2007-08 Assignments

Fall 2007 Assignments

1. Teaching Artist: Theory and Methods daily class calendar with assignments and due dates.
   
   
2. Learning Styles Research, Howard Gardner articles and video. Due September 11.
   Take the following on-line surveys, printout results and bring to class for reference on
   Tuesday, September 11. You will not be asked to share the specific results.
   
   Multiple Intelligence Inventory at http://www.mitest.com/o7inte~1.htm
   You will be linked directly to the test and scoring devise.
   
   16 Type Jung Typology Inventory similar to the Myers Briggs Typology at
   http://www.mitest.com/o7inte~1.htm
   To understand your scoring see
   http://www.myersbriggs.org/my_mbti_personality_type/mbti_basics/
   
   Index of Learning Styles take Self Test http://www.crc4mse.org/Index.html
   

Read following two on-line articles and view the video links on MI Theory with Howard
Gardner for Tuesday, September 11:

1) Howard Gardner, and Thomas Hatch. "Multiple Intelligences Go to School" CTE Technical
Report Issue No. 4 (March 1990)
http://www.edc.org/CCT/ccthome/reports/tr4.html
This article presents a general overview of M.I. theory and its applications in the classroom.

2) Howard Gardner, Ph.D. "Intelligence in Seven Steps"
http://www.newhorizons.org/future/Creating_the_Future/crfut_gardner.html
Gardner describes seven historical steps in the development of thinking about intelligence, ,br> focusing in particular on work inspired by his Theory of Multiple Intelligence.

3) Charlie Rose interview of Howard Gardner 1993
Find video at 42:40 minutes and runs for 12 minutes. This interview introduces multiple intelligences and go onto discuss the personality types of the highly creative.

Email a bio and a short bio to LMI@cva.edu by Thurs, September 13.
See website for examples.

3. Materials Research. Due Thursday, September 18.
   

   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 during class. Your budgetary goal is to spend no more than $3 per students or a total of $75.

   DO NOT GO OUT AND BUY THESE MATERIALS. You are doing the research for the materials purchases. First, decide on the all materials, types, and sizes you will need to successfully implement the project creating a shopping list. Use the phone, the internet, and store visits to find and compare materials, brands, and costs. Choose materials, brands, amounts, sizes of containers, and price for each item and list below. You will list all materials, amounts and sizes even if they are free. Note stores where items would be purchased on back of sheet.

   • Timeline
   • Self portrait painting
   • Bookmaking
   • Seed mosaic
   • Scene design
   • Poster design
   • Photography
   • Vessel
   • Text and image
   • Linear Perspective
   • Pastel painting
     
     
4. Educational Movement Research and Presentation. Due September 20.
   
   
5. MIA Artsconnected VTS Assignment. Due October 2.

   Review:
   

   • Visual Understanding in Education website: http://www.vue.org/
   • Online teachers development tools: http://www.artsconnected.org/index.cfm

   After viewing the VUE website, go to the artsconnected.com site and choose a piece artwork from the website gallery.  Print the piece in color.  Find a young person to use the VTS technique with as you explore, describe and analyze the piece.  You can work with a child or teen.  Take thorough notes.

   Create a document including the image you are working from and VTS description that you and your young partner surfaced through the VTS exercise. 100-150 words, 12 point, spell check.

   Address the following VTS questions: What do you see? What makes you say that? What else do you see? …and continue…

6. Fall Peer Presentations. Due as Scheduled.

   Create, write, teacher and assess an arts infused lesson to Teaching Artists class peers. Use the Peer Presentation Strategies, Planning Backward Lesson Plan Model, Childhood Personality Descriptions, the MPS curriculum documents Curriculum Standards, and the Minnesota Art Standards to develop a grade and age appropriate arts infused lesson. Revised lesson plan emailed to LMI by December 13, 8:30 AM in MS word or body of email. Peer presentation dates.

7. Research Paper

    Sept 20 – Topics due
    Oct 16 – Outline due
    Dec 11 – Research  Paper Due
    Dec 18 – Presentation
   

8. Peer and Self Evaluations are due the class day following each presentation.
   

9. Jackson Preparatory Magnet School. K-6 Observation and Reflections and 1st Grade "Harvest Project": a team taught lesson at Jackson School. Use the Planning Backwards Lesson Plan, Peer Presentation Strategies, Minnesota Department of Education Curriculum Standards and Classroom Strategies documents with Jackson teachers input and additional research to develop lesson plan.

