PAEA

 [|PAEA 2009]  toc

 =AE2.0 Faculty Presentations =

**- Teaching in the 21st Century: Web 2.0 Tools in Arts Education**
 Presenter: Camille Nischal, Co-presenter: Mara Linaberger Saturday ... 8:00-8:50 PM ... Terrace Room This presentation will provide an overview of web 2.0 tools available for educators who are interested in integrating technology into their teaching and learning experiences. Examples of wikis, blogs, social networking tools and folksonomies will be shared and discussed


 * PowerPoint Presentation**

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 * UStream TV Video Recording**

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Download the PowerPoint file here (to utilize the hyperlinks):

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**- Learning Together**
= =  Presenters: Mary Elizabeth Meier, Leslie Gates, Jamie Kasper Saturday ... 12:00-12:50 PM ... Room 303 What happens when arts teachers gather in small study groups to design their own professional learning? Presenters describe collaborative inquiry as a structure for professional development and discuss the need for inquiry-based continuing education. One such project will be introduced: Arts Educator 2.0, taking place in Southwestern PA.

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- Introductions of presenters and participants - MaryElizabeth is asking the session participants to create a post-it to share why they have chosen to attend the session today - high tech / low tech, and in the case of this discussion its not necessary to the conversation - Leslie Gates is talking about feminist theory and how it is informing her thoughts about supporting ongoing PD for arts educators - documenting teacher knowledge, new learning, collaboration, etc. - Jamie Kasper - talking about her invitations to do 1 day presentations of content as more "technical assistance" - Discussion about Year 1 of the project, and how it informed the decision to move Year 2 of the PDAE grant funded project, Arts Educator 2.0 into an inquiry model - Jamie Kasper - sharing how she used the inquiry model to do inquiry with teachers in Tioga County schools - and the profound work the teachers did - they have asked their district curriculum folks to allow them to continue to do inquiry all year (inquiry model which harnesses an "expert" to lead) - Mary Elizabeth - talking about how the AE2.0 model isn't the focus, but rather how an inquiry model can fit in various situations - Leslie Gates - referencing the big ideas in PD literature - not just action research or teacher support groups - but inquiry draws many of those elements together - Leslie did a course at U of Maryland where she didn't set out the entire syllabus, but allowed a portion of it to be inquiry - "expeditions" using the metaphor of a map - Leslie is now teaching art integration for elementary education majors - teachers do inquiry on a related topic - some supported in class, some on their own, and time to report out to the big group - Mary Elizabeth - the focus on documentation to allow broader discussions and beyond, and also a need to move presentations towards a discussion model versus sharing what works in one place - Jamie - we need to throw out an idea that "we have knowledge we need to give to other people" - and need to let people find their own way through the info we are obliged to share with them - Leslie Gates - idea of how for many of us the realization that students want to know and learn things we know nothing about is horrifying - it can feel so uncomfortable - Questions from the participant group: ... how do we deal with isolation, professionally and in the district? ... how do we keep momentum going? ... how do we reach each other in collaboration? ... how do we move collaboration online? ... how do we move the collaborations to the context of how our learning impacts students? ... how do we teach as reflective practitioners? ... how do we create community and share what we do? - Some ideas coming back in - creating a space for these things to happen, and a metaphor to help guide ideas, sharing those ideas/teaching them so that the teachers participating has common language - the idea is shared that common language is powerful - just as it is in situations where people actually speak different languages, and the power of allowing students to help to define the language together - the creation of shared practice - drawn out from identifying similarities shared between participants - technologies which support - idea of how allowing those who like to or know how to use technologies to support - face-to-face - and the notion that its always assumed to be the best model, but it may not always be so - inquiry groups and people who do not like one another, and the idea of arts educators collaborating with other content area teachers as a great model - especially for letting students see that prior to asking them to do it - seems to be a thought that both face-to-face and on-line are benefitted - "what are we inviting people to participate in?" - there also is often an assumption of access - access is also related to the abundance of free resources - and how do we decide which ones to use? - the notion of writing a PD model around inquiry and how it is ambiguous

**- Pre-Service and New Teacher FAQ discussion**
= = Presenter: Christine Besack Panel: Concetta, Camille Nischal, Randy Granger Saturday ... 1:00-1:50 PM ... Meeting Room 6 Pre-Service and New Teacher FAQ discussion. A panel of art educators with diverse experiences share their tricks of the trade and wisdom related to many of the issues new teachers face in their classroom. This will be an interactive session; bring your questions!

