Guidelines ArtLink 2014 Full Forms

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    I. Program OverviewWelcome to ArtLink Program CalendarPlanning and Creating the ArtArt Shipping and Processing

    Packing List The International ArtLink PortfolioArt Exhibitions The ArtLink VideoconferenceArt Partner of the Year Awards

    II. Lesson Plan and ActivitiesUnit Lesson Overview ArtLink Unit Plan ArtLink Cultural Norms and Values Assessment Criteria

    Lesson 1 ArtLinkPre-Exchange SurveyCultural Art and Analysis Worksheets # 1-6

    Lesson 2 Cultural Values in Everyday LifeCultural Values of Recent ArtLink Students

    Lesson 3 Picture the Moment Theme SheetPicture the Moment: PlanningArtist Description Sheet

    Lesson 4 Analyzing Your Partners Artwork

    Lesson 5 Partner Response Form ArtLinkPost-Exchange Survey

    III. The ArtLink Videoconference

    IV. National Academic Common Core Standards Grade Level US Academic Standards

    V. AppendixGlossary ArtLink Personal Preference Web The Cultural IcebergThe Blind Men and the Elephant

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    Table of Contents

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    Program Calendar

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    I. Program Overview

    Print Calendar

    http://www.creativeconnections.org/http://www.culturexchangeonline.org/http://www.culturexchangeonline.org/
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    Planning and Creating the Art

    Quality of the ArtWhile the purely artistic merits of pieces will vary, we ask thatthe works of each class be thoughtfully produced. All art pieces

    should be complete and not rushed. These exchanges arebetween classes comprised of young artists with a wide range ofability. Your class work will often be on display in your partnersschool for several weeks. Your class should be proud of theirwork and send their best efforts.

    At least one piece of art from your class will be selected forinclusion on our website and/or in our annual InternationalChildrens Art Exhibit, which will be displayed locally in the USA.

    SizePlease keep the dimensions of each students art piece to amaximum of 11 x 17 (28 cm x 43 cm).

    MediaA variety of media is encouraged. We have received workrendered in pencil, colored pencil, crayon, water color, paint,pastel, craypas, pen and ink, felt-tip marker and fabric. We havealso received silkscreen prints, photography projects andcollages created from a variety of man-made and naturalmaterials.

    When choosing your media, remember that the art will need totravel safely over vast distances.

    The Artist Description Sheet (ADS)Every piece of art is required to include an ADS written by thestudent. It includes a brief description of the piece and why theartist chose the subject. The ADS also should also include aphoto.

    A template of the ADS and guidance on its preparation can be

    found in the lesson plans.

    Program ID#Your Partner Profile will include a program identificationnumber. This ID# is unique to your exchange and it is criticallyimportant for maintaining proper recordkeeping duringprocessing at Creative Connections. We ask that you include thisnumber on all correspondence.

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    I. Program Overview

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    Art Shipping and Processing

    The Art is a GiftStudents are sending their art to their partner class as a gift.Students will not be getting it back.

    You may reproduce your class art before sending it. You may usethe reproductions in any display.

    All art pieces need to have a fully completed ArtistDescription Sheet (ADS) with a photograph attached tothe art piece. All ADS must include your program ID#.

    Please include the Packing List (located on Page 8) withyour class art collection.

    Allow 7 days for the package to reach our office at:Mathews Park, 303 West Avenue, Norwalk, CT 06850 USA

    If you are an international partner who needs financialassistance to cover shipping costs, please contact us wellbefore the deadline. We will provide you with a DHLnumber.

    We review and process all the pieces, including the ArtistDescription Sheets.

    A jury of artists and educators select at least one piece fromeach class for this years online and/or live InternationalChildrens Art Exhibits.

    High quality reproductions of the selected pieces and theoriginals (all with ADS) are then shipped to the partner class.

