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Resources and a Process for Teaching About Historical and Cultural Contexts in the Arts

Name: David Berlin, D.M.A.

School District: Governor's Institute for Arts Educators

Title: Embedding Historical and Cultural Contexts Made Easy.

Grade Level:Graduate

Piloted with students in grade:Graduate level professionals

PA STANDARD AREA: ARTS AND HUMANITIES

9.1 Producing, Performing and Exhibiting

X

9.2 Historical and Cultural Contexts

9.3 Critical Response

9.4 Communicate Aesthetic Response

Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): 9.2

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and acquire the knowledge and skills needed to identify, compare, contrast and analyze works in the arts in there historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.

Lesson Topic/theme: Resources and strategies for more effective teaching

 

overview:

This Community of Learners will develop an idea bank by art form of various processes and instructional strategies or methods that could be used by teachers in assisting students in reaching the standards statements under PA Arts Standards Category 9.2, Historical and Cultural Contexts.

 

Keywords: standards-based arts education resources, standards-based arts education strategies, standards-based arts education tactics, standards-based arts education methods, standards-based arts education instruction, standards-based arts education activities, standards-based arts education processes

 

Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .)

Participants will create contributions to a Community Web Page of resources located, processes for using the resources, and an outline of and reflections on how to involve students in the uses of these resources to demonstrate achievement of the standards statements under PA Arts Standards Category 9.2, Historical and Cultural Contexts.

Individual instructional plans will provide specific examples of the process and utilize some of the resources located.

  • Products:
  • Community Web Page of resources located processes for using the resources and reflections.
  • Planned instruction for use with one's own students. 

Materials: (type in 8 lines or less)

A collection of learning activities each of which results in some benchmark achievement (both on line and hard copy).

4 packages of Post-it Notes

Two boxes of Floppy disks (formatted for PC) containing the two necessary templates

Binder with pre-tests, post-tests, achievement logs and hard copy of all presentation materials.

Access to 10 or more computers each of which has the capability to access any web site, anywhere, anytime. Any and all security filters, firewalls and the like should be removed so that participants can download MP3, as well as any other kind of file. Participants may also need to download and install some plug-ins including quicktime, shockwave, scorch 2 and others in order to accomplish their work. They need to be able to do this as needed.

Warm-Up: (type in four lines or less)

There will be an orientation meeting to define and describe goals, objectives, learning activities and assessment of the community and its work. A pre-test will be administered to reinforce the goals, objectives and achievements.

Procedure: (type in 43 lines or less)

Participants work independently, or with others to complete a series of learning activities at http://www.com2.50megs.com

Each learning activity concludes with a benchmark achievement which is reviewed for mastery of the content and serves to document successful completion of the learning activity.

Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less)

The participant:

  • Works with another member in a peer-tutoring mode
  • Seeks attention and help from the mentor
  • Receives individual attention and help from the Lead

Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less).

The participant:

  • Contributes additional resources to the data bank of resources for one's own content area.
  • Collects Research Findings about constructivist learning theory.

Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less)

Below Basic

The participant completes some of the learning activities and few of the benchmark achievements show understanding

Basic

The participant completes most of the learning activities and some of the benchmark achievements show some understanding and insight

Proficient

The participant completes all of the learning activities and most of the benchmark achievements show some level of mastery, understanding and insight.

Advanced

The participant completes all of the learning activities and all of the benchmark achievements show a high level of mastery, understanding and insight.