In the Arts this week:
- Teachers at Durfee supported students through a stressful lock down situation, and I would like to commend you for what I saw and felt. As much as we plan as leaders to have systems in place, it is always that "what do you do in the moment" feeling that takes over when teachers are asked to lock down a classroom. And our teachers acted- they made sure our kids were accounted for and safe. They comforted students. They continued this support in advisory, and even shared some ideas with me that came from the kids around safety at Durfee. Art teachers Barbara Mullen and Ana Arsenio are facilitating some positive message installation work to be displayed in the building, so students have an opportunity to celebrate the good as they reflect on their "Day in the Life at Durfee." I cannot thank these teachers enough- Mark, Ana, Barbara, Matt, Gary, Lara Beth and Erin- Our kids are lucky to have you as educators, fellow artists, musicians, performers and mentors.
- The focus for the work ahead is a combination of teacher professional practice goals and the information relayed from the Learning Walks.. Here is an exert from the last walk that I would like for us to all dig into as we plan:
- Establish the consistent practice of “talking like an artist/musician or performer.” Students need to hear this academic talk consistently throughout the period to reinforce their own ability to think and communicate within your content. While I see teachers using the lesson specific vocabulary in the delivery of the lesson, it is not yet evident across the district that we are consistently reinforcing that academic language throughout the work period.
- This reinforcement of use of academic vocabulary can happen during check ins, feedback to students, and tasks that we plan involving student to student talk.
- Develop and implement cycles of rigorous learning, through challenging tasks for students that allow for learning that is rich in your content, requiring students to dig deep into those areas of Blooms above and beyond identification/application. I cannot stress this enough- plan tasks that cycle from the bottom of the triangle (shown on page one) to the top! That “cycle of rigorous planning” allows for students to learn the basics, and then dive into application, analysis and creation/composition.
As I reflect on my observations and the discussions I had with your students, I think that our work lies in mapping a cycle of rigorous curriculum for our students, and designing lesson plans and tasks that ask our students to:
- Make art or music
- Express themselves visually or through music using the Elements and Principles of Design and/or Components of Musicianship
- And be able to defend their reasoning and choice making in these processes, using specific content vocabulary.
- Map Tasks that BUILD in Rigor: Map vertically so that students are not asked to perform similar tasks across multiple grade levels (building in rigor). For example, students should be learning basic color theory in the elementary grades, but the planned tasks for middle and high school grades should not stop at basic application of color theory, but to a specific purpose, ie: to render value, represent shape.. By the time a student gets to 9th grade, they have visited and revisited color theory. Likewise, for music, students in elementary school can and do learn basic notation skills, but by high school, the planned tasks should be rigorous enough that the work builds upon the skill built in K-8. Accountable Talk and Writing in the Arts: Plan time in tasks that allow for students to write and talk about their work and the work of others.
On the Calendar:Monday: CPT Kuss 7:30
Tuesday: Morton CPT 8:00, Durfee
Wednesday: 8:00 E. Martin UMD Observations
Thursday: CPT Talbot 1:10, Durfee CPT- Music/Art Group Together
Friday: Doran CPT 8:00, HLCS Visit, Music Itinerant CPT 12:15
11/6- Michael Troy Benefit Concert at the Narrows!
11/8- PD Day
11/10- Term 1 ends!
11/11- No School- Veteran's Day