2010 Assignments

Fall Assignments                                                                                           Spring Assignments

Fall 2009 Assignments

1. TEACHING ARTIST THEORY AND METHODS.
   Daily Class Calendar with assignments and due dates. Subject to change. Check weekly.
   


2. EDUCATION IN THE NEWS, BIO/PHOTO ASSIGNMENTS. Due September 3.
   Bring TWO news stories from paper internet, radio or TV programming on Minnesota schools or Minnesota school systems, laws or issues affecting Minnesota K-12 education. Be prepared to paraphrase and present your articles in class, as well share your questions, concerns and responses to them. If you use hard copy bring it to class, if you use the television, radio or internet bring any URL associated with the source.
   
   BIO and PHOTO Directions: Email photo (head shot) and short bio to lmi@cva.edu by Thursday, September 3.See Teaching Artists Bio for examples of each. Bio should be general, addressing your major, artmaking, experience working with kids, and your interests in arts education. 125-150 words.


3. LEARNING STYLES RESEARCH, PERSONALITY TYPOLOGIES, MULITPLE INTELLIGENCE THEORY.
   Due September 8.
   • a. Take the following on-line surveys, print results and bring to class for reference. You will not be asked to share the specific results, but you do need to bring them and the interpretive materials to class on Sept 9.
     • Multiple Intelligence Inventory
     • Myers-briggs Typology Inventory
     • Index of Learning Styles Test
   
   
   • b. Review and participate in MI website: http://www.thirteen.org/edonline/concept2class/mi/index.html
   • c. Descipline By Design website: http://www.honorlevel.com/x79.xml
   
   
   Read following two on-line articles on MI Theory with Howard Gardner for Tuesday, Sept 8.
   This is NOT on tho course outline but was presented in class:
• a. Howard Gardner, and Thomas Hatch. "Multiple Intelligences Go to School" CTE Technical Report , Issue No. 4 (March 1990), This article presents a general overview of M.I. theory and its applications in the classroom.


• b. Howard Gardner, Ph.D. "Intelligence in Seven Steps" Gardner describes seven historical steps in the development of thinking about intelligence, focusing in particular on work inspired by his Theory of Multiple Intelligence.




4. EDUCATIONAL MOVEMENT RESEARCH AND PRESENTATION. Due September 15.
   The attached links will help you consider effective use of PowerPoint for presentation of information and ideas.
   
   
   
   • The Learning and Teaching Kaneb Center at Notre Dame PPT Tip sheet will give you simple design tips.
   
   
   • Directions for creating a PPT if you have never done one before and a PowerPoint on making PowerPoints
   • http://www.slideshare.net/paulwill/powerpoint-for-teachers/
   
   
5. VISIT TO WEISMAN MUSEUM: Tuesday, September 22.
   Meet Judy Petkau in the main entry of Weisman Art Museum promptly at 10:15. If you car pool and give me the reciept I will pay for your parking underneath the museum. Judi will have your names and will take role.
   
   Assignment for Sept 22. BEFORE attending listen to the audio while viewing the Doug Argue painting from the Weisman collection.
   
   
6. MIA ARTSCONNECTED VTS ASSIGNMENT. Due Tuesday, September 29.
   View:
   
   • Visual Understanding in Education website
   • Online teachers development tools at artsconnected.org
   
   After viewing the VUE website, go to the artsconnected site and choose a piece artwork from the website gallery. Print the piece in color at the largest size allowed. Create a VTS experience with a partner. Choose a partner who will be willing to try this technique in a serious manner. Document their comments in writing and reflect on what you learned from this experience, what you struggled with and what you would do differently next time. Create an MS Word document with the image, VUE/VTS commentary and self-reflection. 1-2 pages, 12 point, spell check. Email to LMI@cva.edu by 8:00AM Sept 29.
   
   Address the following VTS/VUE questions: What do you see? What makes you say that? What else do you see? …and continue…
   
   
7. MATERIALS RESEARCH. Due Thursday, October 1.
   Assignment Objective: Your assignment is to choose and list specific materials that are necessary for implementing a phantom project that will be given to each of you during class. Your budgetary goal is to spend no more than a total of $75.
   
   DO NOT GO OUT AND BUY THESE MATERIALS. You are doing the research for the materials purchases. First, decide on the all materials, types, and sizes you will need to successfully implement the project creating a shopping list. Use the phone, the internet, and store visits to find and compare materials, brands, and costs. Choose materials, brands, amounts, sizes of containers, and price for each item and list below. You will list all materials, amounts and sizes even if they are free. Note stores where items would be purchased on back of sheet.
   • Self portrait painting doc
   • Seed mosaic doc
   • Scene design doc
   • Photography doc
   • Vessel doc
   • Timeline doc
   • Pastel painting doc
   • Linear perspective doc
     
     
     
8. FALL PEER PRESENTATIONS. See class schedule.
   Create, write, teacher and assess an arts infused lesson to Teaching Artists class peers. Use the Peer Presentation Planning Strategies, Planning Backward Lesson Plan, Childhood Personality Descriptions, the MPS curriculum documents Curriculum Standards, and the Minnesota Art Standards to develop a grade and age appropriate arts infused lesson. Due one week prior to peer presentation in email to instructor.
   
