Fall and Spring Assignments

Fall Assignments                                                                                           Spring Assignments

Fall Assignments

1. TEACHING ARTIST THEORY AND METHODS. Daily Class Calendar and Schedule with meeting locations, assignment and due dates. Subject ot change. Check weekly!
   
   
2. BIO/PHOTO ASSIGNMENTS. Due September 6.
   Email 2 photos (sm and lg head shot) and short bio by Thursday, September8. See Teaching Artists for examples. Bio should be general, addressing your major, artmaking, experience working with kids, and your interests in arts education. 125-150 words. See Daily Class Calendar for photo resolution and size.
   
3. EDUCATIONAL MOVEMENT RESEARCH AND PRESENTATION. Due September Sept 11,13,18,20.
   The attached pdf will help you research learning theoriest. See attachment for assignment, topic choice, schedule and weblinks to theory and movement info HERE.
   
   • The Learning and Teaching Kaneb Center at Notre Dame PPT Tip sheet will give you simple design tips for Powerpoint.
   
   
   • Directions for creating a PPT if you have never done one before and a PowerPoint on making PowerPoints
   • http://www.slideshare.net/paulwill/powerpoint-for-teachers/
   
   
4. LEARNING STYLES RESEARCH, PERSONALITY TYPOLOGIES, MULITPLE INTELLIGENCE THEORY.
   Due September 25.
   • a. Take the following on-line surveys, print results and bring to class for reference. You will not be asked to share the specific results, but you do need to bring them and the interpretive materials to class on Sept 14.
     • Multiple Intelligence Inventory
     • Myers-Briggs Typology Inventory
     • Index of Learning Styles Test
   
   
   • b. Review website Discipline by Design http://www.honorlevel.com/x47.xml
   • c. Read following on line articles:
   • "Multiple Intelligence Go to School" by Howard Gardner and Thomas Hatch.
   • http://cct2.edc.org/ccthome/reports/tr4.html
   • "Intelligence in 7 Steps" by Howard Gardner http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_gardner.cfm

5. MATERIALS RESEARCH. Assignment due Sept 27, 9:00 AM in email to instructor.
   Assignment Objective: Your assignment is to choose and list specific materials that are necessary for implementing a phantom project that will be given to each of you in class---see copies below for each assigned project. You have a fictional budget of $75.
   
   DO NOT GO OUT AND BUY THESE MATERIALS. You are doing the research for the materials purchase only.
   First, decide on the all materials, brand, sizes and amounts you will need to successfully implement the project you have received, creating a shopping list. Use the phone, the internet, and store visits to find and compare materials, brands, and costs. Next, record materials, brands, place of purchase, amounts/sizes of containers, and total price for each item, add together for total materials price for the lesson and divide by number of students to find the cost per student.
   1. Self portrait painting doc
   2. Seed mosaic doc
   3. Scene design doc
   4. Photography doc
   5. Vessel doc
   6. Timeline doc
   7. Pastel painting doc
   8. Linear perspective doc
      
      
6. MIA VUE (VTS–VISUAL THINKING STRATEGIES) REASEARCH, APPLICATION AND SUMMARY.
   View and research the Visual Understanding website at http://www.vue.org/  
   Review on line teachers’ development tools at: http://www.artsconnected.org/ in order to choose an image for your VTS presentation.
   

   Using your VTS research and our experience at the MIA with VTS, choose a piece of artwork from the ArtsConnectEd website. Facilitiate a VTS experience with a partner - you take the role of VTS facilitator and your partner the student. Document their comments in writing and then reflect on what you learned from this experience.  Create a document including the image, VUE/VTS commentary and self- reflection focused on the VTS/VUE process (What does this process offer students and teachers?  What is most difficult about facilitating and how might you address those difficulties? How might you use it in a classroom? Where does it fall short? ). 1-2 pages, 12 point, spell check. Email to LMI@cva.edu Oct 9 by 9:00
   
   Address the following VUE/VTS question in your interview and transcript and remember to paraphrase:
   What do you see?
   What makes you say that?
   What else do you see?

