Friday, August 26, 2011

Flash Tutorial & 2011/12 Art Year Commences


Once again, I'm revving up for 2011/12 & the first few days in art have been delightful. Kudos to Ian Sands who posted the easiest Flash tutorial for stop-motion that I've seen yet...

Stopmotion in Flash Part 1 - Unit 4 from iansands on Vimeo.


Additionally, I'm posting my updated curriculum map, where I've really gone back to "essential understandings". Also, tried the "funny voice" technique for art routines and other than getting a bit of a sore throat, it was a really fun, easy, effective :).

Thursday, August 11, 2011

Whole Brain Teaching & 21st C. Learners

The title links to the WBT website, lots of freebies & resources there. I would like to make the first day expectations review more fun, so this elementary art video has a fun WBT take to it.

I wonder how the "funny voice" thing would go over with 5th graders?
Last thing, some thoughts on the "12 most important things to know about kids today."(my 2 favorites: #1-"They are bright and creative"; #4-"They are global learners and excellent teachers.")

Wednesday, August 3, 2011

The Big Month

Finished my Tip-In pages, the first 6 credit hours for new license, and starting to finalize my 2011-12 curriculum map. August is always "the big month" for teachers, where we unpack our reflections and sculpt them into the goals for the new school year ahead. I've put a lot of thought into alignment, enduring understandings, integration, and even more real-world connections. I got a lot from the post-grad curriculum & instruction classes, even more from the deep inquiry into curriculum which my team undertook. Of course, we'll be teching it up in art again & here's the link to the Adobe Education Exchange 2011 Educators' Choice contest: http://edexchange.adobe.com/pages/09a1b0d5f2
Here are the inquiries I am talking about (annotated from original document by Dr. James Henderson, © 2011, KSU):
Critiquing: "Individual and collaborative critical inquiries into the strengths and limitations of curriculum actions..."
Envisioning: "This envisioning work requires sensitivity to the vital relationship between schools and society. Educators must work as cultural visionaries who can translate their imaginings into active learning experiences..."
Poetizing:"Individual and collaborative inquiries into the poetics of teaching for 3S understanding."
Deliberating: "This deliberative artistry is consistently applied through all phases of the ‘circuit’ of valuation,including designing, planning, teaching, evaluating, and organizing decisions."
Personal Journeying: "These inquiries are informed by the “currere” interpretation of curriculum, which was initially articulated by William Pinar and Madeleine Grumet and by Robert Nash’s concept of 'scholarly personal narratives.'"
Cross-Paradigm Negotiating:"Individual and collaborative inquiries into ways to create openings for constructivist best practices and, ultimately, for curriculum wisdom..."
Lead Learning: "Individual and collaborative inquiries into ways to inspire, encourage, organize, facilitate and support informal and/or formal practitioner inquiry partnerships and communities."
Peer Reviewing: "This collaborative evaluative work can be practiced in a wide range of professional learning contexts,including mentoring, coaching, and in-servicing."
Public Inspiring: "Individual and collaborative inquiries into ways to inspire curriculum stakeholders to understand and value 3S education."
I realize these sound weighty, but in practice, looking deeply into your curriculum & aims via these nine lenses really helps focus educational goals.
By the way, "currere" is Latin for "to run or to flow", making it the infinitive form of "curriculum". Basically, the "flow" of classroom learning, evolving & interactive rather than unyielding. Don't you feel smarter?

The Sketchbook Project

The Sketchbook Project: 2011

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The journey of process intrigues me and I am always changing it up.

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