    Important Note

    The pieces we select for the International Childrens Art Exhibitand other applications become the property of

    Creative Connections.We use these pieces for a range of educational purposes,

    including live and website exhibitions, classroom workshopsand for public relations purposes. We may also use

    reproductions of the pieces to share with art educators andyoung artists around the world and in other ways to support

    Creative Connections mission of providing cultural educationprograms to the worlds children in the years ahead.

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    I. Program Overview

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    Re: Art collection being sent to

    Creative Connections, Mathews Park, 303 West Avenue, Norwalk, CT 06850 USA

    Program ID# ______________________________Date _____________________________

    Teachers Name _____________________________________Grade___________________

    School ____________________________________________________________________

    Country ___________________________________________________________________

    Partners Name _____________________________________________________________

    Partners School ____________________________________________________________

    Partners Country ___________________________________________________________

    Class size _______________Number of art pieces ___________________________

    Number of Artist Description Sheets (ADS) included __________________________

    All with photo? (circle one) yes no some

    For Creative Connections use

    Date received _______________________________

    Notes___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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    Packing List

    I. Program Overview

    Reset Form Print Form

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    ArtLink VideoconferenceClasses who have registered for ArtLink with Videoconferencingwill meet their partners in a live 45-60 minute session that isfully facilitated by the staff of Creative Connections. Using theexchanged art as the basis for cultural exploration and real-timedialogue, students will learn effective communication skills andstrategies.

    The ArtLinkVideoconference section includes a conferenceoverview as well as recommended preparation tasks.

    Scheduling October and November: After consultation with partner classes,specific videoconference dates and times are assigned.December and January: Technical requirements are emailed andsystem testing takes place between Creative Connections and

    partner schools.February and March: Videoconferences are held.

    Art Partner of the Year AwardsEach year we honor one international class and one USA classthat we feel have produced an especially thoughtful collectionof art. Art Partner of the Year honorees are given specialgallery space on our website and receive an award for theirschool.

    CertificatesAfter the Response Form is submitted, every young artist whosework is selected for our exhibit will be eligible for a Certificate ofMerit from Creative Connections.

    Meet the PressMany classes invite the local press to cover various stages of the ArtLink program. Consider asking your local media outlet if it isinterested in writing a story on your exchange, what you sent,what you received and what your students learned through theprocess. You might also consider posting your own comments

    about the program on our social network for participantteachers www.culturexchangeonline.org or on other socialnetworks (Twitter, Facebook, Instagram and blogs).

    We would appreciate you sending us a copy of any stories or online postings that appear about the program.

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    I. Program Overview

    http://www.culturexchangeonline.org/http://ulturexchangeonline.org/
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    Unit Lesson Overview

    Lesson 1Communicating Culture and Values Through Art

    1. ArtLink Pre-Exchange Survey2. Cultural Art and Analysis Worksheets

    Lesson 2Looking Closer at Culture and Cultural Values

    1. Re-Examining Definitions of Culture and Values2. Creating List of Values and Activities that Illustrate those values

    Lesson 3Planning and Creating Your Art

    1. Introducing Picture the Moment Sheet2. Picture the Moment: Planning3. Creating the Artwork4. Completing the Artist Description Sheet

    Lesson 4 Analyzing Your Partners Art

    1. Partner Art Analysis

    Lesson 5Turning Analysis into Partner Response

    1. Crafting Your Partner Response2. ArtLink Post-Exchange Survey

    III. The ArtLink Videoconference (for ArtLink videoconference participants)1. Videoconference Overview2. Preparing for the Videoconference

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    II. Lesson Plan and Activities

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    ArtLink Unit Plan

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    II. Lesson Plan and Activities

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    ArtLink Cultural Norms and Values Assessment

    A rubric is a scoring guide which can be used to measure studentperformance based on a set of criteria. Rubrics are a tool that canbe used by students to self-assess, give peer feedback and/or beused by the teacher to assess finished projects. Used as pre- andpost-evaluation criteria, the rubrics can identify individualstudent growth from the beginning to the completion of theCreative Connections ArtLinkprogram.

