all same gender, autistic, etc.) _Mixed gender ____________
3. What are the primary skills/abilities of this age group? BE SURE TO QUOTE FROM TEXTBOOKS, define key terms & explain concepts in detail (about 1-2 paragraphs in each box below. The purpose of this section is to help you develop an activity that meets a child?s skills level, but also leave room to help them ?push? into a new level of skill.
DEFINE TERMS Many children can…
[GIVE EXAMPLES OF THE THREE SKILLS YOU DEFINED in column 1) At the next age/ stage is when will be able to….
[GIVE EXAMPLES OF THE THREE SKILLS YOU DEFINED in column one)
A) Describe 3 Social skills relevant to your project (e.g., Erikson)
(1) Responsibility
(2) Writing
(3) Self-expression
(1) Ability to take care of one?s belongings
(2) Can use a pen to write their name on paper
(3) Ability to talk coherently while asking for permission
(1)
(2)
(3)
B) Describe 3 Cognitive skills (e.g., Piaget)
(1) Centration
(2) Inductive reasoning
(3) Problem solving
(1) Can tell differences in the level of the same amount of water poured in different jars
(2) Can reason where items need to be put
(3) Can identify a problem for example why a piece of a puzzle does not fit right and adjust accordingly
(1)
(2)
(3)
C) 3 Physical skills (e.g., our textbook)
(1) Correct Grip on pens
(2) Playing with toys
(3) Motor Skills (1)
(2)
(3)
(1)
(2)
(3)
D) Other skills (e.g., art skills, drama skills)
(1) Drawing
(2) Acting
(3) Poem Recitals
(1)
(2)
(3)
(1)
(2)
(3)
4. Rationale for your project, FRAMING QUESTION (i.e., purpose for you project), & PROJECT OVERVIEW
i) STATE RATIONALE: (about 1-2 sentences)
e.g., Because preschoolers have a lot of energy, they can get into arguments or get really sad if they make a mistake.
ii) MENTION MAIN DEVELOPMENTAL GOALS & WHY THEY ARE IMPORTANT AT THIS AGE: ) (about 3-5 sentences)
e.g., We want them to practice (making eye contact? problem solve? Build community?) … because children at this age are really interested in (or really struggle with….) ?
iii) WE WILL PRESENT/FRAME OUR PROJECT BY SAYING TO THE CHILD ? (about 2-4 sentences)
?Today we are going to create a project to help us think about what it?s like when unexpected things happen to us?.At the end of the project, we will talk about what we learned about this.?
(iv) Briefly describe your lesson (about 1-2 paragraphs)
II. STATE YOUR TWO DEVELOPMENTAL GOALS & State how you will assess your goals.
Note: you may have to modify your goals once you really understand your project
1) Our 1st developmental goal (from the SEA chart in our week 5 PowerPoint) is
(A) A quote(s) to define this goal FROM VALID SOURCE is _____________________________. (2-3 sentences).
We found it on ____________________________ (paste weblink or page # from textbook).
(B) In our own words, this quote(s) means __________________________________________ . (2-3 sentences).
(c) The key aspect of our lesson where students will practice/develop this goal is….. (1-2 paragraphs)
(D) We will know if a child will meet this goal when we ask….. or when they say/do …(1-2 paragraphs)
2) Our 2nd COGNITIVE developmental goal (from the SEA chart in our week 5 PowerPoint) is
(A) A quote(s) to define this goal FROM VALID SOURCE is _____________________________. (2-3 sentences).
We found it on ____________________________ (paste weblink or page # from textbook).
(B) In our own words, this quote(s) means __________________________________________ . (2-3 sentences).
(c) The key aspect of our lesson where students will practice/develop this goal is….. (1-2 paragraphs)
(D) We will know if a child will meet this goal when we ask….. or when they say/do …(1-2 paragraphs)
III. DESCRIBE YOUR PROJECT TO A FELLOW TEACHER/FACILITATOR
1. Type your materials list below.
2. In a bulleted list below, tell the l facilitator how to prepare prior to doing project (e.g., buy 8 by 12 paper in shades of blue, you need pre-cut paper into shapes, soak brushes, set up the room with an ocean theme, place 5 dots of paint on paper plates, etc.)
PREPARATION
? X
? X
? X
? X
? x
3. Include clear step-by-step instructions (& include visuals of each step & key process words). SEE PROCESS WORDS ON MOODLE IN ARTS WEEK AND MUSIC WEEK, ETC.
Instructions for each step Multiple process Words for each step (e.g., squeezing, stomping, grasping) Visual/image of each step
1. e.g., Gather children in a circle for the ?throw a sound? warm-up. e.g., listening
2. e.g. Ask children pick a brush and 2 colors e.g., selecting
3. e.g., Ask children sit & listen to a song
4.
5.
6.
7.
8.
9.
