session 2. session 2 agenda in grady auditorium: 9:00-9:05group photo 9:05-9:10 session overview/r....

Session 2Session 2

Session 2 AgendaSession 2 AgendaIn Grady Auditorium:In Grady Auditorium:9:00-9:059:00-9:05 GROUP PHOTOGROUP PHOTO9:05-9:10 9:05-9:10 Session overview/R. Veon & C. TerrySession overview/R. Veon & C. Terry9:10-9:309:10-9:30 IRB and Classroom Observations/M. IRB and Classroom Observations/M. MilbrandtMilbrandt9:30-10:15 9:30-10:15 Presentation: VTS Intro and practice,Presentation: VTS Intro and practice,10:15-10:2010:15-10:20 Video Taping Overview, et. al. /R.VeonVideo Taping Overview, et. al. /R.Veon10:20-10:2510:20-10:25 Transition to classroomsTransition to classrooms10:25-10:4010:25-10:40 Presentation 1/Gardner and discussionPresentation 1/Gardner and discussion10:40-10:5510:40-10:55 Presentation 2/Pink and discussionPresentation 2/Pink and discussion10:55-11:1010:55-11:10 Presentation 3/Veon and discussionPresentation 3/Veon and discussion11:10-11:2011:10-11:20 BreakBreak

Session 2 AgendaSession 2 AgendaTAM/A Workshops:TAM/A Workshops:MAKE UP anything missed from January, such as portfolio sharingMAKE UP anything missed from January, such as portfolio sharing11:20-12:2011:20-12:20 Group Critiques, sketchbook and Group Critiques, sketchbook and

journal sharingjournal sharing12:20-12:5012:20-12:50 Reflective writing and High Reflective writing and High

Expectations Plan? —classroom Expectations Plan? —classroom management (turn in)management (turn in)

12:50-1:0012:50-1:00 Presentation assignments for Presentation assignments for March, “housecleaning” issues, March, “housecleaning” issues, etcetc

ANY EXTRA TIME: ANY EXTRA TIME: Hold a roundtable discussion of classroom management issues and Hold a roundtable discussion of classroom management issues and TAKE NOTES so we can compile a list of successful TAKE NOTES so we can compile a list of successful interventions/management strategies in the arts classroom.interventions/management strategies in the arts classroom.

Session 2 AgendaSession 2 AgendaCAR Workshops: Gen Music and Inst.CAR Workshops: Gen Music and Inst.MAKE UP anything missed from January, such as art/music sharingMAKE UP anything missed from January, such as art/music sharing11:20-11:4011:20-11:40 Aesthetics Presentation and discussionAesthetics Presentation and discussion11:40-11:5011:40-11:50 Brainstorming: 1. What is aesthetics 2. How can we Brainstorming: 1. What is aesthetics 2. How can we

develop aesthetic understanding in our students—develop aesthetic understanding in our students—and and why is it importantwhy is it important11:50-12:0011:50-12:00 Journal sharing Journal sharing 12:00-12:3012:00-12:30 Reflective writing—classroom management (turn in)Reflective writing—classroom management (turn in)12:30-12:5012:30-12:50 High Expectations Plan?High Expectations Plan?12:50-1:0012:50-1:00 Presentation assignments for March, Presentation assignments for March, “housecleaning” “housecleaning” issues, etcissues, etc

ANY EXTRA TIME: ANY EXTRA TIME: Hold a roundtable discussion of classroom management issues and Hold a roundtable discussion of classroom management issues and TAKE NOTES so we can compile a list of successful TAKE NOTES so we can compile a list of successful interventions/management strategies in the arts classroom.interventions/management strategies in the arts classroom.

