We needed a Halloween costume and the classroom teachers had an idea to be superheros. They wanted to somehow reference the common core. This is what I came up with for our emblem.
What are your schools doing for Halloween? While a paper emblem and a cape and mask is not quite as involved as I usually like ( this is coming from the girl who has hand sewn costumes since college - giant glitter lobster anyone?) but it's fun to all participate together!
incorporating common core strategies in the art room
It's a rough year to be a teacher, but boy is it a tough year to be a classroom teacher. They are being asked to invent curriculum, provide support for gaps in the system, all while being evaluated by a new method.
I've been asking people in my building how the arts can best support these new common core goals and strategies. I don't want to sacrifice my curriculum or integrity of my program, however I know that I become a better teacher and learner when I try new things and expand my horizons and I suspect that what the common core is asking students to do directly applies to the arts. I also know that I'm mistaken if I think there will not be a day that the common core will rain on me and my program. I know the day is coming when my fellow teachers, administration, Board, and State ask me how I'm supporting the common core initiative. I like to have an answer ahead of time.
After brainstorming with teachers in my building I thought the following ELL common core strategies and concepts would be a good starting point and could be a incorporated into my art program with ease.
I've always included the above concepts and strategies in my program, we all do. I now make sure that I use the same language as classroom teachers and give students ample time to think and respond.
Above is an example of second graders comparing and contrasting two paintings by George Rodriguez. Students were asked to come to the board and point to evidence to support their comparison or difference. We listed them directly on top of the pictures of the paintings.
Below first graders were learning about the work of Piet Mondrian. We discussed the concepts of artists having unique styles. I explained that to know an artists style, we had to be familiar with the shapes, lines, colors, and subject matter that the artist commonly uses. On the image to the left we listed what was the same about the three paintings, determining the style. We then looked at Mondrian's Broadway Boogie Woogie and discussed how this painting was different from the previous three. Students were engaged and eager to share their thoughts and evidence. This activity took a few minutes and not only supported classroom teachers but also my curriculum.
How are you supporting the common core initiative? What activities do you do that compare and contrast?