21 st Century Skills for the Arts
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- Cornelius Townsend
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1 21 st Century Skills for the Arts The 21 st century skills integration with visual arts curriculum illustrates how the arts promote work habits that cultivate curiosity, imagination, and creativity and evaluation skills necessary for developing lifelong learning. Students who possess these skills are better able to manage ambiguity, explore new realms of possibility, express their own thoughts and feelings and understanding the perspectives of others. Furthermore, these examples developed by the Dublin City Schools visual arts teachers suggest ways that the arts can help promote globally aware, collaborative and responsible citizens. While each discipline has its own unique set of knowledge, skills, and processes, the arts share common characteristics that make arts education powerful preparation for success in college, career, and a fulfilling life. 1. Critical Thinking and Problem Solving- Students will use various types of reasoning to think and reflect critically and solve problems in both conventional and innovative ways. o 4 th Grade: Design open- ended artworks, students problem solve through the process o 8 th Grade: Students will interpret big ideas that address identified issues and propose possible solutions and use technology to create an artwork. An example might be to create a thought- provoking sculpture that is the focus of school- wide discussion. o 12 th Grade: Students engage in peer critiques using the computer and address what criteria will be for the focus of the critique. (Design and composition, meaning, how well they interpreted the theme/big Idea, etc.) Students develop questions about the project to share with the creator of the piece of art (peer). The questions could be decided upon prior to the collaboration. Students will talk in pairs and then in a class discussion. 2. Communication Students will communicate in a variety of contexts through a variety of artistic media, including technologies, to convey their own ideas and to interpret the ideas of others. o 4 th Grade: Giving students choice in the art studio, letting them find their voice through their art. Using technology to share their work through a blog, digital portfolio, etc. o 8 th Grade: Students will examine how artists use the arts to communicate particular ideas, themes, or concepts (such as, relationships, over coming obstacles, optimism vs. pessimism) and to evoke particular emotions or feelings (joy, sadness, tension, relaxation) in the viewer. An example might be to analyze and critically compare selected works of art from Art History or from Visual Culture.
2 o 12 th Grade: Students will do research on an artist s style using available technology. They will journal about their ideas of how to describe what the artist s style looks like. They will communicate their understanding by creating apiece that is related to the style. Students will post their work on the web with and artist statement. Students use available technology and research an artist whose work embodies a social issue. Students will journal about their interpretation of the artist s Big Idea. Students will create a piece of work that interprets the same theme but in their own voice/style. 3. Collaboration- Students will work together effectively to share and accept responsibility, compromise respectfully to reconcile diverse ideas, and accomplish a common goal. o 4 th Grade: Providing opportunities for the students to work together. Sharing artwork with teachers and peers and parent. Working together across curriculum. Working with community o 8 th Grade: Students will work collaboratively in both large and small groups. They will complete self and peer assessments that include evaluations of the quality of their teamwork. An example might be working in small teams to produce Andy Goldsworthy inspired ceramic pieces that are placed in the environment or working as a class to produce a painted mural based upon an idea arrived at by the whole class. o 12 th Grade: Students will work together on a piece of art in groups. Students will divide up the process of creation by determining how and who will research, plan and create what part of the overall project. Students will work together and hang an art show together. They will decide on what is grouped together. It could be a mock exhibit with art reproductions or student work. The instructor could introduce the career of curator to students and have a guest curator evaluate their show and make suggestions. Thus making it collaboration with the community as well. 4. Creativity Students will draw on a variety of sources to generate, evaluate, and select creative ideas to turn into personally meaningful products. o 4 th Grade: Exposing students to a variety of theme, media, culture, etc. o 8 th Grade: Students will work through the creative process (identify a topic, research, explore options, select and develop ideas, get feedback, revise, refine, produce) and create an original work of art. Seeking opinions and being open to new ideas will aid in the creative process. The choice of ideas, materials, tools, or methods may also aid in how they approach creating a personally inspired work of art. An example might be after working through the creative process, choosing a method for hand- building an object in clay that best demonstrates originality and inventiveness. o 12 th Grade: Students create an original piece of art after brainstorming ideas. They will engage in a class critique in a round robin or musical chairs style fashion. Students will write about each students work and eventually will arrive
3 back at their work. Students can see if their work is truly creative or if there are many versions that are similar to theirs. 5. Innovation Students will investigate new processes, implement creative ideas, and revisit traditional ideas to create new and reinterpret existing works of visual and performing arts. o 4 th Grade: A culmination of the above skills working together to engage thinking skills and practices o 8th Grade: Students will work independently and in small groups to develop, implement and communicate new ideas or to utilize old ideas seen in a new way. An example might be changing a traditional painting into a contemporary artwork; such as, creating a personal version of a Starry Night or a modern day Mona Lisa. o 12 th Grade: Students select a 2D piece of art and work in a small group to crate a 3D piece that interprets or paraphrases the original. Students discuss what materials to use and work together. Students select a famous work of Art and reinterpret it in a different medium. 6. Information Literacy Students will access and evaluate information from a variety of sources accurately and creatively with an understanding of ethical and legal issues. o 4 th Grade: Create Personal Art WebPages, General Pages All about Me and Art Pages to serve as a digital portfolio of art work for the year, Cover ethical and legal use of images C and CC (creative Commons). o 8 th Grade: Appropriation of images, Pop Art and Visual Culture Images, Select a contemporary image and issue to use in the creation of a drawing, painting or sculpture that demonstrates their ability to employ the concept of appropriation. o 12 th Grade: Censorship/ Controversial Images in Art, Research and create PowerPoint presentations to class then create a work of art then includes TEXT that changes the meaning of the image. 7. Media Literacy Students will analyze and use media to understand how and why messages are created and interpreted and how media influences culture, beliefs, and behaviors. o 4 th Grade: Media has Power! Analyze why was Cookie Monster changed to Veggie Monster? Product Design: Create your own shoe, car, toy, household object and advertise it. (Art shoes website) o 8 th Grade: Propaganda- Holocaust Study integrated with Social studies Washington D.C. Trip; collaborate with English Teachers and persuasive writing. Group Project- Create a Propaganda Poster based on contemporary visual culture. o 12 th Grade: Using Adbusters and Imrov Everywhere websites deconstruct current Ads and either creates a new ad or reconstruct to change meaning.