Dr. Melody MilbrandtDr. Melody Milbrandt

Outside EvaluatorOutside EvaluatorIRB FormsIRB Forms

ArtsAPS PD PedagogyArtsAPS PD PedagogyArtsAPS professional development model is unique in ArtsAPS professional development model is unique in that it does not impose a prepackaged model or strategy.that it does not impose a prepackaged model or strategy.Offers you considerable freedom; it results in staff Offers you considerable freedom; it results in staff development that leads to instructional reform based on development that leads to instructional reform based on our unique needs—not on what an outside agency thinks our unique needs—not on what an outside agency thinks we should do. we should do. The ArtsAPS approach is also more challenging because The ArtsAPS approach is also more challenging because it asks you to make the mental and creative connections it asks you to make the mental and creative connections between your own teaching situation and the many between your own teaching situation and the many concepts and perspectives presented in class.concepts and perspectives presented in class.This is intellectually demanding and requires time This is intellectually demanding and requires time outside of class. outside of class.

ArtsAPS PD PedagogyArtsAPS PD PedagogyGardner/Pink: Provide an overview of the economic and social Gardner/Pink: Provide an overview of the economic and social context going into the 21st century and what is needed personally, context going into the 21st century and what is needed personally, socially, and economically to meet the new challenges we face; socially, and economically to meet the new challenges we face; identifies how the arts and creativity are central to 21st century skillsidentifies how the arts and creativity are central to 21st century skillsVeon: An extended analysis of creativity that identifies specific Veon: An extended analysis of creativity that identifies specific cognitive and metacognitive skills and strategiescognitive and metacognitive skills and strategiesWorkshop texts: How producing and responding embody the Workshop texts: How producing and responding embody the personal, social, and economic needs abovepersonal, social, and economic needs aboveYou need to bring it together; this is how we are building something You need to bring it together; this is how we are building something unique in APS—in a sense, lifting ourselves up. We aren’t importing unique in APS—in a sense, lifting ourselves up. We aren’t importing something from outside APS and imposing a program on you—you something from outside APS and imposing a program on you—you are creating it based on how you synthesize and feed back to us are creating it based on how you synthesize and feed back to us what you learn—we are the prism that takes this feedback and what you learn—we are the prism that takes this feedback and refocuses it.refocuses it.

Pink: Social and Economic Justification of Arts

Broad Cognitive Aptitudes

Gardner: Meaning of mastering a discipline, synthesizing, creating

Veon: Understanding creativity as a 3-stage process using specific

cognitive skills

Discipline Specific Texts

Synthesize and apply to your

situation

VideoTapedLesson

w/Reflection

Final Paper(CAR)

Journals/Sketchbooks

Workshop Discussions and Experiences

Improved InstructionCognitive Basis of ArtsAuthentic Arts Testing

Data/AdvocacyCurricular Alignment

Copyright InformationCopyright InformationUnderstanding Creativity Understanding Creativity 2008 Raymond E. 2008 Raymond E. VeonVeonThe Interface Method of Creativity The Interface Method of Creativity 2007 2007 Raymond E. VeonRaymond E. VeonASCAM: The Arts-Specific Cognitive ASCAM: The Arts-Specific Cognitive Achievement Measure Achievement Measure 2008 Raymond E. 2008 Raymond E. VeonVeonArtsAPS has permission from Raymond E. Veon ArtsAPS has permission from Raymond E. Veon to use the above copyrighted material from to use the above copyrighted material from January 1January 1stst, 2009 until May 30, 2009 until May 30thth, 2009. , 2009. Written permission required for reproduction.Written permission required for reproduction.

