Arts&Learning+Inquiry

**Arts & Learning Inquiry**

 * Wed Oct 15th 2014**

What is Inquiry?
"yes, lets"; teacher-led; student interest; **authenti**c; 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;
 * Key Words and Terms**

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 Reading Article:**

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;
 * After Scanning Curricular Outcomes: Arts Ed Words**

[|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. ** CP3.4 - ** Use imagination, a variety of drama strategies, and reflection to further the drama’s development. **
 * 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?).

CP7.7 - ** Investigate improvisation using the voice, instruments, and a wide variety of sound sources from the natural and constructed environment. ** CR9.1 - ** Respond to professional dance, drama, music, and visual art works through individual or collaborative inquiry and the creation of own arts expressions. ** CH8.2 - ** Analyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists, and share results. **
 * 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?).
 * 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.
 * 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.
 * 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
 * Utilizing the concept of 'p[|rovocation]'
 * [|Thinking: Shaken not stirred] "In an inquiry-centered environment learning provocations abound. They motivate, sustain, invite to future wonder. The Recipe? Confusion, strong reaction, interest. One or more."
 * [|Making Our Own Learning Visible] (Kindergarten example)
 * 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.

The Inquiry Process - The Framework
//The Saskatchewan Model: Constructing Understanding through Inquiry://

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 [] – what does it mean? The act of the critique is a benefit for the viewer and their thinking?

Discussion about sharing

//Options for Sharing//
 * [|Lucid Press]
 * Google Sites

Experiment and explore the two options.

Further Exploration

 * Related links of interest (future):**

Singing two tones at once – technical but can be expressive []

Animated short on dementia – art as metaphor []

Animation about Ryan, mental illness – art as biography []

Art as social commentary []

Creating animations from life size drawings – art makes us see in new ways []

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

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
 * January 13, 2015** -

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