BIG NEWS...
I have been reading a lot about how engaging people on your team has a great impact on motivation, and just overall feeling empowered as a super awesome team member. So, I had an idea. What if every week, I had a teacher take over on the Blog? The thought is that every week, I turn over the keys to the Blog so that someone on the team can facilitate the updates, info and fun stuff. So, that is what I am going to do. First up next Wednesday, Julia Klingner, Durfee Band Director.
This week, I wanted to share some thoughts around Depth of Knowledge in the Fine and Performing Arts.
Let's think about the tasks we plan for our kids. Take a lesson that you are planning for the next month, and do this exercise:
Rank the task:
MUSIC:
DOK 1 Students at DOK 1 are able to recall facts, terms, musical symbols, and basic musical concepts, and to identify specific information contained in music (e.g., pitch names, rhythmic duration, voice and instrument classification, music history).
DOK 2 Students at DOK 2 engage in mental processing beyond recalling or reproducing a response. Students begin to apply pitch relationships while singing (e.g., so-do), perform accurately on an instrument, and begin to self-assess their own performance. They apply correct fingerings, bowings and stickings, and interpret notation. They can explain and interpret contrasting styles and genres. Students can hear and recognize basic forms (e.g., ABA, strophic), intervals, and rhythmic patterns. Students will sight-read independently.
DOK 3 In DOK 3, students demonstrate more complex and abstract thinking in their musical performance. Students play or sing in a group, responding to the cues of the conductor. In this situation, they will use aural skills to blend, balance, and sing/play in-tune; apply pitch and rhythmic accuracy; express elements, articulation, diction, and phrasing. Students begin to play independent parts in an ensemble. They can compose a simple melody in a given key, and improvise over static harmony (e.g., play mallet instruments over a bordun or improvise over a single chord). Students use music theory knowledge to analyze chords/harmonies, realize figured bass and interpret jazz chords.
DOK 4 DOK 4 requires complex reasoning that includes planning, investigating, and/or analyzing results. Students compose in two or more voices, which requires the application of harmony, voice leading, and chord progressions. When improvising, students respond to chord changes and develop complex phrases. They rehearse and perform solos with or without accompaniment or in non-conducted ensembles, in which they are required to make individual informed decisions about style, balance, and expressive elements.
ART:
DOK 1 Students at DOK 1 are able to define and describe the use of art elements, principles, style, media, and/or techniques. They can identify the function of art in a culture, and make connections between visual art and other content areas.
DOK 2 Students at DOK 2 can make examples of and compare and contrast art elements, principles, style, media, and/or techniques through guided practice. They can compare and contrast art elements, principles, style, subject matter, theme, media, and techniques in two works of art.
DOK 3 Students at DOK 3 create original artwork within a set of teacher-directed parameters which could include subject matter, theme, historical style, elements and principles, media, and/or technique. They can express a personal point of view through the creation of artwork, and create art that serves a purpose in society (e.g., fine crafts, graphic design; group identity; social, cultural or political commentary. Students justify artistic decisions and analyze and evaluate the effectiveness of communicating meaning in art.
DOK 4 Students at DOK 4 select a topic of personal interest as a theme/subject for creation of art and define an artistic problem. The conduct research using a variety of sources (e.g., print materials, photographs, internet, and historical exemplars) and develop ideas through a series of studies. They choose and use elements, principles, style, media, and techniques that will best express the intended meaning. Students can write an artist’s statement that explains and defends artistic decisions. Students develop and defend personal answers to aesthetic questions: “What is the nature of art?” “What is beauty?” and “Who decides what makes something art?” They draw and defend conclusions about how art is influenced by and influences culture/history.
As we plan, let's understand that kids NEED to do those DOK 1 tasks, of course.. but it's so awesome to see you digging into chunkier DOK 2, 3 and even 4 tasks with our kids, and as you do, you can definitely have opportunities for deeper academic conversations among students..
On the Calendar:
- Early Release: November 23
- No School: November 24, 25
- Early Release: December 23
- Holiday Break: December 26- January 2
- MLK: January 16
- PD Day 2: February 10
- Durfee Pep Rally: November 23
- Christmas Parade: December 3
- Revise Course Catalog/Videos: Week of November 28
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