ArtsAPS PresentationsArtsAPS PresentationsLengthLength: approx. 10 minutes—use as much time as you need to : approx. 10 minutes—use as much time as you need to thoroughly cover the contentthoroughly cover the contentPurposePurpose: You are to : You are to teachteach all of the main concepts, using your best all of the main concepts, using your best practicespracticesType of presentationType of presentation: This is up to you; it can be lecture-based, : This is up to you; it can be lecture-based, game-based, activity based, interactive, etcgame-based, activity based, interactive, etcAssessmentAssessment: You should assess whether or not your students (ie : You should assess whether or not your students (ie us) have learned the content and to what extent we have learned it. us) have learned the content and to what extent we have learned it. NOTE: In Gardner’s chapter on the Disciplined Mind, he points out NOTE: In Gardner’s chapter on the Disciplined Mind, he points out that mastery involves solving a that mastery involves solving a newnew problem or applying knowledge problem or applying knowledge to a to a newnew situation, i.e. one not yet encountered. Test your group by situation, i.e. one not yet encountered. Test your group by challenging them.challenging them.Although everyone will have read this material, teach as if no one in Although everyone will have read this material, teach as if no one in your audience is familiar with any of the authors or content.your audience is familiar with any of the authors or content.

Video Taping OverviewVideo Taping OverviewA 1-2 minute shot of your physical teaching situation, A 1-2 minute shot of your physical teaching situation, including a panoramic shot and close up views of including a panoramic shot and close up views of teaching area; 15 minute video of you teaching; this can teaching area; 15 minute video of you teaching; this can include direct instruction/lecture and the ways you follow include direct instruction/lecture and the ways you follow up by interacting with students to ensure learning; it can up by interacting with students to ensure learning; it can also include the ways you assess your students.also include the ways you assess your students.NO EDITING! Do not stop and restart the video NO EDITING! Do not stop and restart the video recording. recording. Video is to be turned in to your instructor either in a VHS Video is to be turned in to your instructor either in a VHS tape (Cued to the beginning) or on a DVDtape (Cued to the beginning) or on a DVDYour written reflection should be Your written reflection should be at leastat least 4 typed pages, 4 typed pages, 1” margins, Times New Roman, Font Size 12, double 1” margins, Times New Roman, Font Size 12, double spacedspaced

Video Taping OverviewVideo Taping OverviewWritten reflection should convincingly demonstrate your Written reflection should convincingly demonstrate your understanding of the difference between descriptive, reflective, and understanding of the difference between descriptive, reflective, and analytic writing, and your ability to reflect and analyze analytic writing, and your ability to reflect and analyze what is what is actually shown in the video.actually shown in the video.Please see the Video Analysis Questions document I emailed in Please see the Video Analysis Questions document I emailed in January and the list of APS Best Practices to help you reflect on January and the list of APS Best Practices to help you reflect on your video; also, use the APS Best Practices.your video; also, use the APS Best Practices.Your written reflection should convincingly demonstrate your ability Your written reflection should convincingly demonstrate your ability to synthesize workshop content, i.e by making connections between to synthesize workshop content, i.e by making connections between your teaching and ArtsAPS readings and workshop discussions; your teaching and ArtsAPS readings and workshop discussions; thus, you may need more space than the 4 page minimum.thus, you may need more space than the 4 page minimum.We may ask your permission to use your video in future training.We may ask your permission to use your video in future training.

CAR Classroom Aesthetics CAR Classroom Aesthetics ProjectsProjects

See syllabus; due AprilSee syllabus; due AprilYou will be asked to develop and implement a You will be asked to develop and implement a lesson plan (with at least one class) based on lesson plan (with at least one class) based on what you learn about aesthetics. Use your what you learn about aesthetics. Use your normal lesson plan format.normal lesson plan format.You You maymay use this as your videotaped lesson! use this as your videotaped lesson! You will be asked to turn in student artifacts and You will be asked to turn in student artifacts and the finished lesson plan. Additional details to the finished lesson plan. Additional details to come.come.

