EDEL 159

Projects and Due Dates:

	Develop a Performance that relates to academic learning. Project Due: Part 1 - February 1
	Research a CRAFT from another part of the world. Prepare to teach about its cultural significance and how to make it. Project Due: March 1
	Use Multiple Intelligences Theory to plan lessons and activities. Project Due: March 29
	Compile Arts related materials for Resource Binder. Project Due: April 26

In-Class Experience:

Repeat: teaching and learning how to teach is not a spectator sport. You are expected to participate fully.

Performing Arts Project

This is a classic Inquiry Block project where you will be both teacher (as you organize) and student (as you perform). In class on January 25th, or before if you are really organized, you will self select groups of 4 to 6 people, being aware that this project requires at least one group meeting outside class. Your group therefore must have compatible schedules. Each group will choose a performance or dramatic exercise to design, rehearse, and perform for our class on February 1st. A list of ideas follows.

In addition to performing your selection for our class, each group will prepare a one to two page handout that includes the title of your performance, the title(s) and author(s) of any literature or resource materials you used, materials you found useful for props or costumes, AND a short description of how this selection, if developed and performed by children, might support academic class work. Be creative and use or reuse materials thoughtfully.

NO LARGE $ EXPENDITURES ALLOWED!

Ideas:

Pretend you are tourist guides taking your class through an area being studied. Examples might be New England, one of your home states, or somewhere about which you collectively have some knowledge. Different members of the group report on different "stops" on the tour.
Role-play the parts of a newscaster and the people involved in a news worthy event. Present an on-the-spot report. Consider recent events as your focus such as election questions in Florida, a community where the weather has required people to evacuate their homes, etc.
Prepare a "panel of experts" on an issue of historical interest. E.g. Should we as Massachusetts residents remain loyal to the English crown or declare our independence? Should Vermont join the 13 original colonies?
Bring to life a work of art that shows people dealing with the human condition. Look at "Lamentations" in the maples between the Fleming Museum and the Library (or works of art at the Museum or Library), or choose a painting, mural or sculpture to enact. This requires that you imagine what the people are thinking and, in charades style, present the "story" to the class.
Choose a picture book to present as a puppet show or a skit/play. Books are available in my office and in class on January 25th, or look for one that speaks to a social studies or social education (getting along, negotiating, dealing with family dynamics, etc.) topic or theme.
Other ideas? Ask Susan before you get too involved.

Due February 1

Crafts from Around the World

Each of you will find a craft idea from a culture other than your own. You should research its significance to that culture and design a social studies lesson to accompany the craft project. Additionally, you will make a prototype. On March 1, the day of our Multicultural Tea, bring to class:

Your craft prototype
A one to two page handout that includes simple directions for making the craft and a description of the accompanying lesson.

You may use the lesson plan form. Ideas may be found in craft and curriculum books and in the Center for World Education. Additionally, you should search Social Studies idea books and websites for meaningful lesson ideas. In your handout describe what students will be learning and doing. I will compile all your ideas and distribute a package of terrific cultural crafts!

Due March 1

Multiple Intelligences

In class we will discuss and work with multiple ways of learning. A package of materials about using Multiple Intelligences in classrooms will be handed out in class. We will explore how this theory contributes to diagnosing learning strategies and behavior issues as well as planning appropriate curriculum. This project has two parts.

Part One:

Particularly during your first two days in the field, but always as an inclusive teacher, we want you to watch - even as you work with children - how they approach learning and the classroom. Do they listen with their eyes closed? Do their knees tap against tables and desks? Do they draw solutions to arithmetic problems? Do they hum while they work? All of these are clues to the inner workings of your students. In your materials you will find two charts: "Collecting Classroom Examples" and "Student Intelligence Watch". Keep ongoing notes, using these charts and attached sheets if necessary, as you work in your classroom. Turn these notes in on March 29.

Part Two:

Use your Multiple Intelligences Theory in Inquiry Block handouts to help you access ideas for this part. Select a lesson you are planning to teach or have taught or wish you could teach. Take it through the following process:

Write down the title of the lesson with which you are working and the ages of the children for whom you intend it.
Write down your objective(s) for this lesson.
Look at the Multiple Intelligences Toolbox in your materials and choose one tool for each intelligence that you think will help your students achieve the lesson's objectives.
Write down the intelligence, the tool, and a paragraph describing what you would actually have the students do using this tool in relation to your specific lesson.
Now, revisit each paragraph and note any other intelligences this idea might include.
Finally, list ways you csan assess children's learning. Use the "Multiple Assessment Measures" for additional ideas.

(Note: Every lesson can not be taught in all seven ways, but in planning you should consider all seven. For most lessons try to involve three intelligences in addition to verbal/linguistic and logical/mathematical.)

Hand in Part 1 and Part 2 on March 29.

Resource Binder

Your coursework - and that of your classmates - is intended to become part of your personal and professional collection of wonderful ideas. VPA projects particularly render nice collections. Gather all arts-related ideas you can. They are often on the bulletin boards of the art teachers and in classrooms that honor and display children's work. This becomes your textbook for the course. Again, in terms of organization, use INDEX TABS for each section.

Due April 26.