Implementing Literacy Strategies in the Arts

1. Implementing Literacy Strategies in the Arts New Bedford High School Professional Development Session Monday, January 28, 2013

2. Session Agenda • Semester I Department Data Analysis • Review of Submission Guidelines for Semester II • Review of ‘12-’13 Literacy Initiative Goals • Scoring/Norming Activity • Critiquing Strategies

3. Fine Arts Data Analysis(SY2012-2013 Semester 1) Of all the fine arts teachers who submitted samples: • 100% used the literacy rubric to evaluate the samples. • 100% provided evidence that some aspect of the ABC process was used. • 50% provided evidence that annotation was used.

4. Submission Guidelines(Fine Arts Submissions due to Room 3-105 by April 12, 2013)

5. Literacy Initiative Objective • Implement content-specific comprehension and writing activities to develop deeper student understanding and the ability to communicate within each separate content-area.

6. Literacy Sample Activity (Art) Describe how the particular techniques Edvard Munch used in painting The Scream help create the feeling of anguish he wanted expressed to its viewers.

7. Literacy Sample Activity (Drama) In A Streetcar Named Desire, how does Tennessee Williams use sound as a dramatic device? Use specific examples from the script to support your answer.

8. Literacy Sample Activity (Music) Using the rubric provided, evaluate the performance in the recording you are about to hear and assign it a rating of Superior (5), Excellent (4), Good (3), Fair (2), or Needs Improvement (1). Then choose three categories from the rubric and explain how the group’s performance earned your rating.

9. Response Forms • Not all Open Response Questions need to be answered with a full essay. • Short Essay (1-2 paragraphs) • Ex: Name the various types of brushstrokes employed in this painting and tell which elements were painted using each technique. • Long Essay (3 or more paragraphs) • Ex: Analyze the expressive effects that can be created by using different bush techniques. Cite specific examples from paintings mentioned in the article to support your analysis.

10. Response Forms • Shorter response forms (short essay) are easier to implement on a day-to-day basis. • RAWAC: Reading And Writing Across the Curriculum • Ideally 30 minutes per class per week. (Probably not realistic in skill-based classes and ensembles, this might be a goal to consider for history and fundamentals classes.) • Longer response forms better for independent student learning or summative assessment.

11. Day-to-day Implementation • Prompts should reference authentic examples (paintings, recordings, printed music, scripts, videos, etc.) and/or text. • Responses can be short or long, but should: • demonstrate understanding of the material already in the curriculum • use appropriate language skills (i.e. grammar, sentence structure, organization of ideas, etc.) to communicate students’ thinking.

12. Literacy Submissions Activities for submissions to the Literacy Committee: • can be part of already planned activities. (Encouraged!) • should be directly connected to your curriculum. • should have some text from which students need to draw information. • can be combined with authentic examples. • should require students to articulate in words the concepts, skills, and understanding they are already developing through your other teaching/learning techniques.

13. Annotation Strategies • Onion Article -- What not to do! • Annotation should show an engagement with the text. • Students should be asking themselves questions and finding answers. • We, as artists, do this all the time when analyzing works. Consider your own process, then model it to students. • They don’t know what questions to ask themselves until they hear you ask yourself.

14. Grading Annotation • Simplest Idea (my personal recommendation -- not the Literacy Committee’s) • Grade out of 20 points: • 4 points for annotating (see rubric in handout) • 2 points for mapping out the response before writing it out. • 14 points for the scripted response (using NBHS Open Response Rubric) • Do we want to adopt one rubric for department-wide use?

15. Review of ABC Method • Please continue to reinforce this with students. • Responses are better when students follow the process, but many still won’t follow through without being reminded.

16. Review of ABC Method Analyze the Question 1. Read the question carefully. 2. Circle or underline key words. • Circle key direction verbs (explain, compare, show) • Underline important information. 3. Restate the question as a thesis leaving blanks for information that must be found in the text.

17. Review of ABC Method Build the Plan 4. Read the passage carefully. 5. Take notes that respond to the question.  Brainstorm and map out the answer. 6. Complete your thesis.

18. Review of ABC Method Create the Response 7. Write the response carefully, using your map as a guide. 8. Strategically repeat key words from your thesis in your body and in your end sentence. 9. Paragraph your response. 10. Reread and edit your response.

19. Scoring Reponses The NBHS Open Response Rubric uses four standards: • Content • Form • Legibility • Length Content and Form have three indicators each.

20. NBHS Open Response Rubric • Content: • Does the response have a thesis statement that actually answers the question? • How good is the evidence the student provides to support their thesis (answer)? • Is the evidence explained in such a way as to demonstrate mastery of the concepts addressed in the prompt?

21. NBHS Open Response Rubric • Form: • Does the response use good transitions to get from one idea to the next? • Is the response organized and well structured using paragraphs and flow to effectively present its ideas? • Are their major errors in grammar or sentence structure that interfere with the effectiveness of the essay?

22. Scoring/Norming Activity • Samples can be found in the handout packet. • Discuss Samples of Advanced, Proficient, Needs Improvement, and Failing. • Scoring of these samples has been reviewed by the ELA Department. • In pairs or small groups, please score the essays on Georgia O’Keefe, then compare results.

23. Submission Review Activity • Review and annotate the 3 student submissions. • Think about the following: “What are the students’ next steps?” and using this “What are the teachers next steps?”

24. Session Complete • Thank you for your hard work and dedication to our students. • Please don’t forget that Fine Arts Department literacy submissions are due in room 3-105 by Friday, April 12, 2013. • This powerpoint and more materials will be available to teachers at http://www.ericdrew.net/jan23pd • Also check out the NBHS Literacy Initiative page http://www.newbedfordschools.org/high.htm (and click on “Literacy Initiative” in the right-hand column)