Anna Culik

CEP 842 Fall 2010

Professional Development Series

Traverse City Area Public Schools ART DEPARTMENT Facilitator: Anna Culik 2010

Engaging Art Lessons: How to Reach ALL of Our Students!

Anna Culik

CEP 842 Fall 2010

PD Plan: Engaging Art Lessons- How to reach all of our students A 6 session (3 hours each) PD plan Developed for practicing elementary art teachers (grades K-5) in the Traverse

City Area Public Schools. The TCAPS school district offers art classes once a week for 45 minutes to grades K-5. Every art room has a digital projector and a Document Camera. Every school has either a computer lab or a laptop cart which can be brought into any classroom. Teachers have been provided with personal laptops. The art materials at each school are dependent upon the choices of the teacher and the budget allocated by the building principal. Often, schools with active PTOs (which are most schools in the district) provide additional funds.

Rationale and Focus The professional development sessions I personally have attended rarely provide

an experience that can be directly linked to my classroom. Frequently the material is not relevant to art instruction or is simply too abstract and not readily translated into practice. This professional development series is designed to provide area art teachers with concrete lesson ideas, teaching strategies, technology applications, and resources that can be utilized by the teachers themselves. Because the goal of this series is to primarily create valuable teaching resources, the teachers involved in the professional development must be stake-holders in the construction of the materials. Each three hour session involves a website, reading, video prompt, art gallery, discussion, or group activity, and the construction of teaching tools by the participants themselves which will

Anna Culik

CEP 842 Fall 2010

be assembled, copied, and distributed by the facilitator. These sessions will provide a focus on students with disabilities, and how art teachers can reach all of their students. These six sessions provide a professional development experience that builds

upon each previous session. The rst session is intended to specify what the group believes is the foundation of teaching art successfully and in a way that is satisfying to both teacher and student. Like the following sessions, this one relies on the construction of usable resources by the participants that make use of the materials that were introduced. Session two is where the focus really comes to light. After session ones general introduction, we now focus in on students with special needs in the art room. The session will develop the participants ability to take the perspective of their students with special needs through hands-on activities, learning modules, and the construction of teaching materials inspired by artists with disabilities. Session three builds from session one and two, and the teaching plans that were

developed in each. After learning more about best practices for teaching students with special needs through readings and learning modules, participants will change their previously made plans to reect their new knowledge of UDL and cognitive strategies that can help their students succeed. Session four gives participants the opportunity to try out many educational art websites and to explore the variety of assistive technology tools that are useful in the art room. Video, Wiki pages, and art games will be used to help in the development of a 45 minute, one period art lesson that uses AT and an educational art website. Like the previous sessions, week four is designed to provide useful material and an opportunity for participants to plan for its utilization in the art room. Week ve covers an area that is often overlooked in art education- working with

Anna Culik

CEP 842 Fall 2010

support staff, special education teachers, and the families of students. There are selected readings, testimonials, and discussion that will provide participants with a jumping off point when designing ways in which they will communicate with families, build working relationships with support staff, and implement IEPs with special education teachers. The nal week is a culmination of the previous weeks topics. Week six is designed to allow for teachers time to collaborate on a comprehensive lesson plan that includes a characteristic of successful and satisfying teaching from session one, a UDL or cognitive strategies from week three, a technology component from week four and collaborating with other staff or implementing IEPs from week ve. The PD plan below was designed to respect and use the skills and ideas of its

participants while directing their growth toward the goal of improving the art experience of students with disabilities. The Six Sessions Include:
1. Introduction: What creates successful and satisfying art experiences? 2. Represent! Artists with disabilities 3. Strategies for Success: What every art teacher should know about reaching students with disabilities 4. Technology in the Art Room: New methods for reaching students 5. Working with Classroom Teachers, Special Ed Teachers, Social Workers, Instructional Aides, and other Support Staff: Starting off on the right foot 6. Creative Lesson Design: Using the previous 5 sessions to develop lessons to share

Assessments will be based upon participation in discussions and how the materials presented are used in the lessons created by participants. The nal session will also include a survey for participants to ll out.