   
9. RESEARCH PAPER AND PRESENTATIONS
   Sept 24 – Topics due
   Oct 15 – Outline due
   Nov 24– Research Paper Due
   Dec 8 – Presentation of Paper with visual and/or participatory experience
   
   
10. PEER AND SELF EVALUATIONS are due the class day following each presentation.
    

11. JACKSON PREPARATORY MAGNET SCHOOL OBSERVATIONS AND TEAM TEACHING. K-6 Observation and Reflections and 1st Grade "Harvest Project": a team taught lesson at Jackson School. Use the Planning Backwards Lesson Plan, Peer Presentation Strategies, Minnesota Department of Education Curriculum Standards and Classroom Strategies documents with Jackson teachers input and additional research to develop lesson plan.
    
    Jackson’s address is 437 Edmund Ave, St. Paul. School phone: 651-293-8650.
    
    Jackson site visit dates and varied times follow.
    
    Jackson school schedule – dates, times
    
    Thursday, Nov 12
    7:15-8:00 teacher meeting (meet at Jackson office at 7:10)
    10:00-11:20 observations
    Meet at Jackson Office promptly at 10:00
    Grades 1-3
    
    Tuesday, Nov 17
    10:00-11:20
    Meet at Jackson office promptly at 8:00
    Grades 4-6
    
    Tuesday, November 24
    10:00-11:20 1st grade classrooms
    Jackson Team Harvest Presentations and Teaching
    CVA students arrive 10:00 for quick set up and stay for clean up
    
    
    
12. ARTISTS ROSTER AND SCHOOL RESEARCH ASSIGNMENT
    Fill our TA Praticum Information Form due class after Thanksgiving break. Use the following information to make your choices for Teaching Artist shadowing: www.arts.state.mn.us/aie/index.htm, www.compas.org/arts-education, and www.compas.org/arts-health-care. Choose 3 artists you would be interested in assisting next semester.
    
    Visit the Minneapolis and St Paul School district and Community Arts Organizations websites to familiarize yourself with schools and programs.
    
    • St. Paul Schools: Linwood / Monroe A+, Expo Elementary, Jackson Magnate - www.spps.org/
    • Minneapolis Schools: Seward Montessori, Barton Open, Marcy Open, Southwest High School, South High School,
    Patrick Henry High School, North High School - www.mpls.k12.mn.us/
    • Arts Organizations: Courage Center, Intermedia Arts, Weisman Museum, Walker Art Center, Minneapolis Institute of Art,
    
    Practicum Assignments are chosen by the instructor with input from the TA student and availability of school or arts organization.

Spring 2010 Assignments

1. Individual Practicum Calendars. Contact teachers and artists to create a spring schedule prior to the first week of classes to schedule Practicum experiences. You will be on site for 40-45 hours in classroom residencies and 12-15 hours for shadowing. The hours should total 90 by the end of the semester. Submit Calendars scheduling the three Practicum experiences you will be involved in throughout the semester the first week of classes. Adjustments are often necessary. Report changes in weekly journal.
   
   
2. MId Term and Gallery Building Meetings. Mid term/ gallery building meetings are scheduled for Monday April 5, 7-10pm and Monday April 19, 7-9:00pm in the Summit labs.
   
   
3. Weekly Journals. 200-500 words due each Sunday at midnight. Journal entries describe, speculate, raise questions regarding student learning, and documenting site participation. See Weekly Journal page for instructions. Include site visit dates and classroom and shadowing tabulated separately each week. Your hours log will be taken from your journals. Read one anothers' journals weekly.
   
   
4. Teaching Artist Residencies and Presentations. Students will participate in two Teaching Artist residencies in assigned classrooms for 40-45 hours each. CVA students will observe and help teachers and students as well as create, write, purchase and prepare materials for, teach and assess one arts infused lesson in each classroom. Use the classroom curriculum and Planning Backwards lesson plan along with the Childhood Personality Characteristics and Classroom Strategies to develop grade and age appropriate arts infused lessons. Plan with classroom teachers and your instructor to develop the lesson plan. Email the lesson plan to your CVA instructor a week before implementation for comments. Video and self evaluation forms are due in Lynda Monick-Isenberg's Library box after your presentation.
   
   
5. Shadowing. Students will shadow a Teaching Artist in an arts residency. CVA students are expected to meet with and help the artists in the classroom for 12-15 hours of an arts residency.
   
   
6. Teaching Artist Packets on CD at final class meeting. Packets to include:
   
   • Three Descriptive Paragraphs describing each residency and shadowing experience. Include name of schools, grade levels and teacher/artist name and your responsibities and accomplishments.
     
   • Teaching Artist Philosophy. 2-3 paragraph statement that expresses your philosphy about the value of arts education. See for Minnesota State Arts Board Artist Statements examples.
   • Two digital galleries of the student work with revised lesson plans.
     Include work examples from all students who participated in your projects. All class workshops for gallery building will take place at CVA computer labs. All galleries and html lesson plans must be checked in by Carol by May 4.
     
   • Teaching Artist Resume. 2 pages max. See student example for formatting and content. The resume should contain the following:
     • Name, address, phone, email
       
     • Educational experiences with institution names, dates, and honors
       
     • Pertinent work, teaching, and volunteer experience with dates, locations, and titles
       
     • Exhibition record - include school exhibitions, dates, places
     • 2 references and contact information- ask the instructors and artists for permission to include them as reference