Lesson Plan Sharing in MarchLesson Plan Sharing in March

Identify your two best lessons.Identify your two best lessons.Distribute them to your group via email; cc a Distribute them to your group via email; cc a copy to: copy to: [email protected]@atlanta.k12.ga.usShare and discuss with your group during our Share and discuss with your group during our March session.March session.In your journals, reflect on your lessons using In your journals, reflect on your lessons using concepts from Gardner, Pink, Veon, and concepts from Gardner, Pink, Veon, and workshop texts. Identify cognitive skills involved workshop texts. Identify cognitive skills involved in your lessons; use the above texts to find in your lessons; use the above texts to find strengths in and ways to improve your lessons.strengths in and ways to improve your lessons.

mailto:[email protected]

Testing and Portfolio CommitteesTesting and Portfolio Committees

Brief meeting right after our next workshop Brief meeting right after our next workshop session (March 14session (March 14thth))Be thinking about what you would like to Be thinking about what you would like to see on the tests and in the portfoliossee on the tests and in the portfoliosIf you would like to chair your particular If you would like to chair your particular committee, let me know: committee, let me know: [email protected]@atlanta.k12.ga.us

Atlanta Partnership For The ArtsAtlanta Partnership For The Arts(APAL)(APAL)

Discipline specific and multi-discipline Discipline specific and multi-discipline presentations by arts professionals (March presentations by arts professionals (March and/or April workshop sessions)and/or April workshop sessions)One afterschool presentation (this will One afterschool presentation (this will count towards your official PD “seat time;” count towards your official PD “seat time;” we need to schedule extra events so that we need to schedule extra events so that we do not have to meet in June).we do not have to meet in June).

Reflection on Instructional PracticeReflection on Instructional Practice

In a nutshell:In a nutshell:Description describes WHAT you did, what happened.Description describes WHAT you did, what happened.Analysis analyzes WHY you did it, why it happened.Analysis analyzes WHY you did it, why it happened.Reflection reflects on HOW it impacts student learning.Reflection reflects on HOW it impacts student learning.

DESCRIPTION asks the question: DESCRIPTION asks the question: WHAT?WHAT? What is the What is the setting? What is going on? What is the background? setting? What is going on? What is the background? What does the viewer need to know to "see" the What does the viewer need to know to "see" the classroom (must be evidenced in video)? classroom (must be evidenced in video)?

– The richer the description – the more there will be to analyze. If The richer the description – the more there will be to analyze. If you don’t have enough detail in your descriptive commentary, you don’t have enough detail in your descriptive commentary, you will not be able to thoroughly analyze the teaching situation. you will not be able to thoroughly analyze the teaching situation. When entries ask for rationale – it is part analysis and part When entries ask for rationale – it is part analysis and part descriptive.descriptive.

Reflection on Instructional PracticeReflection on Instructional PracticeANALYSIS asks the question: ANALYSIS asks the question: SO WHAT?SO WHAT? So you had a class of So you had a class of students working on a math manipulative, small group session, students working on a math manipulative, small group session, finding the difference between perimeter and area. SO WHAT? So finding the difference between perimeter and area. SO WHAT? So what do you see in the video, or what is seen in the student's work? what do you see in the video, or what is seen in the student's work? What is significant????What is significant????

REFLECTION asks the question: REFLECTION asks the question: NOW WHAT?NOW WHAT? Now that you have Now that you have analyzed your teaching, what are you going to do next? What analyzed your teaching, what are you going to do next? What worked well and will be continued as the class progresses? What worked well and will be continued as the class progresses? What did not work and, looking back on it, could have been different? did not work and, looking back on it, could have been different? (Knowing what did not work and how to improve that area is the sign (Knowing what did not work and how to improve that area is the sign of a reflective individual--no one is perfect.) What do you need to of a reflective individual--no one is perfect.) What do you need to tweak? Who needs more assistance? Who has the information tweak? Who needs more assistance? Who has the information mastered and needs a next step? Why is it important to your mastered and needs a next step? Why is it important to your teaching?teaching?


