Differentiated Instruction in the ARTS

1. Differentiated Instructionin the ARTS Kristina Doubet, Ph.D. James Madison University/ASCD DoubetKJ@jmu.edu

2. Think Dots Activity • Before each profile, role the die to see what question you’ll be in “charge of” for that particular student. After that student is introduced, you’ll have a few minutes to gather your thoughts before sharing them with your group mates.

3. Jessica Hockett – UVA - 2010

4. Think Dots Discussion Rubric Becker Dobbertin, 2004

5. Music Prompts by Kristina Doubet – Categories by Carol Tomlinson

6. Drama

7. RenaissanceArt Analysis (Tier 1 Questions) Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)

8. RenaissanceArt Analysis (Tier 2 Questions) Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)

9. Other possible prompts Assume that this painting is typical or representative of the time period it comes from. In what ways might it represent the beliefs or philosophies of the culture in which it was created? In what ways might it represent and/or use new ways of creating art? How realistic is this painting? Why do you say so? Assume that this painting was commissioned/sponsored by someone. Who might have sponsored it? What might their purpose have been for wanting it painted? Why do you say so? Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)

10. “Piecing Together” Community • Students work in small groups to assemble different portions of a rather complex jigsaw puzzle (no map or picture available for first portion; “send a spy” for second portion). • Teacher circulates and makes observation notes about individual student traits and group dynamics. SIAD Participant, ‘06

11. “Piecing Together” Community • Teacher asks students to reflect on what they learned learn about themselves and their classmates. • Teacher shares some things s/he learned via his/her observations…

12. Use this Information… • Use what you learned about each other – your commonalities, strengths, etc. – to create a team name that represents you as a collective whole. • Once you’ve developed your team name, come get art supplies and design a team sign . This sign should including your team name, some kind of original, symbolic art work, & each team member’s name on his/her own puzzle piece (you can divide the puzzle pieces or keep them together).

13. Music – Notation • UNDERSTAND – Notation is a contract/code that allows other performers to interpret and perform your composition • KNOW – Definition of “notation” is the system of reading notes on a staff; specific spatial information about notes, rests (appearance) and what each notation represents • DO – Identify different notations according to their names and functions; place notations on music staff to create a specific melody and/or represent a specific time signature Garnet Valley Elementary Teachers

14. Drama: Stage Directions • UNDERSTAND THAT – the use of space on stage communicates as much as the use of words. • KNOW – Definition and location of major stage directions; vocabulary such as stage left/right, aside, etc. • DO – Follow directions as outlined in a given script; Create and direct original blocking and stage directions

15. Art – Landscapes • UNDERSTAND – “Landscape” broadens our perspective by communicating depth and breadth • KNOW – definitions of “perspective” and “landscape;” parts of a landscape; principle and techniques of creating a landscape • DO – Create a landscape illustration that communicates depth, breadth, perspective, etc. Garnet Valley Elementary Teachers

16. Band – Tonality • UNDERSTAND: that tonal music depends upon conflict & resolution • KNOW: In major tonality, “Do Mi So” indicates a Tonic pattern; “So Fa Re Ti” indicates a dominant pattern • DO: sing/improvise tonic and dominant patterns; improvise a tonal “conversation” consisting of tonic and dominant patterns Garnet Valley Elementary Teachers

17. Band – Tonality • PREASSESSMENT: • Readiness – sing/improvise tonic and dominant patterns • Interest & LP – Choice • DIFFERENTIATION: • Readiness – sing/improvise tonic and dominant patterns at an increased level of sophistication • Interest & LP – add one of the following to your conversation: words, pictures, movement KJD – UVA – ‘06

18. Art – Perspective/ Picasso Portrait • KNOW: biographical facts about Picasso • UNDERSTAND: that one’s opinion (perspective) of a subject determines his/her portrayal of that subject • DO: List biographical facts about Picasso; recreate an object or person to reflect various perspectives; draw an object in profile and front view Garnet Valley Elementary Teachers

19. Art – Perspective/ Picasso Portrait • KNOW: biographical facts about Picasso • UNDERSTAND: that one’s opinion (perspective) of a subject determines his/her portrayal of that subject • Activities: • Write 5 biographical facts about Picasso; draw an object or person of your choice from his perspective – in profile and front view. Explain how this portrayal of your subject reveals Picasso’s perspective Now, write 5 auto biographical facts about yourself; draw an object that’s important to you from either a profile of a front view. Explain how your portrayal of your subject reveals your perspective Garnet Valley Elementary Teachers

20. Equivalent Fractions Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC

21. Inferencing Betty, Judy, Islandia, Olga, and Pedro – Amistad Dual Language School – NYC

22. Drama/History RAFT Pocahontas

23. H.S. ART RAFT:Self-Portraits Joan Carlin Schilling, Laura Lewis, Stephen Rhodes, Kathryn Seaman

24. UNDERSTAND • Each artist has a personal style • Personal style reflects the individuals culture, time , and personal experiences • Use of materials and style are related KNOW • Characteristics of self-portrait as genre • Appropriate use of art materials • Principles of design • Definition of artistic expression BE ABLE TO DO • Analyze an artist’s personal style and use of materials • Create a facsimile of an artist’s personal style and use of materials

25. Self Portrait

26. Technology Safety R.A.F.T. • Directions: • Select one of the following prompts. The “Role” is the character you will become, and from whose perspective that you will write. The “Audience” is to whom that character will be writing. The “Format” is the form in which the opinion will be expressed. The “Topic” is just that – your topic! The “Points of Discussion” are those things that you should be sure to include in your project. • All products must… 1) Include all necessary “Points of Discussion,” 2) Use a combination of words and pictures, • 3) Communicate the topic clearly and forcefully, and 4) Be of professional quality – fit for publication for next year’s class. • Circle the ROLE that you plan to pursue. Decide what materials you’ll need (digital camera, computer, poster paper, etc.) Plan your presentation, and clear it with your teacher before you begin working. You may use your notes to help you. Doubet/Doubet – 2003

27. DRAMA Learning Goal for Activities: Students will understand that the use of space on stage communicates as much as the use of words. • Practical • You are want to convince your parents to give you a new ____ for your birthday. Create the argument and stage directions you’ll use as you present it. Stage Directions • Creative • Imagine that your are creating a music video for your favorite song from music class. Write out the stage directions for us. • Analytical • Analyze the blocking for a scene from a play or musical (your teacher has a few selections). What’s effective and what needs improvement? Make the necessary changes.

28. Music Learning Goal for Activities: Students will understand that the composers choice of instruments helps communicate his/her theme. • Practical • You want to invest in stock for a musical instrument. In order to make the most money, which instrument should you choose? Why? Instrument Selection • Creative • Pick one of the songs we’ve listened to as a class and change the overall message of the song by changing the instruments. Explain. • Analytical • Pick one of the songs we’ve listened to as a class and make a list of all the instruments it features. Describe what/how each instrument adds to the message. Pick the one you think is most important and explain why.