Anna Culik

CEP 842 Fall 2010

Session One Introduction: What creates successful and satisfying art experiences? Introductions and Welcome Objectives for Today 1. Identify characteristics of successful and satisfying art experiences 2. Create a collaborative poster about the above characteristics 3. Participate in a student gallery where teams will create plans for projects incorporating the characteristics of successful and satisfying art experiences ONE Start with video from Annenburg at http:// www.learner.org/resources/ series165.html?pop=yes&pid=1753 play videos 1 and 6 TWO As the video plays, attendees jot down the characteristics they are seeing in the featured teachers that they believe creates a successful and satisfying art experience. In small groups, attendees then share the one characteristic they found most integral to successful and satisfying teaching. Each person then writes their chosen characteristic on a large poster board, titled Keep your eye on the ball- What makes for successful and satisfying teaching THREE Attendees will have been asked to bring in student artwork from projects they found successful and satisfying. These works of art will be arranged on tables around the room. FOUR Working in groups of two, participants will tour the student artwork, taking notes on projects they nd particularly interesting or engaging. The process, subject matter, or materials may spark an interest. Each group will then select one project that neither group member brought. Using the poster board for reference, each team will create a brief lesson plan that attempts to integrate the characteristics for successful and satisfying teaching into their plan for the chosen project. Each lesson plan might include an art history component, a reading or book, a criticism, discussion, or introduction of process or skill. After groups have nished they will present their ideas to the larger group.

FACILITATOR TASK: Compiling the lesson plans after the session, copying each and preparing for distribution at next session. The cover of the packet of lesson plans will be taken from the poster board.

Anna Culik

CEP 842 Fall 2010

Session Two Represent! Artists with Disabilities Welcome and review of lesson packet constructed last session; what will be useful for practice? Objectives for Today: 1. Activity for developing perspective of our students with disabilities in the art room 2. Navigation through ISIS module: Perceptions of Disability 3. Participants will work in groups to view the National Arts and Disability Centers online gallery 4. Groups will construct an art lesson based on the work of a featured artist ONE Each person is given a piece of paper with a direction (hop up and down, close your eyes, sing a song in your head) everyone gets a ball of clay and listens for elaborate directions about shapes to make. There is no mention of what is being made or steps posted. As participants try to create a sculpture, they develop empathy for students with visual impairments, ADHD, and learning disabilities as participants realize the challenges associated with the disability. THREE Participants will navigate through The National Arts and Disability Centers online art gallery in small groups. These groups will browse though the digital art gallery, viewing at least ten artists work. This on-line gallery showcases artwork made by individuals who have disabilities.

TWO Participants will work in groups of two to collaboratively complete the ISIS module What Do You See: Perceptions of Disability Iris Module. The small groups will then share one way in which their thinking about students with special needs has changed.

FOUR Look through the featured artists, nd one whose process, subject, or style could be used in an art lesson. In small groups, develop a 45 minute lesson plan inspired by an artists work, that also incorporates biographical information.

Facilitator Task: Compile the lessons plans created from this week and bind. Provide list of links for future reference.

Anna Culik

CEP 842 Fall 2010

Session Three Strategies for Success: What Every Art Teaching Should Know about Reaching Students with Disabilities *This Session is the DETAILED, SCRIPTED session* INTRODUCTION As participants arrive, I have note-cards already on every table. On the board is written Please reect on last weeks session- record one thing you found useful to improving instruction for students with special needs and one question you have about how to make use of the information. As people are jotting down their ideas, I will pass around the the compiles and bound copies of the lessons created last week. Every person will get their own copy that contains all of the lessons. When people are done writing, they will share one part of their response- either what was useful or what they still have a question about. An agenda for the day will be on the board and and I will review it after everyone has shared their reections on the previous week. The goals and objectives for today include: 1. Learn about Universal Design for Learning through an ISIS module 2. Read about cognitive strategies for learning 3. Using a lesson plan from week one or week two, work in groups to incorporate UDL and cognitive strategies. 4. Use planning guide questions to present lesson to the group. (Estimated Time: 15 minutes)

Anna Culik

CEP 842 Fall 2010

ACTIVITY ONE

Everyone will have brought their school computers with them to the session. The rst activity today will be to form small groups of two people and navigate through the UDL IRIS module. Universal Design for Learning principals are very useful when thinking about how best to design art lessons. The module contains video and text and participants will navigate through it, writing down their responses to the questions asked. After completion of the module, the small groups will decide on one way they could incorporate UDL principals into their art room. They should consider what would be most useful for their students and would make sense in an art context. The groups will share their ideas with the larger group. This sharing may lead to more discussion between groups about their choices and how they envision putting theses UDL principals into practice. Any experiences using these principals can also be shared at this time. (Estimated Time: 45 minutes)

Anna Culik

CEP 842 Fall 2010

ACTIVITY TWO In this next activity we will stay in the same small groups. I will pass out a reading called Instructional Planning Guide for Differentiation, and each person will read through the material. Then I will assign each small group ONE of the section from the reading to focus on. Each group will be responsible for selecting one of the bulleted items as the most important feature of the section. I will tell the groups that again, this should be chosen on the basis of what they believe will impact student success the most, what is most relevant to the art room experience, and what they could reasonably implement. The small groups will present their choice to the large group. As groups present, participants will highlight the chosen items that the other groups have selected. I will encourage people to jot down notes while others present as well.