    While these rubrics can be used for multiple age/grade/abilitylevels, the performance level of students being introduced to thestudy of cultural norms and values is likely to be at a lower levelthan that of students who have more experience with thissubject. Also, it would be expected that the quality of worknecessary to achieve each level would be academically and

    developmentally appropriate to the students age/grade/abilitylevel. The criteria are: Beginning, Developing, Proficient, Masteryand Advanced. However, you may substitute your schoolsranking criteria in place of these degrees of quality.

    Use of these rubrics can provide valuable information forteachers and administrators regarding student achievement andthe efficacy of the Creative Connections ArtLink program.

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    II. Lesson Plan and Activities

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    Lesson1: Communicating Culture and Values Through Art

    ArtLink Tool Box: Strategies for Deeper Understanding Students work in small groups or individually depending on age/grade and ability level. Check the U.S. Grade

    Level Learning Standards for specific objectives for age/grade appropriate content. As a whole or in small groups, have students do further research to discover facts about your partners city,

    country and culture. Students create a personal preference web, comparing personal preferences to cultural norms and values

    (See Personal Preference Web in Appendix).

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    II. Lesson Plan and Activities

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    ArtLink Pre-Exchange Survey

    Program ID# ______________________________

    From the students of _______________________________________School in ___________________

    About our partners at _____________________________________School in ____________________

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    (your school) (your country)

    (partners school) (partners country)

    Teacher: Identify level of pre-exchange knowledge (based on questions 1-6)

    Beginning Developing Proficient Mastery Advanced

    II. Lesson Plan and Activities, Lesson 1

    Reset Form Print Form

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    ArtLink Pre-Exchange Survey (Results)

    1. Teachers, identify each students level of pre-exchange knowledge by using the ArtLink CulturalNorms and Values Assessment Criteria (Rubric).

    2. Add the number of students at each level together.3. Record the total number of students at each level for the pre-exchange activity.4. Submit survey results online as soon as you complete Lesson 1.

    II. Lesson Plan and Activities, Lesson 1

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    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #1B

    Print ADS

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    Work with your group to answer the following questions about this work of art:

    What is happening in this scene?

    What cultural details does the artist include that support your idea?

    What is the artist trying to communicate that is valued in his/her culture?

    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #2A

    Reset Print Art

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    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #2B

    Print ADS

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    Work with your group to answer the following questions about this work of art:

    What is happening in this scene?

    What cultural details does the artist include that support your idea?

    What is the artist trying to communicate that is valued in his/her culture?

    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #3A

    Reset Print Art

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    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #3B

    Print ADS

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    Work with your group to answer the following questions about this work of art:

    What is happening in this scene?

    What cultural details does the artist include that support your idea?

    What is the artist trying to communicate that is valued in his/her culture?

    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #4A

    Reset Print Art

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    Work with your group to answer the following questions about this work of art:

    What is happening in this scene?

    What cultural details does the artist include that support your idea?

    What is the artist trying to communicate that is valued in his/her culture?

    Cultural Art Worksheet #5A

    II. Lesson Plan and Activities, Lesson 1

    Reset Print Art

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    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #5B

    Print ADS

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    Work with your group to answer the following questions about this work of art:

    What is happening in this scene?

    What cultural details does the artist include that support your idea?

    What is the artist trying to communicate that is valued in his/her culture?

    Cultural Art Worksheet #6A

    II. Lesson Plan and Activities, Lesson 1

    Reset Print Art

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    II. Lesson Plan and Activities, Lesson 1

    Cultural Art Worksheet #6B

    Print ADS

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    Cultural Values in Everyday Life

    With your group, brainstorm a list of values that are important in your culture.

    Guidelines for your discussion: Does everyone in your group need to have the same values?

    What can your group do if someone has a value that is different from the rest of the group? Can you include values that not everyone in the group agrees with?