7. FALL TEAM PEER PRESENTATIONS. See class schedule.
   Create, write, team teach and assess an arts infused lesson to Teaching Artists class peers. Use the the following documents to to develop a grade and age appropriate arts infused lesson. Planning Backward Lesson Plan is due one week prior to peer presentation in email to instructor and to be revised and resubmitted after teaching (following week)
   • Peer Presentation Planning Strategies - review for planning
   • Planning Backward Lesson Plan - fill in completely and submit to instructor via email (draft and revision)
   • Childhood Personality Descriptions
   • Governmental Developmental Guide for Children from birth to age 19
   • Minnesota Art Standards
     
     
8. RESEARCH PAPER AND PRESENTATIONS
   Sept 25 – Topics due in email to instructor 8:00AM
   Oct 18 – Paper proposal / paragraph summary due . The research paper proposal or outline should include the thesis of the paper, at least three important points in the paper and at least six primary and secondary sources including your interview. In addition consider what your conclusion may be in order to give yourself focus. In order to write your proposal you will need to begin your research.
   Dec 2, 12:00 Midnight – See requirements for Research Paper. Due / email 6:00PM
   Dec 6+11 – Presentation of Paper , 10 minutes each--What you researched, your thesis and why it matters.
   
   
9. PEER AND SELF EVALUATIONS are due the class day following each presentation.
   
   
10. JACKSON PREPARATORY MAGNET SCHOOL OBSERVATIONS AND TEAM TEACHING. http://jackson.spps.org/
    
    Research content for team presentations and use following documents to plan your team 1st Grade Harvest project .
    K-6 Observation and Reflections - use this document for observations notes
    Planning Backwards Lesson Plan Form
    Preparing to Teach–Strategies
    Minnesota Department of Education Curriculum Standards
    Child Development
    
    Jackson’s address is 437 Edmund Ave, St. Paul. School phone: 651-293-8650. Teams and content will be decided on during our meeting with teachers at Jackson. Note team prepared lesson plans and project examples are due for CVA class presentation and tuning on Thursday November 15. Final Lesson plans are due to your instructor on Sunday November 17, 6:00PM and will be immediately reviewed and returned with comments.
    
    JACKSON SITE VISIT DATES AND LESSON PREPARATION SCHEDULE
    
    Tuesday, November 6
    7:50-8:15 teacher meeting (meet at Jackson office at 7:40)
    9:30-11:00 observations
    Meet at Jackson Office promptly 9:30
    Grades 1-3
    
    Thursday, November 8
    9:30-11:00 observations
    Meet at Jackson office promptly 9:30
    Grades 4-6
    
    Tuesday November 13 - No Class CVA /Registration Day. Meet independently in teams to prepare exemplars and lesson plans.
    
    Thursday November 15 - Meet in classroom. Tuning lesson plans and exemplars and review materials purchases.
    
    Sunday November 18, 6:00PM - Final Planning Backward Lesson Plans due to instructor in email. Revise and send to participating teacher by Monday November 18, 8:00AM
    
    Tuesday November 20
    9:30-10:30 1st grade classrooms, 10:30-11:00 clean up and installation of projects
    Jackson Team Harvest Presentations and Teaching
    CVA students arrive 9:15 if not in clas ) for quick set up and stay for clean up

11. ARTISTS ROSTER AND SCHOOL RESEARCH ASSIGNMENT - Due November 27 ( email to instructor 9:30am)
    Fill our TA Practicum Information Form due class after Thanksgiving break. Use the following information to make your choices for Teaching Artist shadowing: www.arts.state.mn.us/aie/index.htm, compas.org/artists. Choose 3 artist options you would be interested in assisting next semester.
    
    Visit the Minneapolis and St Paul School district and Community Arts Organizations websites to familiarize yourself with schools and programs.
    
