Differentiated Instruction in the ARTS

Differentiated Instructionin the ARTS

Kristina Doubet, Ph.D.

James Madison University/ASCD

[email protected]

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.

Describe ONE of these kids in terms of his/her strengths

and needs.

Pretend you are the parent of ONE of these kids. What would you hope

school would be like for him/her, ideally?

List at least 3 attributes of your

school district that would be especially beneficial for all of

these kids.

What do ALL of these kids have

in common?

Imagine you’re a teacher of ONE of these kids. What

would you be thankful for?

Come up with some “soundbites” that a

parent or teacher might hear from ONE of these kids on any given day.

Jessica Hockett – UVA - 2010Jessica Hockett – UVA - 2010

Think Dots Discussion Rubric3 2 1

There was an energetic exchange of ideas among all members of the group.

Participants listened carefully with the intention of learning from each other.

Participants built on each other's ideas, deepening the conversation.

Participants asked clarifying questions such as, "what did you mean by...?"

All contributions were valued.

All members of the group contributed ideas and examples.

Participants did not "talk over" others.

Participants took turns sharing ideas but did not really "discuss" or carry the thread of an idea forward.

Participants asked questions to engage others such as "what do you think about…?"

All contributions were valued.

Some members of the group were "coasting."

There was a lot of interrupting.

There was a lot of unrelated talk.

People didn't ask each other questions.

There was teasing or put downs.

Becker Dobbertin, 2004 Becker Dobbertin, 2004

MusicDESCRIBE

Describe this song. Is it fast or slow? Is it smooth or

choppy ? Is it in a major or a minor key? Explain your

choices.

COMPARE

Which of the other songs we’ve listened to is this song most like? Tell how

they are the same and how they are different.

FEELINGS ABOUT

How do you think the composer was feeling when s/he wrote this song? How does this song make YOU

feel? Why?

PARTS OF

What instruments do you hear playing in this song?

Think about strings, percussion, brass, woodwinds, etc.

USE OF

What if you could pick this song to use as a soundtrack

for a movie, cartoon, or story book? What would you pick? What would it

“go” well with? Why?

GOOD AND BAD PARTS

What in particular do you like about this song? What

are its best qualities. Explain.

What don’t you like about this song? Why doesn’t this

appeal to you?

Prompts by Kristina Doubet – Categories by Carol TomlinsonPrompts by Kristina Doubet – Categories by Carol Tomlinson

DramaI’M EXCITED!

Read this scene as if it is the best news you’ve ever

received. Be very excited – make us feel your joy!

I’M DEVASTATED!

Read this scene as if it’s the worst news you’ve ever received. Be really sad –

cry, if you want to!

THIS IS HILARIOUS!

Read this scene as if it’s the funniest thing you’ve ever heard. It’s OK if you have to take a break for a fit of

laughter.

I’M TERRIFIED!

Read this scene as if it’s the scariest thing you’ve ever

heard! Be sure to look around to make sure no

one is after you!

I’M CONFUSED!

Read this song as if it makes no sense to you at all. You

brow might be wrinkled and your statements may

sound more like questions… but that’s OK, right?

I’M ANGRY!

Read this scene as if you are burning with rage. Shout, if you want to.

Make us want to run and hide from your anger.

RenaissanceRenaissance Art Analysis (Tier 1 Questions)Art Analysis (Tier 1 Questions)

ATTRIBUTES

List all the attributes of this painting that you like. Then, list all the attributes of this painting that you don’t like. Be able to explain why you

do or don’t like these attributes.

COMPARISON

Compare this painting with one from a different time period. (Please see your teacher for the second painting). How are they similar? How are they

different?

WHOLE-TO-PART

Study the painting for 2 minutes. Form an overall impression of the painting. Then, examine individual

figures in the painting. Next, divide the painting into

quadrants and study each section to see what new details become

visible. Be ready to explain to your group how your impression of the painting changed as you looked at

it in different ways.