    Compare your groups list of values to the list of values created by other ArtLink participants (nextpage) How are your groups values the same or different from other ArtLink participants? Can you think of reasons why you might have the same or different values from children who live

    in other countries?

    Questions to think about when your group is finished with the activity How did your group deal with different ideas about values and how they are shown? Did you learn something new about the classmates in your group? How will this activity help you plan for your own artwork?

    II. Lesson Plan and Activities, Lesson 2

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    Cultural Values of Recent ArtLink Students

    II. Lesson Plan and Activities, Lesson 2

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    Lesson 3: Planning and Creating Your Art

    ArtLink Tool Box: Strategies for Deeper Understanding Share artwork with a friend to get peer feedback during the planning and/or creating stages. Students meet with teacher to get feedback during the planning and creating stages. Students use the ArtLink Cultural Norms and Values Assessment Criteria (Rubric) to self-assess at any point during

    the planning and/or creating stages. Hold a Class Critique or Gallery Walk. By describing, explaining, comparing and analyzing, students discuss the

    cultural norms and values illustrated in their classmates artwork. Check the U.S. Grade Level Learning Standards for specific objectives for age/grade appropriate content.

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    II. Lesson Plan and Activities

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    Picture the Moment Theme Sheet II. Lesson Plan and Activities, Lesson 3

    Print ArtLink Theme

    http://www.creativeconnections.org/
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    Lesson 4: Analyzing Your Partners Art

    ArtLink Tool Box: Strategies for Deeper Understanding Create an Art Exhibit (Strongly recommended)

    Host a reception and have students serve as docents, describing their ArtLinkexperience. Typically the exhibit consists of:

    - Original artwork created by partner class including the Artist Description Sheets- Color copies of the home class artwork and the Artist Description Sheets- A description including important facts about partner class city/country and cultural values and

    norms- Include student quotes from class discussion, partner art analysis or video

    Students work in small groups or individually depending on age/grade and ability level. Check the U.S.Grade Level Learning Standards for specific objectives for age/grade appropriate content.

    Sharing strategies can be verbal as with a Group Critique, Pair Share, or Turn and Talk. Other strategiesmight include writing or other aesthetic activities, such as a Gallery Walk.

    Students expand on responses in personal journals or by video. Use the Cultural Iceberg illustration to identify visible and invisible aspects of culture shown in your

    partners art. (see Appendix)

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    II. Lesson Plan and Activities

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    Lesson 5: Turning Analysis into Partner Responses

    ArtLink Tool Box: Strategies for Deeper Understanding Students work in small groups or individually depending on age/grade and ability level. Expand on responses in personal journals or by video. Use the parable The Blind Men and the Elephant to help students question the validity of making

    sweeping cultural assumptions from a single collection of artwork. (see Appendix) Check the U.S. Grade Level Learning Standards for specific objectives for age/grade appropriate

    content.

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    II. Lesson Plan and Activities

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    ArtLink Post-Exchange Survey

    Program ID# ______________________________

    From the students of ______________________________________School in ___________________

    About our partners at _____________________________________School in ____________________

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    (your school) (your country)

    (partners school) (partners country)

    Teacher: Identify level of Post-exchange knowledge (based on questions 1-6)

    II. Lesson Plan and Activities, Lesson 5

    Beginning Developing Proficient Mastery Advanced

    Reset Form Print Form

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    ArtLink Post-Exchange Survey (Results)

    1. Identify each students level of post-exchange knowledge by using the ArtLink Cultural Normsand Values Assessment Criteria (Rubric).

    2. Add the number of students at each level together.3. Record the total number of students at each level for the post-exchange activity.4. Submit survey results online at the end of the ArtLink Program.

    II. Lesson Plan and Activities, Lesson 5

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    General Tips for the Videoconference Before the conferences, we will test the videoconference system with your school and your partners

    school. However, fluctuating internet connection speeds, greater or lesser demand on availableinternet bandwidth, equipment malfunction, firewalls and even the weather can affect technicalquality. Students should think of this videoconference as an adventure. Caution them that we mayhave to work through arising technical challenges at the start or in the middle of the conference. Ourfallback is to run an audio-only teleconference between the classes.