WHEN WRITING, WHEN WRITING, PROVIDE SPECIFIC EVIDENCE TO PROVIDE SPECIFIC EVIDENCE TO SUPPORT YOUR STATEMENTSSUPPORT YOUR STATEMENTS. For instance, when . For instance, when you write about your teaching video, you need to provide you write about your teaching video, you need to provide specific (clearly seen) evidence (proof that what you say specific (clearly seen) evidence (proof that what you say is there) to support your statements. A vague, is there) to support your statements. A vague, unsupported statement is worthless.unsupported statement is worthless.

PRACTICE REFLECTIVE WRITING IN YOUR PRACTICE REFLECTIVE WRITING IN YOUR JOURNALS AND SKETCHBOOKS; apply this model to JOURNALS AND SKETCHBOOKS; apply this model to all components of the ArtsAPS workshop by reflecting on all components of the ArtsAPS workshop by reflecting on your teaching, your creative process, your aesthetic your teaching, your creative process, your aesthetic reactions.reactions.


DescriptiveDescriptive– What is the evidence?What is the evidence?– What type of evidence (activity, lesson plan, work sample, What type of evidence (activity, lesson plan, work sample,

assessment measure); we must be able to SEE it in videosassessment measure); we must be able to SEE it in videos– What happened?What happened?– What did I doWhat did I do– What was my role?What was my role?– What is the contextWhat is the context– When and where was it createdWhen and where was it created– What was the settingWhat was the setting– What were the circumstancesWhat were the circumstances– Context sets the scene for the practice, makes it come alive for Context sets the scene for the practice, makes it come alive for

the readerthe reader


AnalyticalAnalytical– Deals with reasonsDeals with reasons– Why did it happen?Why did it happen?– How does this evidence illustrate the practice?How does this evidence illustrate the practice?– How does the evidence meet the rubric criteria?How does the evidence meet the rubric criteria?– Explains your reasonsExplains your reasons– How does this evidence address the practice?How does this evidence address the practice?– How did the application of this evidence impact How did the application of this evidence impact

student learning?student learning?– Justify your rationale for the selected competencies Justify your rationale for the selected competencies

and skills as related to this evidence and practice.and skills as related to this evidence and practice.


ReflectiveReflective– Personal reaction to experiencePersonal reaction to experience– Reflection occurs after an experience or teaching situationReflection occurs after an experience or teaching situation– Is based on analysisIs based on analysis– Reflection is a tool for assessing your own level of competenceReflection is a tool for assessing your own level of competence– What is important about what I have learned?What is important about what I have learned?– What did I learn about myself?What did I learn about myself?– What did I learn about my students?What did I learn about my students?– How will this action affect future instructionHow will this action affect future instruction– How will you use what you have learned from experience to How will you use what you have learned from experience to

improve your instruction in he future?improve your instruction in he future?

Reflection on Instructional PracticeReflection on Instructional PracticeFor example, “The 3 girls at the back table work collaboratively as evident in the For example, “The 3 girls at the back table work collaboratively as evident in the video.” This is a statement and as such, does not have evidence from the video to video.” This is a statement and as such, does not have evidence from the video to back it up. This statement is stronger when accompanied with evidence cited directly back it up. This statement is stronger when accompanied with evidence cited directly from the video.from the video.““The 3 girls at the back table work collaboratively as evident in the video when the girl The 3 girls at the back table work collaboratively as evident in the video when the girl in the pink sweater asks the question about what to do when you add [1] to the in the pink sweater asks the question about what to do when you add [1] to the equation. You will see that the girl with the blue shirt turns her graph around so the equation. You will see that the girl with the blue shirt turns her graph around so the girl in pink can see it and shows the girl in pink the process.” This last passage has a girl in pink can see it and shows the girl in pink the process.” This last passage has a statement and then evidence to back it up as well as illustrate the candidate’s statement and then evidence to back it up as well as illustrate the candidate’s understanding of what was seen on the video.understanding of what was seen on the video.Statement + Evidence = Stronger StatementStatement + Evidence = Stronger Statement

Think of supporting evidence for the following statements:Think of supporting evidence for the following statements:I ensure equity and fairness in my classroom as seen _______________________I ensure equity and fairness in my classroom as seen _______________________Students understood the concept by the end of the activity.Students understood the concept by the end of the activity.I set high expectations for my students.I set high expectations for my students.Students were able to verbalize several reasons to support their thinking.Students were able to verbalize several reasons to support their thinking.Statement + Evidence + ANALYSIS = EVEN STRONGER!!!Statement + Evidence + ANALYSIS = EVEN STRONGER!!!

