Erin

Posted on 10/21/09

Hi there,
I'm not sure what you're looking for, but I teach art and music
appreciation to 9th graders and am art certified. I have a few
ideas if you're interested.

Overall, I would try to teach art history and aesthetics
concepts in the art portion in addition to doing the art-making
activity. For example, in the drumming portion, you could have
the students discuss "Can a functional object be art?" or learn
how cultural artifacts are displayed and cared for in museums,
when they are and are not played, etc.

In the letter writing activity: Have the students create
portraits based on their pen pals' personalities or what they
think the pen pals might look like (and then if possible
exchange pictures and make a realistic portrait)--or create a
human rights themed collage based on what they are learning/
their emotional reactions to these experiences.

In addition to creating social action posters, the students
might consider a multimedia exhibit incorporating the
interviews and pitch their exhibit outside the school,perhaps
at a library or community center.

African cultural celebration-- in addition to masks and
posters, consider clothing/textiles and have students use art
history research conventions to present rationales for their
choices.

Service learning project--have students create & produce video
documentation of their projects, design, create and print
personal logos, business cards, and project brochures. It is
important to learn to take projects from concept to completion.

This sounds like a fantastic program!

On 10/21/09, L. Swilley wrote:
> Here is a program used in a Seattle school district, one
> for high school, attempting to join the several areas of
> study (I leave it to speak for itself):
>
> Activity: Drum making, music instruction.
> English/LA: Journal writing
> Social studies: Cultural exploration and understanding
> Art/Music: Build drums,learn African drumming
> Science/Math: Physics of sound
> Other: Appeal to kinesthetic learning style
>
> Activity: "A Long Way Gone" - reading. Writing letters to
> former child soldiers/refugees in African school
> English/LA: Literacy, Journal writing, letter writing
> Social Studies: Cultural and historical event exploration
> through first person narrative
> Art/Music: [blank]
> Science/Math: [blank]
> Other: See how teens in another culture face some of the
> same problems our students encounter. Appeal to social
> learning style.
>
> Activity: Speakers from Africa, Trauma Center
> English LA: Learn effective use of multiple sources for
> research (personal interviews, books, articles, internet).
> Collect information for research paper, learning to
> properly document resources and provide evidence to support
> thesis.
> Social Studies: Demonstrate understanding of a complex
> social issue and articulate a position
> Art/Music: Creat social action posters about thesis topic,
> for display in the school
> Science/Math: Use and representation of data and statistics
> Other: Communication Goals: listen and question to gather
> information. Research paper offers demonstration of
> learning through verbal/linguistic learn style.
>
> Activity: African Cultural Celebration
> English/LA: Presentation of project learning
> Social Studies: Presentation of project learning
> Art/Music: Masks or posters for display
> Science/Math: [blank]
> Other: Home and Family Living: cultural exploration through
> food and cooking. Offers opportunity to demonstrate
> learning through and verbal presentation.
>
> Activity: Museum Field trip
> English/LA: [blank]
> Social Studies: exploration through art
> Art/Music: activity led by museum staff
> Science/Math: [blank]
> Other: kinesthetic and social learning styles
>
> Activity: Service Learning Project
> English/LA: Documentation for Senior Portfolio
> Social Studies: Application of knowledge of issues
> Art/Music: [blank]
> Science/Math: [blank]
> Other: Ability to earn additional .5 credit for leadership
> (through CTE) or for Social Studies elective.
> *
> Would those teaching in any of these areas please comment
> here on this progam? Thanks.
>
> L. Swilley

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