Curriculum in Cultural Context

EMID & Perpich Workshop Series 3/25/15, 4/9/15, & 5/7/15

Creating Curriculum in Cultural Context Workshop

This workshop is designed for K-12 Arts & Non Arts Teachers to develop high quality curriculum and learning experiences In and Through the Arts aligned with state and national standards that address the cultural and artistic diversity of communities across Minnesota, the United States and the world.

Logistics

Designed for K-12 Arts & Non Arts Teachers to develop high quality curriculum and learning experiences In and Through the Arts aligned with state and national standards that address the cultural and artistic diversity of communities across Minnesota, the United States and the world.

Participants will work with Perpich Outreach Staff & Consultants to:

experience interactive model lessons and facilitated dialog that reflect a variety of cultures including Minnesota American Indian tribes and communities.
share and receive feedback on existing curriculum and resources with
examine, revise and develop new ways to integrate resources into their programming.
identify learning goals and appropriate implementation of benchmarks which address a variety of cultures including contributions of MN American Indian tribes and communities
Ask questions and create some next steps for revising and/or developing new culturally and artistically diverse curriculum

Agenda

April 29, 2015

9:00 am – 3:00 pm

Gathering and Registration

Introductions, Welcome, and who is in the room? (15 minutes)

The Danger of a Single Story Chimimanda Ngochi Adichie – View and Reflect

- Making Connections: How do you know what you don’t know? Using a cultural lens for

standards alignment, curriculum and assessment

- National Standards & Common Core

- Introduction to Perpich Library Resources as curriculum resources

Lunch

Break out sessions: Compare and Contrast resources which reflect a variety of cultures including Minnesota American Indian tribes and communities

- Lyz Jaakola – music in cultural context

- Jeremy Holien – visual and media arts in cultural context

- Diane Aldis – dance in cultural context

- Leah & Barbara Literacy – theater, text – fiction – non-fiction in cultural context

- Darlene St. Clair – cultural resource

Work time: Curriculum development; Review and Select Resources

(Lyz, Jeremy, Diane, Leah, Barbara and Darlene circulate)

Sharing out ideas

Adjourn

Session Resources:

The danger of a single story

Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

ted.com

Reading Skills & Descriptive/Critical Response Document

Alignment between Descriptive Review/Critical Response Protocols and reading skills.

Critical Response & Descriptive Review Documents

For more information regarding Critical Response and Descriptive Review protocols, please see the above link. At this location, you can download and print these documents.

Role of National Core Arts Standards

This collection of resources will give you guidance on future ready curriculum as we look forward to the next revisions of state level academic standards in the arts which are set to be revised later this coming year.

The Value of Starting with Respond Protocols BEFORE Making Art

Here is a clip that shows Alston, a student applying the use of Critical Response to the "chicken" painting at the Weisman Art Museum. If you view this clip you will see the transformative learning that happens when we build in inquiry-based learning strategies to culturally relevant curriculum and grant sessions. See the clip here. Additional information about how this work can be included within artful writing is located here. In regards to the MN Academic Standards related to this content, it does not require students to make art. It asks them to respond. Critical Response holds great value in allowing the space for students to more deeply investigate works art and has merit as a form of study PRIOR to any creating of art that might be connected to a variety of cultures.

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Break Out Session with Jeremy Holien

Critical Response Protocol: The Art of Laura Youngbird

slideshare.net

Critical Response with Laura Youngbird's Artwork

Want a direct link to the Critical Response Presentation that I referenced about Laura Youngbird's work? Then feel free to download your own copy in PDF, Apple Keynote, or Microsoft PowerPoint versions here. You can also check out a video done by Pioneer Public Television about her work and techniques in the video below.

Want to know more about artistic literacy? Click here!

Artistic literacy is the knowledge and understanding required to participate authentically in the arts. Artistic literacy requires students to engage in all of the artistic processes (create, perform/present/produce, respond, and connect).

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Break Out Session with Diane and Lyz

MN American Indian Dance - Lesson Exemplar

The 6-8 Arts Standards include the benchmark requiring students to: Compare and contrast the connections among works in dance, their purposes and their cultural, historical and social contexts, including the contributions of Minnesota American Indian tribes and communities (Dance 6.1.3.1.1 )

As a starting point for meeting that benchmark, this model lesson uses two videos Women's Fancy Shawl Dance in different settings and contexts along with suggested tools for examining the video:

Anishinaabe & Dakota Powwow Resources for Dance & Music

This bibliography contains print and digital resources on pow wow including books, articles, video links and DVD's for both teacher use and student use

Liz Lerman's Four Questions

Liz Lerman is a choreographer, performer, writer, educator and speaker who been the recipient of numerous honors, including a 2002 MacArthur "Genius Grant" Fellowship and a 2011 United States Artists Ford Fellowship. A key aspect of her artistry is opening her process to various publics from shipbuilders to physicists, construction workers to ballerinas, resulting in both research and outcomes that are participatory, relevant, urgent, and usable by others. All of her projects are framed from these three essential questions, to which we have added two questions focusing on teacher practice.

See the presentation below:

Lerman 4 Questions

docs.google.com

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Break Out Session with Barbara and Leah

Albert Lea Literacy Break-out Session Overview

Artful Tools

This document outlines ways educators can implement the artful tools/protocols of Critical Response and Descriptive Review within their classroom instructional practice.

Mexican Art Bibliography