4 8. Information, Communication, and Technology Literacy Students will use technology effectively to research, access, create, and communicate creative ideas and information with an understanding of ethical and legal issues. o 4 th Grade: o 8 th Grade o 12 th Grade: Across all levels: Personal Web Pages/ Art Portfolios on iweb, linked to Progress Book 9. Flexibility And Adaptability Students will be flexible and adapt to change in a variety of artistic contexts. o 4 th Grade: Mid project Critique, break into groups of 2 or work as a whole class to critique each other s work. Answer, "What is working well?" What are do you have an idea for improvement? o 8 th Grade: Self Assessment of Attitude, Effort, Creativity, and Effort. o 12 th G rade: Self Reflection 150 words at midpoint of project and then and revision of art work, demonstrate use of the Art creation web. 10. Initiatives and Self-direction Students will be motivated, self-directed, and reflective learners, who independently manage their goals and time to continuously improve as artists. o 4 th Grade: Independent study clay project- student submit a proposal that demonstrates the ability to plan materials, steps to complete the project, and daily work goals within a designated time period for completion, students monitor progress and see project to completion; 2. Create a large group project first to model steps and how to plan a project first (possibly group project for DEF Art Auction) then have students create their own independent project. #Index Card/Journal daily goals; o 8 th Grade: Select and Research Artists- Rubric and self directed, monitor personal progress, then create a piece of art inspired in some way (tools, techniques, style, subject matter, issue, theme) by the artist o 12 th Grade: Advanced Classes self-directed and proposal based. 11. Social and Cross-cultural Skills Students work respectfully and effectively with socially and culturally diverse teams or content to increase innovation and quality in their work. o 4 th Grade: Develop an understanding that each and every person has culture and that ones ethnicity may be one of many social influences of culture. One example to explore may include social skills such as: hand shake, hugs, proximity o 8 th Grade: online communications: exploration of blogs and face book Pages, ing digital artwork with sister schools for analysis and comparisons of cultural symbols embedded o 12 th Grade: Research a culture other than your own and design a work that expresses meaningful reflection of the cultures for example similarities and differences, conflicting beliefs, resolution of conflicts, negotiation.
5 12. Productivity and Accountability Students will set goals, accept responsibility, and refine their work to meet high standards of excellence and accountability o 4 th Grade: Independent project based on a Big Idea, Assessment/expectations/goals developed collaboratively by class, then students produce independent project goals and daily goals, develop materials and procedures, set conference with teacher and track progress of goals o 8 th Grade: Keep a daily log of accomplishments and develop digital portfolio including artist statement o 12 th Grade: peer generated rubrics; presentation of projects and ideas to class 13. Leadership and Responsibility Students will use the arts to inspire others, optimizing the skills of team members through their interpersonal awareness, integrity, and ethical leadership to solve problems that benefit the larger community. o 4 th Grade: Students modeling of safe usage of materials to younger students (partners0 o 8 th Grade Peer teaching, making Political Posters or Cartoons o 12 th Grade: Discussing and assessing the value of art in general and the value of your personal art; set up a school art show. 14: Interdisciplinary Themes Service Learning Projects- utilizing integrated curriculum in a collaboration with a community group that serves to benefit both groups mutually o Working with seniors groups o Serving our Community though art: Tunnel project, Reuse, recycle & Reduce Health literacy (safe and sound use of materials, material safety, use and cleaning of art tools and materials) Environmental Literacy- Pollution, sustainability, environmental stewardship, ecosystems, interconnectedness, food chains, life cycles, Ecology, Water, Citizenship Character Traits Civil Literacy Economic Literacy- Entrepreneurial Literacy Identity School Community Going Green Fitness-nutrition, sports Culture Family 7 wonders of the world Folk Tales & Fantasy Local History
6 Super Hero s Local Traditions Censorship Transformation Measurement- how does society Measure Up? Personal Issues o Acceptance o Ambition o Obsession o Desire o Self-discovery o Gratitude o Spirituality o Courage o Nonconformity o Identity o Anger o Envy o Fear o Commitment o Failure o Rejection o Vulnerability o Esteem o Self-destruction o Responsibility o Trust o Honesty o Integrity o Discipline
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