Journals/SketchbooksJournals/SketchbooksPractical matters:Practical matters:

Record in your sketchbook/journal the amount of time Record in your sketchbook/journal the amount of time outside of class you spend working on your music, outside of class you spend working on your music, performance, or artwork. Journals of those taking the performance, or artwork. Journals of those taking the “Critical Aesthetic Response” class should record time “Critical Aesthetic Response” class should record time spent going to performances, galleries, exploring new art spent going to performances, galleries, exploring new art forms, reading, etc.forms, reading, etc.Assessing sketchbooks/journals: Assessing sketchbooks/journals: Date all entries/sketchesDate all entries/sketchesWe will be looking for We will be looking for frequencyfrequency of use, of use, breadthbreadth of of exploration, and exploration, and developmentdevelopment of ideas over time. of ideas over time.

Journals/SketchbooksJournals/SketchbooksJournal topicsJournal topics (one of these will be used for in-class reflective (one of these will be used for in-class reflective writing assignment on 2/21):writing assignment on 2/21):1. Identify your top two classroom management issues and how you 1. Identify your top two classroom management issues and how you respond to them. Identify the strengths and weaknesses of your respond to them. Identify the strengths and weaknesses of your approach.approach.2. Identify your most behaviorally challenging student. What specific 2. Identify your most behaviorally challenging student. What specific behaviors does this student exhibit? What are the motivations behaviors does this student exhibit? What are the motivations behind these behaviors? What are your responses? Rate the behind these behaviors? What are your responses? Rate the effectiveness of these responses.effectiveness of these responses.– Choose one of the above to write reflectively about. In what ways can Choose one of the above to write reflectively about. In what ways can

you you as a music, art, dance, or drama teacheras a music, art, dance, or drama teacher (as distinct from a (as distinct from a teacher in another subject) improve this situation or help this student? teacher in another subject) improve this situation or help this student? Use at least one new concept you have learned from one of the reading Use at least one new concept you have learned from one of the reading assignments.assignments.

3. Read and respond to the emailed article “Creative Impulse Driven 3. Read and respond to the emailed article “Creative Impulse Driven By Sex, Survival”By Sex, Survival”– Share with your groupShare with your group

Journals/SketchbooksJournals/SketchbooksWhy am I keeping a sketchbook/journal, and how do I do it?Why am I keeping a sketchbook/journal, and how do I do it?– Your sketchbook/journal should contain musical, visual, and Your sketchbook/journal should contain musical, visual, and

performance sketches as well as written reflections and explorations; for performance sketches as well as written reflections and explorations; for the aesthetics class, it should record your the aesthetics class, it should record your independentindependent thinking about thinking about aesthetic issues that you find compelling.aesthetic issues that you find compelling.

– It’s about the process—the process of It’s about the process—the process of youyou investigating investigating your ownyour own ideas, exploring them, questioning your own ideas and digging deep into ideas, exploring them, questioning your own ideas and digging deep into them.them.

– It is not about displaying your It is not about displaying your knowledgeknowledge about someone else’s ideas, about someone else’s ideas, although it might be about although it might be about exploringexploring someone else’s ideas and finding someone else’s ideas and finding out why they seem important to out why they seem important to youyou..

Research shows that Research shows that it takes three weeks to establish a new it takes three weeks to establish a new habit, so the first three weeks are critical!habit, so the first three weeks are critical! See the document I emailed in January for tips on getting started.See the document I emailed in January for tips on getting started.