10.
Etc.
Etc.
Etc. e.g., final reflection in a circle.
IV. State the ways you CAN modify yourlesson/project for children with special needs. Be sure to explain why/how those modifications will help. Be sure to cite/quote from your textbook (about 1 paragraph per special need.) ROLE PLAY A is based on ONE OF THESE MODIFICATIONS. By placing a sign or give a fellow group-mate a script to read)
1. Physical disability
2. Developmental delay
3. ADD/ADHD
4. Other- Visual disability or hearing disability or ENGLISH LANGUAGE LEARNER.
V. State the exact REFLECTION QUESTIONS & words you will say as you present the lesson. Note: instructions should be simple & concise. SEE POWERPOINT ?WHAT DO I SAY? FOR EXACT PHRASES YOU CAN USE?
1. Beginning of lesson
A. Engage the class (2-4 sentences). (e.g., raise your hands if you know what season we are in? ?. Has anyone ever mixed anything before? Who here likes to listen to music??)
B. Design a warm-up RELATED TO YOUR PROJECT THEME (e.g., animals, sounds; e.g., Let?s warm up. When I point to you, stand on one square?…now we are in a circle & throw a sound. Let me show you?.) (Create a bulleted step by step list of quotes.)
C. State guidelines or rules about personal space, using materials, listening, etc. Create a bulleted step by step list of quotes.)
? x
? x
? x
? x
D. Guide them to go to where they need to go & how to start (e.g., Now, as I point to you…. you can get up & pick….) (Create a bulleted step by step list of quotes.)
? X
? X
? X
? x
2. Middle of lesson
A. Reflection questions I will ask so children will talk about their process/experience (Create a bulleted step by step list of quotes.)
e.g., Tell me about what you are doing so far.
e.g., Tell me about this part of your picture.?
e.g., How did you make that color?
e.g., How does _____ feel?
e.g., What does that remind you of?
e.g., ?How did you make the sides so high on your clay cup??
e.g., ?How did you paint your picture?? ?What did you do first??
e.g., Share with Jessica how you made…..?
B. Encouraging words about the process/experience (Create a bulleted step by step list of quotes.)
e.g., Oh!
e.g., Look at your project!
e.g., You seem very excited!
e.g., Wow, you are really concentrating [wait for a response]
C. Feedback you will give about what you see/notice. (Create a bulleted step by step list of quotes.)
e.g., I notice you are… [state what you notice about the process/elements of that art form]
e.g., ?You are putting blue paint into red paint. What color did you make??
e.g., I see you drew zig zag, straight lines, & diagonal lines on your page. [WAIT For response from child]
e.g., ?I see you are drawing circles with the blue marker.?
D. ROLE PLAY B: Help a child problem solve or reduce their frustration. (Create a bulleted step by step list of quotes under #1, #2, & #3 below)
(1) Offer empathy & acknowledge frustration
e.g., I can see you are frustrated… [wait]
e.g., It can be challenging when…. [model taking deep breath to calm yourself]
(2) Help child focus on having a growth mindset
e.g., Sometimes what we think as a mistake can be a great opportunity for creativity? What do you think? Do you want to try??
(3) Assist child by stating/Verbalizing the challenge/problem & encourage children to discuss and arrive at solutions.
e.g., A child becomes frustrated using a white crayon on white paper, and the teacher asks, ?Could we see your drawing better if you use a different color crayon? What other colors could you use to help you see the lines??
e.g., ?It looks like we need windows for our cardboard school bus. Is there anything in this box that we could use?? ?Could we use this piece of plastic?? ?Is there anything else we need??
e.g., I have some ideas? Would you like to hear them?
e.g., I wonder if the other side of writing instrument would make the same marks?????.[then walk away]
E. ROLE PLAY C: Managing ?disruptions? if child is disruptive or not participating, etc. (Create a bulleted step by step list of quotes.)
3. End of session and REFLECTION (Create a bulleted step by step list of quotes.)
A. Words you will say to bring the lesson to a close.
e.g., We have one more minute little fish?.swim over the carpet to share what we learned. ( 1- 2 sentences)
B. Words/activity you will do to help kids ?unite? & focus as they begin their shared reflections (e.g., let?s shake out our hands & take a deep breath). (1- 2 sentences)
C. Final FIVE reflection questions you will ask the class: TIED TO YOUR FRAMING QUESTION]
1) What was it like to?.
2) How did it feel?..
3)
4)
D. What are possible responses (use it in a sentence) that may emerge from students fr. (Hint: See the words to describe art on moodle, such as ?healing, absorbed, bold, peaceful, and unified).
1)
2)
3)
4)
E. Your final summary statement to the children (2-3 sentences).
e.g., I see that you all shared X, Y, and Z. We learned that [refer to YOUR FRAMING QUESTIONS]. Thank you for ?..?
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