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1.

Principles of Artful Teaching [electronic resource]

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Program opens with teachers sharing passionate insights about why they teach the arts to young people. Then short classroom segments illustrate how arts teachers employ seven principles of artful teaching to meet the needs and imaginations of their students. Workshop participants explore how these principles can affect their own teaching. Subsequent sessions will examine each principle in depth, with examples from dance, music, theatre, and visual art.
Online
2005
2.

Developing Students as Artists [electronic resource]

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Participants explore how arts teachers help students develop knowledge and fundamental skills while providing opportunities for creativity and independence. First, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects. Then a theatre teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert. In an intermediate visual art course, a teacher builds on students prior learning in a foundation course. Finally, a vocal music teacher works with two classes: students learning to read music and an advanced jazz ensemble.
Online
2005
3.

Addressing the Diverse Needs of Students [electronic resource]

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Participants meet a visiting theatre artist who takes advantage of the different backgrounds and learning styles of ninth-graders to help them understand and embrace the playwriting process. A visual art teacher brings top honors art students and students with disabilities together, so they can learn from each other. As a music teacher works with different classes, but addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.
Online
2005
4.

Choosing Instructional Approaches [electronic resource]

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Demonstrates that Arts teachers take on a variety of roles, and use many different instructional techniques as they engage with their students; that they can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, or audience members. In this session, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges. Next, an acting teacher becomes a facilitator as his students report on research about theatre history. Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students individual needs. Finally, two dance teachers engage students in critical analysis of a painting, as a way to encourage [...]
Online
2005
5.

Creating Rich Learning Environments [electronic resource]

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Demonstrates how Arts teachers create a safe environment where students feel free to express their thoughts and feelings and take creative risks. In this session, participants meet an Acting I teacher help students let go of their inhibitions and an Acting II teacher encourage students to take creative risks as they interpret monologues. In a dance class, a teacher asks students to work closely in pairs so they can study subtle aspects of movement technique. In a visual art department, the teachers work together to create a community that gives students multiple outlets for artistic learning. Finally, a music teacher builds his students confidence and skills as they learn the basics of improvisational singing.
Online
2005
6.

Fostering Genuine Communication [electronic resource]

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Demonstrates how Arts teachers communicate with students, and students communicate with each other, in respectful ways that encourage communication of original ideas through the arts. Participants meet a dance teacher whose students draw choreographic inspiration from poetry and sign language. A visual art teacher gives her commercial art class a fanciful assignment that enables them to communicate a concrete idea through several visual media. A theatre teacher encourages student interaction around the dramatization and staging of fables. Finally, a vocal music teacher asks her students to use descriptive praise to critique the performance of a fellow singer.
Online
2005
7.

Nurturing Independent Thinkers [electronic resource]

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Demonstrates how Arts teachers use formal and informal strategies to assess their students progress and to modify their own teaching practices. Participants meet a vocal music teacher who splits his choir into groups that give each other feedback; he also has students tape-record themselves during rehearsal, so he can judge their individual progress. A dance teacher critiques original choreography by a student and asks her peers to participate in the process; this feedback helps the student deepen the impact of her work. Next, theatre teachers give an in-depth critique to a student, and then ask him for feedback on their teaching. Finally, a visual art teacher helps students develop their observation and analysis skills throughout their high school careers, so they learn to be their [...]
Online
2005
8.

Making the Most of Community Resources [electronic resource]

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Demonstrates how Arts teachers can develop relationships with community members and organizations by bringing artists into the classroom, taking students beyond school walls, and asking students to draw inspiration from the voices of their community. Participants observe a guest choreographer who challenges the students with her working style and expectations. A visiting theatre artist helps playwriting students develop monologues based on interviews with people in the neighborhood. A visual art teacher and her students work with community members to create a sculpture garden in an empty courtyard at their school, drawing inspiration from a nearby sculpture park. A band teacher invites alumni and local professional musicians to sit in with her classes, giving students strong musical [...]
Online
2005
9.

Social History [electronic resource]

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Introduces the discipline of social history, which focuses on the lives of ordinary people. Demonstrates how to find clues to personal histories in diaries, photos, music, and clothing. Illustrates how literature can be more fully understood when paired with social history artifacts that reflect the cultural norms of the time.
Online
2003
10.

Introducing Arts Education [electronic resource]

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"What is Arts Education?" shows a montage of insights from teachers and administrators, plus examples of successful arts instruction in classrooms across America. "What are the Arts?" presents teachers, administrators, students, and parents who offer thoughtful and sometimes humorous comments on what the arts mean to them. In "How Do You Know They're Learning?" , educators from several schools tell how they know if their students are "getting it."
Online
2003
11.

Teaching Music [electronic resource]

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Two music specialists from arts-based schools demonstrate different approaches to serving diverse student populations. At Harmony Leland Elementary School in Mableton, Georgia, all 500 students study the violin. Their classes with Barrett Jackson become lessons in character and discipline. At Smith Renaissance School of the Arts in Denver, Sylvia Bookhardt and a class of fifth graders explore the Renaissance through choral singing.
Online
2003
12.

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
13.

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
14.

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
15.

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
16.

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
17.

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
18.

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
19.

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
20.

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