    • St. Paul Schools: Linwood / Monroe A+, Expo Elementary, Jackson Preparatory Magnet, Capitol Hill - www.spps.org/
    • Minneapolis Schools: Seward Montessori, Barton Open, Marcy Open, Southwest High School, South High School,
    Patrick Henry High School, North High School - www.mpls.k12.mn.us/
    • Arts Organizations: Courage Center, Intermedia Arts, Weisman Museum, Walker Art Center, Minneapolis Institute of Art, Wilder Adult Day Health Service, INTERACT, Highpoint Center for Printmaking, Bethesda Hospital.
    
    Practicum Assignments are chosen by the instructor with input from the TA student and availability of school or arts organization.

Spring Assignments

1. Individual Practicum Calendars. Contact teachers and artists to create a spring schedule prior to the first week of CVA classes to schedule Practicum experiences. You will be on site for 70-80 hours in classroom residencies and 10-20 hours for shadowing. The hours on site should total 90 by the end of the semester. In addition, students will prepare lesson plans, materials and assessments and meet individually with their CVA instructor and mentor during the CVA course. Cummulative hours meet the CVA internship requrement.
   
   Submit Calendars scheduling thePracticum experiences you will be involved in throughout the semester the first week of classes. Adjustments are often necessary. Report changes in weekly journal.
   
   
2. First All Class Meeting, MId Term and Gallery Building Meetings.
   • 1st All class meeting January 25, 4:00 Western 416.
   • Mid Term meeting March 14, 6:00-8:00 PM Summit front office
   • Final class meeting Wednesday May 8, 10:00AM at LMI's house. Directions will be emailed.
     
     
3. Weekly Journals. 200-500 words due each Sunday at midnight on http://www.facebook.com/groups/cva.teaching.artist/ Journal entries describe, speculate, raise questions regarding student learning, and documenting site participation. See Weekly Journal page for instructions. Include site visit dates and classroom and shadowing tabulated separately each week. Your hours log will be taken from your journals. Read one anothers' journals weekly and comment on at least one journal from previous week.
   
   
4. Teaching Artist Residencies and Presentations. Students will participate in one Teaching Artist resideny and one shadowing for 90 hours total. Hours may be split between sites according to need and student schedules. CVA students observe and help teachers and students as well as create, write, purchase and prepare materials, teach and assess one visual arts lesson in one classroom. Use the classroom curriculum and Planning Backwards lesson plan along with the Childhood Personality Characteristics and Classroom Strategies to develop grade and age appropriate visual arts lessons. Plan with classroom teachers or mentor and your instructor to develop the lesson plan. Meet with CVA instructor and email the lesson plan to your CVA instructor a week before implementation and again after lesson implementation for evaluation and reflection.
   
   
5. Planning Backwards Lesson Plan revision, Video and self evaluation forms are due in Lynda Monick-Isenberg's Library box one week after each presentation.
   
   
6. Teaching Artist Packets due uploaded to DropBox before our final meeting.You have been invited to join Dropbox and will need to sign up if you have not as yet. Place documents in appropirate Dropbox folders.
   
   • Student work jpg images with revised lesson plans in MS word. Include an image from each students who participated in your project. Label your images with your name, school and a number as follows: AF_Jackson_01.jpg, AF_Jackson_21.jp, etc. Place images in the image folder under your name.
   • Two descriptive paragraphs describing the residency and shadowing experience. Include name of school or organization, grade or age levels, teacher or artist name and your responsibility and accomplishments.
     
   • Teaching Artist Philosophy. 2-3 paragraph statement that expresses your philosophy about the value of arts education. See for Minnesota State Arts Board Artist Statements examples.Click on the alphabtical listing of artist name and then an artist name to find the philosophy.
   • Teaching Artist Resume. 2 pages max. Use this student example for formatting and content. The resume should contain the following:
   • Name, address, phone, email
     
   • Educational experiences with institution names, dates, and honors
     
   • Pertinent work, teaching, and volunteer experience with dates, locations, and titles
     
   • Exhibition record - include school exhibitions, dates, places
   • 2 references and contact information - ask the instructors and artists for permission to include them as reference