Visual Thinking StrategiesVisual Thinking Strategies

Take a minute to look at this picture.Take a minute to look at this picture.What is going on in this picture?What is going on in this picture?What do you SEE that makes you say What do you SEE that makes you say that?that?What more can we find.What more can we find.Paraphrase! Point! Link!Paraphrase! Point! Link!

Visual Thinking StrategiesVisual Thinking StrategiesTen lessons per year (Two 15 minute VTS sessions=1 Ten lessons per year (Two 15 minute VTS sessions=1 lesson)lesson)Increases writing skillsIncreases writing skillsOver three years, raises reading/LA and math scores Over three years, raises reading/LA and math scores (12% and 16%, Grades 3-5 in Miami-Dade County)(12% and 16%, Grades 3-5 in Miami-Dade County)Create confidence in student’s ability to comprehend Create confidence in student’s ability to comprehend complexitycomplexityFoster a desire to learn and take risksFoster a desire to learn and take risksEncourage students to value their own ideas while Encourage students to value their own ideas while listening and building on the ideas of otherslistening and building on the ideas of others


In a typical VTS lesson, students:In a typical VTS lesson, students:– Look carefully at works of artLook carefully at works of art– Talk about what they observeTalk about what they observe– Back up their ideas with evidenceBack up their ideas with evidence– Listen to and consider the views of othersListen to and consider the views of others– Discuss multiple interpretationsDiscuss multiple interpretations


Proven to increase critical thinking skills required Proven to increase critical thinking skills required in over 70% of questions on state testsin over 70% of questions on state testsProven to work with all students, including Proven to work with all students, including disadvantaged youthdisadvantaged youthBuilds cognition through artBuilds cognition through artStudents apply the skills of observing carefully, Students apply the skills of observing carefully, thinking deeply, expressing themselves, and thinking deeply, expressing themselves, and listening to others in other subjects.listening to others in other subjects.


Thinking behaviorsThinking behaviors– Making complex observationsMaking complex observations– Drawing conclusionsDrawing conclusions– Expressing and articulating ideas in discussion and Expressing and articulating ideas in discussion and

writingwriting– Considering a range of possibilities (Speculative Considering a range of possibilities (Speculative

Inquiry, one of the stages of the creative process)Inquiry, one of the stages of the creative process)– RevisingRevising– ElaboratingElaborating– Applying these behaviors to new situations without Applying these behaviors to new situations without

promptingprompting


In order to write well, we must speak well—too In order to write well, we must speak well—too little time is spent with students in conversation little time is spent with students in conversation to allow speaking skills to developto allow speaking skills to developBy paraphrasing, teachers build grammar, By paraphrasing, teachers build grammar, syntax, and vocabularysyntax, and vocabularyTeaches how to make observations, draw Teaches how to make observations, draw inferences, and justify statements by citing inferences, and justify statements by citing evidence…skills useful in what other subject?evidence…skills useful in what other subject?


Research based on tens of thousands of Research based on tens of thousands of Aesthetic Development Interviews (ADI’s) Aesthetic Development Interviews (ADI’s) that were then statistically analyzed to that were then statistically analyzed to arrive at the five stages of aesthetic arrive at the five stages of aesthetic developmentdevelopment

Music Thinking StrategiesMusic Thinking Strategies

No basic research (ADI)No basic research (ADI)Will have to translate what we know about Will have to translate what we know about VTS to musicVTS to musicMake decisions about which music is best Make decisions about which music is best suited for each grade level, i.e. what music suited for each grade level, i.e. what music will allow students to be most successful?will allow students to be most successful?Decide how to present the music and how Decide how to present the music and how the teacher can “point” as the student’s the teacher can “point” as the student’s listenlisten

session 2. session 2 agenda in grady auditorium: 9:00-9:05group photo 9:05-9:10 session overview/r....

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