   Jackson’s address is 437 Edmund Ave, St. Paul. School phone: 651-293-8650
   
   Use the Descriptive Review Protocol that we experimented with it at the Weisman Museum. to address the following questions as you observe, help out in each classroom and reflect. Due Monday, November 6:

   1. Describe the key events and learning activities that took place while you were working and observing the specific classrooms.
   2. What do you think the students were learning and what did you see or hear that makes you think that?
   3. What questions were raised for you?

   Thursday, October 25, 8:30-11:20
   Meet at Jackson office promptly at 8:25
   8:30-9:00 meet with 1st grade teachers for Harvest Project, Elizabeth Simmers’ room
   9:00-11:20 K(1)-3 grade observations

   Tuesday, October 30, 9:45-11:20
   Jackson Preparatory Magnet, 9:45 – Grades 4-6
   Meet at Jackson office promptly to receive your daily schedule
   
   Tuesday, November 6
   CVA Classroom
   Jackson Observation and Reflections due

   Thursday, November 15
   CVA Classroom
   Present exemplars, lesson plans for team Harvest presentations.

   Tuesday, November 20, 8:30-11:20
   Jackson Harvest Project Presentation
   CVA students arrive 8:30 for set up.

   
   

Spring 2008 Assignments

1. Individual Practicum Calendars. Calendars are due the first week of classes plotting the Practicum experiences thatthe Ta student will be involved in throughout the semester. Teachers and artists are to be contacted prior to the first week of the spring semester to schedule Practicum experiences. Adjustments are often necessary and need to be reported to LMI as soon as possible for inclusion on the public website calendar.
   
   
2. Weekly Journals. Journals are due each week regardless of on site participation. Entries are
   to be emailed to LMI email address. Journal entries describe, speculate, raise questions
   regarding student learning, and document site participation. See Weekly Journal page for insturctions. Include dates and weekly cumulative hours tabulated separately for classroom and shadowed hours on site, and any questions or concerns. 200-400 words weekly. Students are expected to read one anothers journals weekly.
   
   Total Practicum hours to total 85. Hours are tallied from Weekly Journals. See Practicum Hours Log for updated hours.
   
   
   
3. Teaching Artist Residencies and Presentations. Students will participate in two Teaching Artist Residencies in assigned classrooms for 35-40 hours each. CVA students will observe and help teachers and students as well as create, write, purchase and prepare materials for, teach and assess one arts infused lesson in each classroom. Use the classroom curriculum, Lesson Plan Worksheet and Planning Backwards lesson plan document along with the Childhood Personality Characteristics and Classroom Strategies documents to develop grade and age appropriate arts infused lessons. Discuss with your classroom teachers and LMI as you develop the lesson plan. Email the lesson plan to LMI a week before implementation for comments and discussion. Put video and self evaluation forms in LMI Library box after your presentation. These must be turned in to receive a grade in the class. Put video tape into LMI Library PO box before second presentation so that the same take can be used for each presentation taping.

   Teaching Artist Portfolios on CD are due to LMI in email prior to Thursday, May 8 final class meeting.

4. Shadowing. Students will shadow a Teaching Artist in an arts residency. CVA students are expected to meet with and help the artists in the classroom for 12-15 hours of an arts residency.
   All practicum experiences to be completed by May 10.
   
   
   
5. Teaching Artist Packets on MAC compatible CD Thursday, May 9 at final class meeting. Packets to include:
   
   • 3 descriptive paragraphs, describing to each residency and
     shadowing experience. Include name of schools, grade levels and teacher/artist name.
     
   • Teaching Artist Philosophy, 2-3 paragraph statement that expresses your beliefs about the value of arts education. See Teaching Artist Philosophy Statement for requirements and directions. Check teaching artist philosophy statements at Minnesota State Arts Board.
   • 2 working digital galleries of the student work with revised lesson plans in BBedit lesson plan format .
     Include work examples from all students who participated in your project. All class workshops for gallery building will take place at CVA computer labs Thursday, March 6, 6:00-10:00 and April 24, 6:00-9:00p.m. All galleries must be checked by Carol before being accepted and class being passed. Label each CD with 'sharpie' pen with classrooms, schools and your name. Contact carol at cva.edu with questions and help as needed. Carol will be handing updated gallery building instructions at our meeting on March 6.
     
   • Teaching Artist Resume, 2 pages. See student example for formatting options. I will blue line resumes and get them back to you in email. The resume is to 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
     • 3 references and contact information- ask the instructors and artists for permission
       
     • Exhibition record - include school exhibitions, dates, places