    To be most effective, students should not think in terms of giving short, rehearsed presentations. Workwith them to prepare thoughtful questions that can lead to a more in-depth dialogue and discussionand being prepared to ask follow-up questions.

    The best videoconferences come from classes that are focused and relaxed. Many students have nevervideoconferenced before, so they may be nervous. With your help, we will do what we can to helpthem feel comfortable.

    A staff member at Creative Connections will facilitate the videoconference, but we encourage you to

    take an active role in calling on and working with students throughout the session.

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    III. The ArtLink Videoconference

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    How Creative Connections ArtLink Program AddressesNational Academic Standards

    IV. National Academic and Common Core Standards

    http://www.actfl.org/publications/all/world-readiness-standards-learning-languages
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/3/7/http://www.corestandards.org/ELA-Literacy/RI/3/1/http://www.corestandards.org/ELA-Literacy/L/3/http://www.corestandards.org/ELA-Literacy/SL/3/6/http://www.corestandards.org/ELA-Literacy/SL/3/3/http://www.corestandards.org/ELA-Literacy/SL/3/1/b/http://www.corestandards.org/ELA-Literacy/SL/3/1/a/http://www.corestandards.org/ela-literacy/ri/3/6/http://www.corestandards.org/ela-literacy/ri/3/4/http://www.corestandards.org/ela-literacy/ri/3/2/http://www.corestandards.org/ela-literacy/ri/3/1/http://www.corestandards.org/ela-literacy/w/3/2/http://www.corestandards.org/ela-literacy/w/3/1/a/http://www.corestandards.org/ela-literacy/ri/3/3/http://www.corestandards.org/ela-literacy/ri/3/1/http://www.corestandards.org/ela-literacy/sl/3/1/d/http://www.corestandards.org/ela-literacy/sl/3/1/c/http://www.corestandards.org/ela-literacy/ri/3/2/http://www.corestandards.org/ela-literacy/ri/3/1/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/4/4/http://www.corestandards.org/ELA-Literacy/RI/4/1/http://www.corestandards.org/ELA-Literacy/L/4/http://www.corestandards.org/ELA-Literacy/SL/4/6/http://www.corestandards.org/ELA-Literacy/SL/4/1/c/http://www.corestandards.org/ELA-Literacy/SL/4/1/b/http://www.corestandards.org/ELA-Literacy/SL/4/1/a/http://www.corestandards.org/ela-literacy/ri/4/10/http://www.corestandards.org/ela-literacy/ri/4/7/http://www.corestandards.org/ela-literacy/ri/4/4/http://www.corestandards.org/ela-literacy/rl/4/2/http://www.corestandards.org/ela-literacy/rl/4/1/http://www.corestandards.org/ela-literacy/w/4/2/b/http://www.corestandards.org/ela-literacy/w/4/1/b/http://www.corestandards.org/ela-literacy/rl/4/3/http://www.corestandards.org/ela-literacy/rl/4/1/http://www.corestandards.org/ela-literacy/sl/4/1/d/http://www.corestandards.org/ela-literacy/sl/4/1/c/http://www.corestandards.org/ela-literacy/rl/4/2/http://www.corestandards.org/ela-literacy/rl/4/1/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ela-literacy/ri/5/6/http://www.corestandards.org/ela-literacy/ri/5/5/http://www.corestandards.org/ela-literacy/ri/5/2/http://www.corestandards.org/ela-literacy/ri/5/1/http://www.corestandards.org/ela-literacy/w/5/2/b/http://www.corestandards.org/ela-literacy/sl/5/2/http://www.corestandards.org/ela-literacy/w/5/1/a/http://www.corestandards.org/ela-literacy/sl/5/1/c/http://www.corestandards.org/ela-literacy/w/5/2/d/http://www.corestandards.org/ela-literacy/sl/5/1/c/http://www.corestandards.org/ela-literacy/sl/5/1/http://www.corestandards.org/ela-literacy/ri/5/3/http://www.corestandards.org/ela-literacy/ri/5/4/http://www.corestandards.org/ela-literacy/ri/5/2/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/5/4/http://www.corestandards.org/ELA-Literacy/RI/5/3/http://www.corestandards.org/ELA-Literacy/RI/5/1/http://www.corestandards.org/ELA-Literacy/SL/5/2/http://www.corestandards.org/ELA-Literacy/SL/5/1/c/http://www.corestandards.org/ELA-Literacy/SL/5/1/b/http://