INTERPRETATION

Who or what is the subject of this painting? What

might the artist be trying to say about the subject?

ARTIST’S TOOLS

How does the artist make use of (or manipulate or ignore) perspective to portray the figures and setting in this painting?

What other tools or techniques does this artist use, as far as you can tell?

WHAT’S MISSING

What additional information about the

painting would you need to know in order to better

understand it?

Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)Jessica Hockett (UVA) & Kevin Barry (Evanston Township High School)

ATTRIBUTES

What attributes of the painting appeal to your

emotions? What attributes of the painting appeal to your sense of reason or

logic?

COMPARISON

Compare this painting with one from a different time period. (Please see your teacher for

the second painting). How do these paintings convey

their subjects differently? What might account for the

differences?

WHOLE-TO-PART

Study the painting for 2 minutes. Form an overall impression of the painting. Then, examine individual

figures in the painting. Next, divide the painting into

quadrants and study each section to see what new details become

visible. Be ready to explain to your group how your impression of the

painting changed as you looked at it in different ways

INTERPRETATION

How is the way the subject(s) of this painting is/are

portrayed different from how (or whether) the subject might

have been portrayed in a previous time period?

ARTIST’S TOOLS

How does the artist make use of (or manipulate or ignore) perspective to portray the figures and setting in this

painting? What other tools or techniques does this artist use,

as far as you can tell?

WHAT’S MISSING

What questions does this painting raise for you?

Where could you find answers to those questions?


RenaissanceRenaissance Art Analysis (Tier 2 Questions)Art Analysis (Tier 2 Questions)

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?


“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, ‘06SIAD Participant, ‘06

“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…

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).

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 TeachersGarnet Valley Elementary Teachers

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

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.


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


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 – ‘06KJD – UVA – ‘06

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 Garnet Valley Elementary TeachersTeachers

• 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 Garnet Valley Elementary

TeachersTeachers

Art – Perspective/ Picasso Portrait

Equivalent Fractions

ROLE AUDIENCE FORMAT TOPIC

1/4 1/8 Picture with captions

I don’t care if you LOOK bigger, I AM bigger

1/2 2/4 Text Message

Can you believe we’re twins?

1 3/5 8/5 Conversation I think we’re the same. Let’s see…

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

InferencingROLE AUDIENCE FORMAT TOPIC

Character Reader Secret Note

Here are some things the author didn’t tell you about me…

Character Another Character

Apology chat

Excuse my actions. Here’s why I did it….

Character Author Complaint email

I don’t like what happened to me at the end. It should have…

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

Drama/History RAFT Pocahontas

ROLE AUDIENCE FORMAT TOPIC

New Reporter Today’s Television Audience

News Report “New Facts discovered In Jamestown story

Pocahontas Future inhabitants of Jamestown

Interpretive Dance What my life was REALLY like

John Smith His Wife Soliloquy They got it all wrong, dear!

Inhabitants of Historic Jamestown

Pocahontas Song or Poem Thank you for what you did and for showing us what we can do!

H.S. ART RAFT:Self-Portraits

Joan Carlin Schilling, Laura Lewis, Stephen Rhodes, Kathryn

Seaman

UNDERSTAND• Each artist has a personal style• Personal style reflects the individuals culture,

time , and personal experiences• Use of materials and style are relatedKNOW• Characteristics of self-portrait as genre• Appropriate use of art materials• Principles of design• Definition of artistic expressionBE 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

Self PortraitROLE AUDIENCE FORMAT TOPIC

Norman Rockwell Masses Illustration What you see is what you get

Van Gogh Self Oil painting Can I find myself in here?

