Arts & Learning Inquiry

Wed Oct 15th 2014

Welcome & Introductions; purpose of the day


What is Inquiry?

Key Words and Terms
"yes, lets"; teacher-led; student interest; authentic; deeper understanding; big picture; project-based; curiosity; process; want to find out more; iSearch; question; research; many directions; synthesis; present; transfer of ownership; self-assessment; freedom; questioning; anxiety; time; a lot of time; patience; investigate; interest-based; critical thinking; decipher what is valid and what is not; credible sources; filtering; OK to be wrong; misunderstandings; mistakes lead to deeper understanding; safe environment for learning; reflections; technology used as tool; essential question; big idea; transfer to life after school; lifelong learning; student empowerment; cyclical;

After Reading Article:
Connection; conception; collaboration; tension; participation; observe and listen; community of learners; previous knowledge/learning; personal experience; invitation; provocation; problem-posing/problem-solving; ask better questions; think together, not just work together; collaborate with people and things that will challenge; off-balance; deprograming our kids about what it is to be a learner; learning is playful and messy.

After Scanning Curricular Outcomes: Arts Ed Words
Posing questions; examine; experiment; investigate; document; expand; critique; encourage; express; research; consider and analyze; conduct; collaborative inquiry; take risks; critique; generate ideas; creation; topics of importance; express-ideas; topics of importance; share; compare; negotiate; contribute; develop;
generate questions; pose questions; ask questions; develop questions; propose questions; explore and identify; prepare and use a plan; reflect; collaborative problem-solving; determine breadth and depth of knowledge;

Inquiry as Stance

Inquiry is...
  1. natural to learning
  2. based in connection
  3. conceptual
  4. problem-posing and problem-solving
  5. collaborative

Activity: Read and Share
  • read your section of the article
  • share with your group
  • selection at least one key point from each section to share with the larger group

Saskatchewan Curriculum: Arts Ed Inquiry Outcomes and Indicators

CP1.1 - Create movements and movement patterns in response to stimuli such as stories, poems, music, or objects as starting points.
  1. Ask questions related to the stimuli to contribute to dance-making inquiry process (e.g., How could we move like the leaves making circle patterns in the wind?).
CP3.4 - Use imagination, a variety of drama strategies, and reflection to further the drama’s development.

  1. Ask questions to contribute to inquiry of the topic through drama (e.g., What could we do to find out how different people would feel and react in that situation?).
CP7.7 - Investigate improvisation using the voice, instruments, and a wide variety of sound sources from the natural and constructed environment.
  1. Explore and determine appropriate sound sources, forms, and processes for creating music expressions.
  2. Investigate music from various places of the world, and analyze relationships among the instrument, the use of sound, and the place of origin (e.g., steel drums, sitar, didgeridoo, First Nations’ flutes).
CP9.11 Select and use appropriate forms, technologies, images, and art-making processes to convey ideas about a topic of concern to youth.
  1. Analyze application of the elements of art, principles of design, images, and techniques in own and peers’ art works.
  2. Demonstrate skills of observation and increased ability to include detailed information in own depictions.
CR9.1 - Respond to professional dance, drama, music, and visual art works through individual or collaborative inquiry and the creation of own arts expressions.
  1. Use individual or collaborative inquiry to develop questions and learn about a selected arts expression.
  2. Create an individual or collaborative plan to investigate the inquiry questions, document the inquiry process, and share findings with others.
  3. Create own work in response to a selected professional arts expression, and describe how the new work is inspired or influenced by the original.
CH8.2 - Analyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists, and share results.
  1. Research First Nations, Métis, and Inuit artists who use their art work to explore and comment on social issues (e.g., Susan Aglukark, Edward Poitras).
  2. Identify social factors that influence First Nations, Métis, and Inuit artists, their work, and careers (e.g., typecasting of actors, limited access to venues and markets).
  3. Investigate the work of artists that reflects a concern with historical events including Treaties and the impacts of colonization such as residential schools, racism, and marginalization.
  4. Create a plan to share the research findings with younger and older students and community members where possible (e.g., create a dance, drama, music performance, or visual installation).

The Invitation: What is the Purpose of Art?

  • View Invisible Art video
  • Explore Arts invitation/provocation stations
    • Play, experiment....Respond to these two questions: "What do you notice? What do you wonder?"
    • The Provocations:
      • Beautiful objects, lights, drapery, camera apps, ipods (Ray’s office)
      • Over head – objects to project (in storage room), ipod lights, music – Beatbox (use my computer? Or ipod?)
      • Frames 4 – colour, collage, images of people and places, scissors, news papers (workshop room)
      • Monologue or dialogue or poetry – huge box to create a set with junk, stuff, paper (small meeting room)
    • Readings on how to create provocations
    • Share exploration process and questions raised; then create more/new questions as a group. How might the inquiry take shape?
    • Discussion: What is the purpose of Art?

Your Turn!

Design an invitation to engage your students in an inquiry project.

After the Invitation:


The Inquiry Process - The Framework

The Saskatchewan Model: Constructing Understanding through Inquiry:
constructingunderstanding.png

Enacting Inquiry in the Classroom

Activity: Read and Share - last part of Inquiry as a Stance on Curriculum
  • read your section of the article
  • share with your group
  • selection at least one key point from each section to share with the larger group

Share your own inquiry experiences: What has worked? What are the pitfalls?

Taking It Public

Sharing -- Open -- Transparent -- Communicaiton
Art critique video http://youtu.be/9neybpOvjaQ
– what does it mean? The act of the critique is a benefit for the viewer and their thinking?

Discussion about sharing

Options for Sharing

Experiment and explore the two options.

Further Exploration


Related links of interest (future):

Singing two tones at once – technical but can be expressive
http://www.thisiscolossal.com/2014/10/polyphonic-overtone-singing-demonstrated-by-anna-maria-hefele/

Animated short on dementia – art as metaphor
http://youtu.be/zG6iwPSAaHI

Animation about Ryan, mental illness – art as biography
https://www.nfb.ca/film/ryan

Art as social commentary
http://dangerousminds.net/comments/ghostly_painted_shadows_in_abandoned_psychiatric_hospital

Creating animations from life size drawings – art makes us see in new ways
http://www.thisiscolossal.com/2014/10/the-bigger-picture/

Timeline

Individual school-based meetings with Sherron and Donna throughout the school year as needed - by request

January 13, 2015 -
Report back on invitation and questions gathered
Furthering the collaboration between Arts Educators
A process to invite student critique
Planning for documentation
Student critiques take place between Jan 13 and April 17

April 17, 2015
Create websites/sharing platforms
Inquiries are complete
Celebration
Plan to share/present on May 4 STF Day