www.corestandards.org/ELA-Literacy/SL/5/1/a/http://www.corestandards.org/ela-literacy/ri/5/10/http://www.corestandards.org/ela-literacy/ri/5/9/http://www.corestandards.org/ela-literacy/ri/5/8/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/6/7/http://www.corestandards.org/ELA-Literacy/RI/6/1/http://www.corestandards.org/ELA-Literacy/SL/6/4/http://www.corestandards.org/ELA-Literacy/SL/6/2/http://www.corestandards.org/ELA-Literacy/SL/6/1/c/http://www.corestandards.org/ELA-Literacy/SL/6/1/b/http://www.corestandards.org/ELA-Literacy/SL/6/1/a/http://www.corestandards.org/ela-literacy/w/6/2/http://www.corestandards.org/ela-literacy/w/6/1/b/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ela-literacy/rst/6-8/2/http://www.corestandards.org/ela-literacy/w/8/2/http://www.corestandards.org/ela-literacy/w/8/1/b/http://www.corestandards.org/ela-literacy/ri/8/2/http://www.corestandards.org/ela-literacy/rl/8/1/http://www.corestandards.org/ela-literacy/sl/8/2/http://www.corestandards.org/ela-literacy/sl/8/1/c/http://www.corestandards.org/ela-literacy/ri/8/3/http://www.corestandards.org/ela-literacy/ri/8/2/http://www.corestandards.org/ela-literacy/ri/8/1/http://www.corestandards.org/ela-literacy/rl/8/1/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ela-literacy/whst/9-10/2/d/http://www.corestandards.org/ela-literacy/sl/9-10/1/d/http://www.corestandards.org/ela-literacy/sl/9-10/1/c/http://www.corestandards.org/ela-literacy/sl/9-10/1/http://www.corestandards.org/ela-literacy/whst/9-10/1/e/http://www.corestandards.org/ela-literacy/whst/9-10/1/c/http://www.corestandards.org/ela-literacy/whst/9-10/2/d/http://www.corestandards.org/ela-literacy/whst/9-10/2/b/http://www.corestandards.org/ela-literacy/whst/9-10/1/e/http://www.corestandards.org/ela-literacy/whst/9-10/1/c/http://www.corestandards.org/ela-literacy/rl/9-10/4/http://www.corestandards.org/ela-literacy/ri/9-10/2/http://www.corestandards.org/ela-literacy/ri/9-10/1/http://www.corestandards.org/ela-literacy/rl/9-10/6/http://www.corestandards.org/ela-literacy/rl/9-10/2/http://www.corestandards.org/ela-literacy/ri/9-10/7/http://www.corestandards.org/ela-literacy/ri/9-10/3/http://www.corestandards.org/ela-literacy/ri/9-10/1/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/9-10/7/http://www.corestandards.org/ELA-Literacy/RI/9-10/1/http://www.corestandards.org/ELA-Literacy/L/9-10/http://www.corestandards.org/ELA-Literacy/SL/9-10/6/http://www.corestandards.org/ELA-Literacy/SL/9-10/2/http://www.corestandards.org/ELA-Literacy/SL/9-10/1/d/http://www.corestandards.org/ELA-Literacy/SL/9-10/1/c/http://www.corestandards.org/ELA-Literacy/SL/9-10/1/b/http://www.corestandards.org/ELA-Literacy/SL/9-10/1/a/http://www.corestandards.org/ela-literacy/whst/9-10/2/d/http://www.corestandards.org/ela-literacy/sl/9-10/1/d/http://www.corestandards.org/ela-literacy/whst/9-10/1/c/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ela-literacy/whst/11-12/2/d/http://www.corestandards.org/ela-literacy/sl/11-12/1/d/http://www.corestandards.org/ela-literacy/sl/11-12/1/c/http://www.corestandards.org/ela-literacy/sl/11-12/1/http://www.corestandards.org/ela-literacy/whst/11-12/1/e/http://www.corestandards.org/ela-literacy/whst/11-12/1/c/http://www.corestandards.org/ela-literacy/whst/11-12/2/d/http://www.corestandards.org/ela-literacy/whst/11-12/2/b/http://www.corestandards.org/ela-literacy/whst/11-12/1/e/http://www.corestandards.org/ela-literacy/whst/11-12/1/c/http://www.corestandards.org/ela-literacy/rl/11-12/4/http://www.corestandards.org/ela-literacy/rl/11-12/2/http://www.corestandards.org/ela-literacy/ri/11-12/1/http://www.corestandards.org/ela-literacy/rl/11-12/6/http://www.corestandards.org/ela-literacy/rl/11-12/2/http://www.corestandards.org/ela-literacy/ri/11-12/7/http://www.corestandards.org/ela-literacy/ri/11-12/3/http://www.corestandards.org/ela-literacy/ri/11-12/1/
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    Grade Level US Academic StandardsIV. National Academic and Common Core Standards