Andy Warhol Someone you want to know the true you

Photograph Now you see me; now you don’t

Ruebens Self Oil painting Props make the person

Goya School Charcoal On the side, but central

Escher Apprentices Pen and ink What you see is not necessarily what you get

Role Audience Format Topic Points of Discussion

Teen Magazine’sFashion Editor

Middle SchoolStudents

Double-pageMagazine

Spread

“Here’s what’s ‘IN’ in Technology- Education

Fashion”

Eye wear; ear-wear; long hair;baggy clothes; jewelry; long

sleeves

Referee Middle School “Tech-thletes”

Instruction Playbook

“Instant Replay Out-takes:

Fouls in the Technology Lab”

Running; horseplay; injuries; anchor activities

The Technology Lab

The Public Wanted Posters

“Wanted: Students Caught in the Act of Breaking

Clean-up Laws”

Your three primary “clean-up”responsibilities; your work area

NewspaperWriter

Fauquier TimesDemocrat Readers

Expose` CoverStory

“Undercover in the TMSTech Lab: What Materials

Talk about at Night”

Proper handling of hand tools, heavy items, materials;

Cabinets

Scroll Saw andDrill Press

Each Other Comic Strip “What we wish middleschool students knew about

how to handle us…”

Drill Press: speed; chuck key;Scroll Saw: hold-down; upper-

guide adjustment Both: brush; positioning work

A Computer who“works” in theTech Lab

A “New” Computer athis first day at work

Power PointPresentation

“These are Your Rights!” All items on “Technology Computer Rules” handout

Technology SafetyTechnology Safety R.A.F.T. R.A.F.T.DirectionsDirections: :

•Select one of the following prompts. The “Select one of the following prompts. The “RoleRole” is the character you will become, and from whose perspective that you will write. ” is the character you will become, and from whose perspective that you will write. The “The “AudienceAudience” is to whom that character will be writing. The “” is to whom that character will be writing. The “FormatFormat” is the form in which the opinion will be expressed. The ” is the form in which the opinion will be expressed. The ““TopicTopic” is just that – your topic! The “” is just that – your topic! The “Points of DiscussionPoints of Discussion” are those things that you should be sure to include in your project. ” 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, 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.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 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.presentation, and clear it with your teacher before you begin working. You may use your notes to help you.

Doubet/Doubet – 2003 Doubet/Doubet – 2003

DRAMA

Stage Stage DirectionsDirections

CreativeCreativeImagine that your Imagine that your

are creating a are creating a music video for music video for

your favorite song your favorite song from music class. from music class.

Write out the Write out the stage directions stage directions

for us.for us.

PracticalPracticalYou are want to You are want to convince your convince your parents to give parents to give you a new ____ you a new ____ for your birthday. for your birthday. Create the Create the argument and argument and stage directions stage directions you’ll use as you you’ll use as you present it.present it.

AnalyticalAnalyticalAnalyze the blocking for a scene from a play or musical Analyze the blocking for a scene from a play or musical

(your teacher has a few selections). What’s effective and (your teacher has a few selections). What’s effective and what needs improvement? Make the necessary changes.what needs improvement? Make the necessary changes.

Learning Goal for ActivitiesLearning Goal for Activities: : Students will understand that the use of Students will understand that the use of space space on on

stage stage communicatescommunicates as much as the use of words. as much as the use of words.

Music

Instrument Instrument SelectionSelection

CreativeCreativePick one of the Pick one of the

songs we’ve songs we’ve listened to as a listened to as a

class and change class and change the overall the overall

message of the message of the song by changing song by changing

the instruments. the instruments. Explain.Explain.

PracticalPracticalYou want to You want to invest in stock for invest in stock for a musical a musical instrument. In instrument. In order to make the order to make the most money, most money, which instrument which instrument should you should you choose? Why?choose? Why?

AnalyticalAnalyticalPick one of the songs we’ve listened to as a class and make a list of all the 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 instruments it features. Describe what/how each instrument adds to the message. Pick the one you think is most important and explain why.message. Pick the one you think is most important and explain why.

Learning Goal for ActivitiesLearning Goal for Activities: : Students will understand that the composers choice Students will understand that the composers choice

of of instruments helps communicate his/her theme.

Documents

Differentiated Instruction in the ARTS