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41.

Developing an Arts-Based Unit [electronic resource]

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A team of first and second grade teachers at Lusher Alternative Elementary School in New Orleans plans a year end project that will let students show what they have learned in science, math, and English. The students write and perform an original play, using a painting by Breughel and an opera by Stravinsky as their starting points.
Online
2003
42.

Working With Local Artists [electronic resource]

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Students and teachers at P.S. 156 (The Waverly School of the Arts) in Brooklyn, New York, benefit from the school's established relationships with artists from local organizations. This program focuses on a first grade class creating original works with visiting artists, a dancer and a writer.
Online
2003
43.

Collaborating With a Cultural Resource [electronic resource]

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A fourth grade teacher and a museum educator in New Orleans collaborate to develop a unit of study with ties to Language Arts, Social Studies, and Visual Art. Students explore the work of a well known artist, visit an exhibition of his work, meet for a drawing lesson alongside the Mississippi River, and create poems and pictures that they proudly display to their parents.
Online
2003
44.

Bringing Artists to Your Community [electronic resource]

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Successful collaborations between classroom teachers and artists who come for a residency enrich the curriculum of this rural school in Idalia, Colorado. A visiting actor brings story telling and vocabulary to life for kindergarten and fourth grade students and their teachers; a musician engages first and third grade students in writing songs that relate to subjects they are studying.
Online
2003
45.

Students Create a Multi-Arts Performance [electronic resource]

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A team of arts specialists and classroom teachers at Lusher Alternative Elementary School in New Orleans guides kindergarten and fourth grade students in creating an original work based on Cirque du Soleil's Quidam. The program presents highlights of the creative process, including brainstorming about characters' emotions, creating speech and movement for the characters, constructing costumes, and performing.
Online
2003
46.

Borrowing From the Arts to Enhance Learning [electronic resource]

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To add vitality and context to day-to-day learning experiences, three teachers use techniques drawn from the arts to engage their students' minds, bodies, and emotions. In Denver, a teacher uses rhythm, color, movement, and hands-on projects to engage her class of fourth and fifth grade boys. In White Plains, New York, third grade students create short skits that help them understand the concept of cause and effect. In Lithonia, Georgia, a fifth grade Social Studies unit on family history culminates with students using favorite objects to make visual representations of their lives.
Online
2003
47.

What Is Art? [electronic resource]

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Teachers and students explore the nature of theatre, music, dance, and visual art as they consider their own definitions for each art form. They watch an excerpt from Quidam, a surrealistic performance piece by Cirque du Soleil that combines the four art forms in unusual ways, and begin to explore connections between fantasy and reality.
Online
2003
48.

Three Leaders at Arts-Based Schools [electronic resource]

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At Lusher Elementary School in New Orleans, principal Kathleen Hurstell Riedlinger works closely with a Leadership Team of classroom and arts teachers. The team's central role in management is part of a long-term strategy to protect the school's commitment to arts-based learning. Individual members of the team work together on a diverse agenda, including the school's annual Arts Celebration, the increased demand for enrollment from outside the school's neighborhood, and orientation of new teachers to the school's arts-based curriculum.
Online
2003
49.

Responding to the Arts [electronic resource]

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Teachers and and students compare two multi-arts performance pieces from different eras, Quidam (1996) and Parade (1917). They discover how our perception of a work of art is influenced by what we know about the time and place it was created. They also explore how music can establish a mood, create their own vaudeville acts, and learn a process of critical evaluation.
Online
2003
50.

Historical References in the Arts [electronic resource]

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Teachers and students examine costume designs for "Parade", focusing on how the designs help convey character. They interpret works by painter René Magritte and choreographer Alwin Nikolais, discovering influences on the creators of Quidam. They also conduct research into the history of street performance and report their findings, in the role of art historian.
Online
2003
51.

Creating a Multi-Arts Performance Piece [electronic resource]

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Teachers and students examine the elements of the classic journey of the hero as identified by Joseph Campbell. Afterwards, they create a multi-arts performance piece that represents a journey story and apply what they have learned in previous lessons to rehearse, critique, revise, and perform their work.
Online
2003
52.

Designing a Multi-Arts Curriculum Unit [electronic resource]

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Presents a curriculum design process that asks teachers and students to focus on"why", rather than "what", sometimes called backwards design. The teams begin to construct their own arts-based units of study, identifying enduring ideas and constructing essential questions that lead to carefully planned unit objectives and performance tasks.
Online
2003
53.

The Role of Assessment in Curriculum Design [electronic resource]

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As the teacher teams continue working on their own units, they examine strategies for determining how well students meet unit objectives. By revisiting the lessons in the first four programs, they discover how to build formative and summative assessments into the units that they are developing.
Online
2003
54.

Three Schools, Three Approaches [electronic resource]

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Documentary segments filmed during the school year show the workshop teachers planned and taught arts-based lessons that grew out of work in the first six programs. Discussions at the end of the school year, facilitated by one of the workshop leaders, give the Learner Team members a chance to reflect on some of the developments in their teaching practice.
Online
2003
55.

Building on New Ideas [electronic resource]

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More documentary segments show further work by the team members with their students, among themselves, and with colleagues. The end-of-year discussions continue, with team members reflecting on how their new initiatives in the arts have affected them and their schools, and offering advice for other teachers who want to bring the arts into their own classrooms.
Online
2003
56.

You WILL Be Tested on This! [electronic resource]: Standardized Testing

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Considers how teachers can use standardized state and national tests to focus their teaching on improved student performance in the classroom as well as on these external measures of success.
Online
1997
57.

Will This Be on the Test? [electronic resource]: Knowing vs. Understanding

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Sets the stage for the series by examining what it means to understand.Explores how teachers can design a set of performance tasks to fairly and accurately assess the levels of understanding that their students have or have not achieved.
Online
1997
58.

What'd I Get? [electronic resource]: Scoring Tools

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Demonstrates how teachers can construct assessment tools for benchmarks of student understanding. Focuses on the role of students in the construction of scoring tools and the process of assessment.
Online
1997
59.

Is This Going to Count? [electronic resource]: Embedded Assessment

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Shows how embedding assessment into everyday curriculum turns performance tasks into learning activities. Demonstrates that well-designed assessment allows teachers to shape subsequent instruction according to what their students have and have not understood.
Online
1997
60.

I Didn't Know This Was an English Class! [electronic resource]: Connections Across the Disciplines

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Explains how teachers can measure students' depth of understanding by requiring them to make connections across the disciplines. Explores how teachers can encourage these connections by designing performance tasks that build on other disciplines.
Online
1997