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- introduction of the panelists //Question// - Which is more important, process or product - in relation to kindergarten doing artwork versus cookie cutter activities - Camille: Nancy Smith, "Experience and Art: Teaching Children to Paint" or "Observation Drawing with Children: A Framework for Teachers" - Concetta: the importance of remembering the child - Randy: knowing the child //Question// - what is the most important (hardest) thing to know, learning to become an art teacher - Concetta: learn from students as much as you teach them - Randy: hard things are learned every day, and through reflection that is where we learn - the biggest challenge is still out there on the horizon, yet to come, "always remember the other person is you!" (from a fortune cookie), put yourself in the student's shoes - Camille: sharing a story about being a new teacher in an inner city school with 70%+ students who were special needs, and how those challenges that come up in the classroom create strength to draw upon in the profession //Question:// What are some of the responsibilities that go along with teaching now? - Concetta: IEP's, and the responsibility to make accommodations for each child, things like playground, bathroom, or lunch duty - thinking on your feet, be confident in yourself, your knowledge, and your experience - Randy: staying open to your newness and creativity in relating to the other faculty - look beyond the methods you've been taught - Camille: "topping off the poppies" - not allowing your creativity being "topped off" - contemplative education, anger without courage doesn't accomplish anything - knowing what other educators care about, and showing them that we are there to support them - value the unanswered question, Dr. Peter Benson "Sparks" (PSSA's - are king in so many schools, how can I as an art educator help with that)
 * Questions from the floor**:

**- Assessing Learning in the Art Classroom**
Presenter: Leslie Gates Co-presenter: Karen Spencer Saturday ... 2:00-2:50 PM ... Ballroom A Assessing learning in the arts can be difficult and tricky. Can creativity be assessed? Can effort be factored into a student's score? How do I find time to assess all 800 students? This session will include conversation, examples, and ideas that will help you collect and present evidence of student learning.

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- after substantial technical difficulty in getting the Presentation up and running (projector issues) Karen and Leslie are sharing about how to assess art - starting with the thought of: what do students need to learn, how can I best facilitate this learning, what will the students do to demonstrate their learning, and how can I assess what the students do? - talking about the notion that sometimes a checklist is better than a rubric - notion of getting students involved in creating their own assessments - Karen Wade (an AE2.0 participant from Year 1) shares about a real art project in her school and how it was assessed, and how the students helped to create the criteria for the rubric on which they would be evaluated - Karen shared the incredible power she witnessed in student engagement when they knew what they were being assessed on - and how they focused in on the best work because of that - Karen used a small business model for group work - members were employees and could be hired and fired, and had to write to another group to try and get chosen to be part of it after - Donna Kay Beatty - "Assessment in Art Education" - "Assessment in Art Education" - now there is going to be discussion about assessment in the arts ideas: process and product

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=//Notes: Sessions Attended// =

//- Teaching Studio Habits of Mind//
 ** Presenter: Camilla McComb **// Friday ... 12:00-12:50 PM ... Room 303 Encouraging her students to think like artists enabled this artist/researcher/teacher to literally see the artistic thinking that occurred while her sixth grade students created narrative paintings. Learn more about [|Harvard Project Zero’s] [|Studio Habits of Mind] and acquire tips in including them into your own teaching practice. 12:00 - Room 303 - 8 Studio habits of mind - from Project Zero @ Harvard - [|PhotoStory] ( a download used for the project) - "A Teacher's Sketch Journal: Observations on Learning & Teaching" Karen Ernst - learning use of materials, strategies in the studio - teaching students to think like artists requires teachers to teach them like artists - allowing for experimentation - use PhotoStory to allow students to document their studio thinking - photograph the students to show that thinking (younger students, teacher photographs) - teacher made photo file, students used photos taken while they were working, to make their photostory - student writing to explain the studio habits of mind as they relate to those photos - the painting activity was a narrative art project - teacher showed Chagal, and Ringgold etc - and herself as an artist representing herself in art as well - used digital images to zoom in on elements of the art - used the two artists, because both have written extensively about their own art making processes - the artists works were also available to students to use in their photostory to reference their influence on the end work - images included of successes or failures - incorporating mistakes into the art, persistence, frustration, etc - helps students to begin to understand that perfection is not necessary in the art - allows for ongoing reflection upon the art, the motivation, the end product, etc. - the end PhotoStory is a really neat way to document the artistic process in general as well when photos are taken - the frames and text students used allowed the teacher to easily quantify that students had learned the processes of studio habits of mind - kids reflect - evaluating - often its moments of negativity, positive assertions, or evaluative conclusions - expression - meaningful subject matter, family, the future... - types of envisioning - lots of unintentional envisioning, simple, process or explicit - the process allowed student autonomy - and hit on the top of the new Blooms Taxonomy (create) - cam_mccomb@yahoo.com

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<span style="font-family: Arial,Helvetica,sans-serif;">**- Art, Literature & Ideas: An Interdisciplinary Investigation, Version 2.0**
=<span style="font-family: Arial,Helvetica,sans-serif;"> = Presenter: David Miller Friday ... 2:00-2:50 PM ... Room 303 An art teacher, an English teacher and their students used Web 2.0 tools, literary and graphic texts to explore answers to the essential question, what is art and who decides? This is a follow up to last year's presentation.

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