(I am hoping at this point we do not need to have a detailed calendar version of our timeline like the example in the book. Yikes! I just got out for the summer and I'm feeling overwhelmed with tasks for the school year.)
Summer - Develop research proposal, check out grant possibilities, gather bibliographic materials. Research more information about 21st century skills, other teachers use of iPad technology in secondary art rooms, and assessment methods.
July - Book study. Building PD development. iPad lab set ups. Technology PD session. CCSS PD workshops. Content Leader meetings.
August - Begin School Year Aug 1 / class Aug 6.
Survey students. Begin journal. Implement iPad strategies. Take Field Notes.
Check on progress of 6 curriculum writing teams. Begin Committee review process.
Plan and hold 2 building PD days.
Start online coursework for Fall semester.
Oh, yeah and plan lessons and teach classes.
September - Breathe. Progress reports due.
Continue to implement iPad strategies. Continue field notes. Interview selected students. Keep reading and researching relevant connected topics.
Keep track of curriculum writing teams and committee review process. Start to look for PEH curriculum writing teams and begin selecting days for writing institute.
October - 1st Q ends, grades due. Fall Break. Parent / Teacher conferences.
Monitor strategies. Go over field notes.
Follow up with Curriculum writing teams. Begin constructing budget for following fiscal year.
November -
Continue strategies. Gather more information about research topics.
Thanksgiving.
Curriculum committee meetings.
Cognitive Coaching Workshop.
December -
Follow up interviews. Survey students.
Finals review. Exams.
Finalize Budget for submittal.
January - Start 2nd semester.
Compile Data. Determine if should continue or gather different information. Begin to analyze. Outline research study based on themes.
Reexamine Curriculum timelines. Outline remaining work.
Submit proposal for MAEA presentation.
Begin Spring semester online coursework.
February - Progress reports due.
Birthday. Plan D's bday.
Evaluate progress. Draft presentation of research.
Begin MAEA presentation work.
March - 3rd Q ends. P/T conferences. Spring Break.
State and National Conferences. Present MAEA.
Prepare Taxes. Send invites for D's bday.
April - status update.
D's Bday. Plan G's bday.
MAP testing. Block schedule.
Mindwork: Find a Grant Source (pgs. 110-111)
Source: National Endowment for the Arts
http://arts.endow.gov/grants/apply/Artsed.html#
Learning: Americans of all ages acquire knowledge or skills in the arts.
Support is available for projects that provide Americans of all ages with arts learning opportunities across a diverse spectrum of artistic disciplines and geographic locations. These projects should focus on the acquisition of knowledge or skills in the arts, thereby building public capacity for lifelong participation in the arts. Learning activities may include:
- Lifelong learning activities for children, adults, and intergenerational groups.
- Standards-based arts education activities for pre-K-12 students.
- Informal education programs, workshops, and demonstrations.
- Mentorships and apprenticeship programs.
- Professional development for artists, teaching artists, teachers, and other education providers.
- Assessments and evaluations of arts learning.
- Online courses or training.
- Lectures and symposia.
- Production, publication, and distribution of teachers'/facilitators’ guides.
- Innovative practices in arts learning for Americans of all ages.
You will be asked to address the anticipated results in your application. If you receive a grant, you will be asked to provide evidence of those results at the end of your project. You will need to describe the participants' learning, the composition of the participant group, and the numbers of participants and activities, as well as the activities used to facilitate the acquisition of knowledge or skills in the arts. If you receive support through the Arts Education discipline for a standards-based project, you will be required to report on additional measurable results, including identifying specific learning outcomes, describing the assessment method, and reporting on the number of participants who demonstrated learning. Before applying, please review the reporting requirements for Learning. In addition to a Final Descriptive Report and Federal Financial Report, Arts Education grantees will be required to submit assessment tools with their Final Report.
Mindwork: Write a Working Proposal (pg. 111)
Working Title: Bauhaus Meets Big Idea
Name, affiliation, position: Michelle Ridlen, Francis Howell School District, Artist Teacher / Fine Arts Content Leader
Background (position, purpose, significance, rationale): Teacher, Curriculum Content Leader. teaching through the years I have felt a shift in culture and witnessed the slow evolution of the 21st century student into a learner who is not as responsive to DBAE-based learning in the secondary art room.
Problem Statement: Motivation for today's learners has changed. Artistic habits of mind are needed now more than ever to be a successful 21st century citizen and the structure of the current curriculum is not as effective at reaching our students.
Research Question and subquestions: Could an alternative curriculum encourage and produce more productive students that demonstrate a higher level of creativity and critical thinking skills?
Related Research: Creativity, Digital learners, curriculum types, assessment
List of Permissions Required: I am not sure what type of permissions would be required to research this topic. I assume parent/student as discussed earlier in the book, but is there also a more formal request process?
Data Sources: Selected case study students, interviews, field notes, artwork, portfolios.
Methods and Analysis: Qualitative methods as well as some quantitative data related to grades.
Time Line: (please see previous post)
Plans for Dissemination: Either a follow up presentation at MAEA to last year's Big Idea presenation, or outline of alternative curriculum in the form of a sketchbook / artworks in an online gallery.
Possible Findings: Splitting the school year into an elements / principles type structure no longer fits the needs of our student population in order to address 21st century needs in visual arts education. There is a better way to engage students and keep them engaged in the arts.
Projected Budget: I could work on a shoestring budget of my pocket change, but could also make use of technology to enrich the envisioned curriculum. (If I could get my own iPad lab through a grant, that would be awesome!) Digital photo equipment, lighting, and a laptop or iPad dedicated to my classroom for our use would be ideal. Also, if I could pay college types to observe, take notes, and transcribe notes/data that would also be incredibly useful.
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