Instructional Planning Guide For Differentiation (Estimated Time: 30 minutes)

Anna Culik

CEP 842 Fall 2010

ACTIVITY THREE In this third part of todays session we will be learning about cognitive strategies and then creating examples of each kind of strategy that could be used in art. Lets mix it up! Now we will form different groups. Three people in every group and groups should have different members that the other activities. The article well look at is called, Introduction to Cognitive Strategies, and the link can be found here. After reading the article, go back with your group to review the information in the table of examples. This table is labeled Cognitive Strategies for Special Connections. Your job is to work in your group to generate an additional example to the one provided for each type of congitive strategy. This example should be one that could be used in the art room. After groups have had ample time to read the article and generate examples, the small groups will then share their ideas with the larger group. Participants will be encouraged to jot down examples they would nd useful in their own teaching. (Estimated Time: 30 minutes)

Anna Culik

CEP 842 Fall 2010

FOUR Now that we have found practical ways to use UDL, Cognitive Strategies, and Differentiation in the art class, we are going to revisit one of our lesson plans from week or two. Refer to the packets I passed out at the beginning of the session. The lesson plans contained within were all designed by us for us. Lets see how we can improve one lesson now that we have these tools and strategies under our belt. You may work alone or in small groups to modify ONE lesson to reect what you now know about UDL, Cognitive Strategies, or Differentiation. Please refer to your notes from today, the examples we have generated, and what we have selected as useful for teaching art. After we have updated our lessons, there will be time to tell the larger group about the changes made. I have made copies of a series of questions that are designed to encourage you to evaluate how well you are differentiating instruction. Please refer to several of these questions while presenting your lesson. A link to the questions can be found below. Questions to Guide Planning for Differentiation (Estimated Time: 1 hour)

Anna Culik

CEP 842 Fall 2010

CLOSING In closing for today I would like to thank you for your hard work! We have created many useful classroom tools today. I will be collected your updated lesson plans and will be compiling them into a collection of lesson plans that can be distributed at the beginning of our next session. Please watch your e-mail for a list of links and resources I will be sending out for your future reference.

Anna Culik

CEP 842 Fall 2010

Session Four Technology in the Art Room: New Methods for Reaching Students Review previous week and ask for feedback regarding what was useful Objectives for Today:
1. 2. 3. 4. 5. Try using various education websites that focus on art Watch a video about AT and nd familiar and novel technologies Consider an in-depth application of technology for a specic disability Present to larger group Develop lesson that uses on-line education art websites AND AT

ONE Groups of two will briey explore the seven art education websites listed below. Participants will take notes on what they would use each site for in class.
Mr.PicassoHead - online design and drawing, includes gallery National Gallery of Art: NGA Kids ArtZone - interactive art activities Haring Kids - from Keith Haring- fun online activities for kids and great lesson plan database for teachers MOMA Kids Wing - fun activities from the Museum of Web Art Destination: Modern Art - from the Museum of Modern Art ArtEdventures - for primary and intermediate grades SmART Kids - from the Smart Museum of Art, University of Chicago; for students ages 7-12 to discover ways to look at, think about, and respond creatively to art

THREE Using the Wiki page, Technology in the Art Room, participants will work in small groups to navigate through the resources, links, and recommendations for incorporating technology into the art room. Each small group will select of type of disability to focus on. The groups will report back what they learned and one question they still have about implementing the technology themselves.

TWO Participants will watch the Assistive Technology video. Participants will be given a piece of paper and will fold it in half. In one column, they will record types of technology they never heard of or have seen used. In the other column they will record the types of technology they have seen or used. After the video has played, participants will share one type of technology they have never heard of and one kind they have.

FOUR Participants will work individually to develop one 45 minute lesson that could use one of the art education websites AND a strategy from the Wiki page, Technology in the Art Room. This lesson will be shared with the group at the end of the session.

Facilitator Task: Compile and bind lessons and provide links and resources for further reference.