    http://www.corestandards.org/ELA-Literacy/RI/9-10/4/http://www.corestandards.org/ELA-Literacy/RI/9-10/1/http://www.corestandards.org/ELA-Literacy/SL/11-12/2/http://www.corestandards.org/ELA-Literacy/SL/11-12/1/c/http://www.corestandards.org/ELA-Literacy/SL/11-12/1/b/http://www.corestandards.org/ELA-Literacy/SL/11-12/1/a/http://www.corestandards.org/ela-literacy/whst/11-12/2/d/http://www.corestandards.org/ela-literacy/sl/11-12/1/d/http://www.corestandards.org/ela-literacy/whst/11-12/1/c/
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    Glossary

    ADS: Artist Description Sheet created byparticipant students on Lesson 3 and attachedto each art piece submitted as part of the ArtLinkprogram.

    Cross-Cultural: Relating to or involving two ormore different cultures or countries.

    Culture : Culture refers to the total way of life fora particular group of people. It includes what agroup of people thinks, says, does and creates its customs, language, material artifacts andshared systems of beliefs and values.

    Cultural Norms : Behavior patterns that are

    typical of specific groups. Such behaviors arelearned from parents, teachers, peers and manyothers whose values, attitudes, beliefs andbehaviors take place in the context of their ownorganizational culture.

    Docent: A person (student) who acts as a guidein a museum, art gallery or exhibit. Origin: fromLatin docent- 'teaching', from docere teach.

    Enduring Understandings: Statementssummarizing important ideas and coreprocesses that are central to a discipline andhave lasting value beyond the classroom. Theysynthesize what students should understand -not just know or do - as a result of studying aparticular content area.

    Essential Questions: Questions which set thefocus for the lesson or unit, are initiators ofcreative and critical thinking and are conceptualcommitments focusing on key concepts implicitin the curriculum.

    Gallery Walk: Students explore multiple imagesthat are placed around the room. Teachers oftenuse this strategy as a way to have students sharetheir work with peers or respond to a collectionof pieces. Because this strategy requiresstudents to physically move around the room, itcan be especially engaging to kinestheticlearners.

    Global Competency: The capacity anddisposition to understand and act on issues ofglobal significance (Educating for GlobalCompetence, Asia Society, 2011).