Anna Culik

CEP 842 Fall 2010

Session Five Working with Support Staff: Starting off on the right foot Review previous week and ask for feedback regarding what was useful Objectives for Today: 1. Paraprofessionals- A Working Relationship 2. IEPs and Implementation 3. Communication with Family Roles and Responsibilities of Paraprofessionals: In Their Own Words The rst person narratives by paraprofessionals offer a glimpse of teaching through their eyes. As art teachers, we often have a one-on-one aide with our students with more severe disabilities. The working relationship between teacher and aide is very important, and rarely discussed. Participants will read this article and offer any of their own experiences working with aides. This is not an opportunity to complain- participants should share experiences that offer a helpful lesson regarding the relationship between teacher and aide. Participants will watch the series of videos from the Head Start Center for Inclusion documenting the IEP process. As they watch these videos, each person will create a draft version outlining the process. The Teacher Role in Home/School Communication: Everybody Wins After reading the article above participants will make a personal list of three ways to initiate and maintain contact with parents. Each person will then share their ideas

After reading the article from Wrightslaw, http:// www.wrightslaw.com/info/ fape.accoms.mods.pdf, small groups will select one item from each section that they believe would be readily implemented in the art room. Small groups with then present to the larger group how they could implement the accommodation or modication.

Facilitator Task: Provide links and resources for further reference.

Anna Culik

CEP 842 Fall 2010

Session Six Putting it all Together: Lesson planning Review previous week and ask for feedback regarding what was useful Objectives for Today: 1. Watch selection of PBSs Art 21 videos 2. Select one contemporary artist 3. Work in groups to create a lesson plan outline that addresses i) a characteristic of successful and satisfying teaching from session one ii) UDL or cognitive strategies from week three iii)technology from week four iv)Collaborating with other staff or implementing IEPs from week ve ONE Participants will watch the PBS documentary series Art 21. This fabulous series showcases some of the groundbreaking contemporary artists today and are grouped by theme. As the documentary is watched, participants will jot down lesson ideas inspired by these artists. TWO Participants will form small groups. These groups will share their initial lesson ideas then merge ideas into one nal plan. This lesson plan will contain within it many of materials and ideas covered in previous sessions. The facilitator will have on hand previous resources and links for reference. The groups will have access to typical art materials and tools so they can actually create a sample project. The lesson should address: i) a characteristic of successful and satisfying teaching from session one ii) UDL or cognitive strategies from week three iii)technology from week four iv)Collaborating with other staff or implementing IEPs from week ve

Facilitator Task: In closing of the PD series the facilitator will ask participants to complete a brief survey regarding how effective, relevant, and useful each of the six session was to furthering their teaching. The lesson will be created and copied then distributed electronically or through school mail so groups can see and use each others lesson.

Anna Culik

CEP 842 Fall 2010

RESOURCE KIT Annenburg Media The Arts in Every Classroom: A Video Library, K-5 http://www.learner.org/resources/series165.html?pop=yes&pid=1753 The Iris Center Star Legacy Module What Do You See: Perceptions of Disability Iris Module. http://iris.peabody.vanderbilt.edu/da/chalcycle.htm The National Arts and Disability Centers online art gallery http://nadc.ucla.edu/ The Iris Center Star Legacy Module Universal Design for Learning: Creating a Learning Environments that Challenges and Engages All Students An Introduction to Cognitive Strategies Luann Jordan Special Connections Questions to Guide Planning for Differentiation C. Tomlinson 1996 Instructional Planning Guide For Differentiation Alberta Education 2006 Technology in the Art Room Wikipages Assistive Technology video YouTube Roles and Responsibilities of Paraprofessionals: In Their Own Words Karen Patterson Teaching Expeptional Children Volume 2, Issue 5, May 2006 The Teacher Role in Home/School Communication: Everybody Wins LD Online

Anna Culik

CEP 842 Fall 2010

IEP video Series Head Start Center for Inclusion School Accommodations and Modications Wrightslaw, at http://www.wrightslaw.com/info/fape.accoms.mods.pdf, PBS Video ART 21 Series http://video.pbs.org/program/1217143847/

EDUCATIONAL ART WEBSITES

Mr.PicassoHead - online design and drawing, includes gallery National Gallery of Art: NGA Kids ArtZone - interactive art activities Haring Kids - from Keith Haring- fun online activities for kids and great lesson plan database for teachers MOMA Kids Wing - fun activities from the Museum of Web Art Destination: Modern Art - from the Museum of Modern Art ArtEdventures - for primary and intermediate grades SmART Kids - from the Smart Museum of Art, University of Chicago; for students ages 7-12 to discover ways to look at, think about, and respond creatively to art