    Introspection: A reflective looking inward; anexamination of one's own thoughts andfeelings.

    Learning Outcomes: Statements that describesignificant and essential knowledge thatlearners have achieved, and can reliablydemonstrate at the end of a course or program.In other words, learning outcomes identify whatthe learner will know and be able to do by theend of a course or program.

    Pair Share: An instructional strategy to promoteindividual, small group, and whole grouplearning and discussion. Students are given atopic which they think about individually. Thenthey pair with a partner and discuss what eachother was thinking. Finally, they share their ideason the topic with the entire class.

    Parable: A short story that teaches a morallesson.

    Program ID#: Unique number provided byCreative Connections to identify a participantclass during the duration of the ArtLink program

    Turn and Talk: Students turn and talk to apartner about what they have just heard or read,or to discuss their answer to a teachersquestion. It gives students an opportunity toclarify their thinking and get answers toquestions, which aids in developing

    understanding and promotes engagement.

    Values: A persons principles or standards ofbehavior; the ideals one feels are the mostimportant to live by.

    V. Appendix

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    ArtLink Personal Preference WebWhat are your likes and dislikes? Which holidays do you celebrate? What do you do for fun? What isyour favorite subject in school? The answers to all of these questions and many others describe youas a person. How do these personal preferences connect to your cultural norms and values?Fill in the Personal Word Web and identify which personal preferences are influenced by yourcultural norms and values.

    Name ___________________________________________

    Me

    V. Appendix

    Print

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    The Cultural IcebergCulture has been aptly compared to an iceberg. Just as an iceberg has a visible section above thewaterline and a larger, invisible section below the waterline, culture also has some aspects that areobservable and others that can only be intuited. The below waterline aspects are the values andbeliefs that underlie a culture (adapted from Culture Matters, The Peace Corps Cross-Cultural Workbook).

    Ask students to revisit the sample art pieces, writing the observable visible cultural aspectsabove the icebergs waterline and the invisible values and beliefs below. Aspects of culturefound in Wedding (from Cultural Art and Analysis Worksheet #1 ) are already listed.

    The VisibleWomen holding flowersFood on dishes being carriedMan and woman linked by a head cordSmilesBlack hair Traditional dress

    The InvisibleImportance of tradition andceremoniesValue of foodHonoring the spirit of ancestorsCommunit trust and honest

    The Cultural Iceberg

    V. Appendix

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    The Blind Men and The Elephant The parable The Blind Men and the Elephant asks us to think about how we view our world andhow we too often jump to conclusions before gaining a more complete perspective. Read and thenanswer the uestions below.

    The Blind Men and the Elephant John Godfrey Saxe (1816-1887)

    It was six men of Indostan

    To learning much inclined,Who went to see the Elephant (Though all of them were blind), That each by observation Might satisfy his mind.

    The First approached the Elephant,And happening to fall Against his broad and sturdy side,At once began to bawl:"God bless me! but the Elephant

    Is very like a WALL!"

    The Second , feeling of the tusk,Cried, "Ho, what have we here,So very round and smooth and sharp? To me 'tis mighty clear This wonder of an Elephant Is very like a SPEAR!

    The Third approached the animal,And happening to take The squirming trunk within his hands, Thus boldly up and spake:"I see," quoth he, "the Elephant

    The Fourth reached out an eager hand,And felt about the knee"What most this wondrous beast is likeIs mighty plain," quoth he:"'Tis clear enough the Elephant Is very like a TREE!"

    The Fifth, who chanced to touch the ear,Said: "E'en the blindest man Can tell what this resembles most;Deny the fact who can, This marvel of an Elephant

    Is very like a FAN!"

    The Sixth no sooner had begun About the beast to grope, Than seizing on the swinging tail That fell within his scope,"I see," quoth he, "the Elephant Is very like a ROPE!"

    And so these men of Indostan Disputed loud and long,

    Each in his own opinion

    Exceeding stiff and strong, Though each was partly in the right,

    V. Appendix