#cpsacapstone

This week I did work on my first 2 piktocharts which I presented in class. The first one is just an overview and layout of the entire project, which I thought would be nice to use to explain the purposes for the project and how it works in general. On that piktochart, I’m eventually going to link the other 3, which are the 3 lessons I’m creating. Included is the piktochart I’ve started for the first lesson.

https://create.piktochart.com/output/28525336-capstone https://create.piktochart.com/output/28646070-lesson-1 

I did my critical response with Briley (I’m attaching it as a photo because I didn't originally type my notes onto Tumblr and now it won't copy correctly).

I have been working on solidifying my questions for interviews through a google survey and made a flyer to send out to the scholars community. Both are attached below. 

https://docs.google.com/forms/d/e/1FAIpQLSebUNQwIIEhBmJ40KhF8RwZmY3oLDLmKuHjAP5ycUPL5mAQ9A/viewform 

Purpose/Mission Statement: This semester, I want to create a finish project that can be a tool/model for me as I entire my career as a teacher. It is very important to me that, teaching math, I find a way to integrate my passion for art into my student’s learning and my own job. The end result will serve as sample lesson designs for what I might come across in my career path; there will be a lesson plan in the form of an infographic and a completed version of the art project for each lesson. This project will serve to show the positive impacts arts integration has on a student’s learning, and why it is important to keep student’s involved in the arts.

 Learning Objectives:

1.     I will be able to design a lesson plan that matches one fourth-grade math standard and one of the national arts standards into one combined lesson.

2.     I will be able to create the art project and explain how it teaches a math concept.

3.     I will be able to show the importance and impact that art and it’s integration in math has on a student’s learning..

 Workshop Process:

I chose the fourth-grade geometry unit to complete the project for. In this unit, there are three common core standards laid out. I want to research so that I can understand each standard, what it means and the goals of each. I will research each standard and exemplar lesson plans being used to teach the standards, including any art connections that have already been explored. I will analyze the art standards and see which (if many) art standards can be applied to the math standard. For each pairing, I will create an infographic that includes three things: an explanation of each standard, their connection, and a detailed lesson plan. Each pairing will also come with the completed art project and sample handouts for the lesson.

In my process notebook, I will record all the research I have done. I also want to create a web/table to explore my options for pairing. I will also have a section on past related lessons and information on how to create the best lessons. I will also take notes on my opinions of what the art standards entail and any math concepts that come to mind. I want to include pictures and drawings of my ideas for the art projects and different techniques in which they can be carried out.

 Fourth Grade Geometry Math Standards:

CCSS: (Domain) Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

CCSS.MATH.CONTENT.4.G.A.1 (This is the first standard under the domain.)

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS.MATH.CONTENT.4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 

CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

 National Arts Standards:

Creating: Conceiving and developing new artistic ideas and work.

1. Generate and conceptualize artistic ideas and work.

2. Organize and develop artistic ideas and work

3. Refine and complete artistic work.

 Presenting (visual arts): Interpreting and sharing artistic work.

4. Select, analyze and interpret artistic work for presentation.

5. Develop and refine artistic techniques and work for presentation.

6. Convey meaning through the presentation of artistic work.

 Responding: Understanding and evaluating how the arts convey meaning.

7. Perceive and analyze artistic work.

8. Interpret intent and meaning in artistic work.

9. Apply criteria to evaluate artistic work.

 Connecting: Relating artistic ideas and work with personal meaning and external context.

10. Synthesize and relate knowledge and personal experiences to make art.

11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

 Resources:

http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-standards#creating

http://www.corestandards.org/Math/Content/4/G/

http://ideas.time.com/2013/11/29/there-is-no-left-brainright-brain-divide/

https://www.whatdowedoallday.com/math-art-projects-kids/

https://educationcloset.com/4-8-arts-integration-lessons/

www.opencolleges.edu.au/informed/features/how-integrating-arts-into-other-subjects-makes-learning-come-alive/   http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1076393&site=ehost-live

 Project Timeline: Include dates and deadlines set by the course syllabus, as well as self-imposed benchmarks for what you would like to have done at certain points in the semester.

Feb. 14- Finish research on math and arts standards. Have every math standard paired with at least one arts standard. Finish research on existing lessons for the standards. Be prepared to spend the next week working on the first look presentation.

Feb. 21- Have objectives and indicators for each standard and project.

First Look presentation week 1.

Feb. 28- First look presentations week 2. This is the week I am presenting.

Mar. 14- Completed infographics for all 3 lessons/ Faculty advising meeting #2.

Apr. 12- Have all three art projects and example handouts completed/ Second look presentations week 1.

Apr. 19- Second look presentations week 2.

Apr. 28- All exhibit materials need to be completed and printed/Arts Fest

May 2- Dress Rehearsal

Process Binder Entry #1

CPSA 250: College Park Arts Scholars Capstone: Solo Project, Spring 2018

Name: Briley Hebner

Email: [email protected]

Advisor: Bimbola

Weekly Meeting Time: Wednesday 2 pm

Purpose/Mission Statement:

The goal of this project is to learn more about the foundations of community at the University of Maryland. The result will be a visual display of the different stories that students have about the university and how the university has affected them on a personal level. I want to showcase students as the main event and learn more about my peers through the production process. In a large university, the students are always seen as one entity, but with 30,000 people they are so much more than that. I hope to gain skills from social interactions and have a better understanding of the diversity that makes the community so attractive.

Learning Objectives:

Develop a list of intuitive questions that will help a person describe their definition of a community.

Select a pool of interviewees that is diverse (in culture, background, socioeconomic status, etc.) and schedule interviews/record responses.

Compile responses into a visual flow chart according to theme.

Begin sketching potential ideas using themes from the board, then choose final sketches.

Choose a medium inspired by the information from the interviews to properly represent each sketch, then execute the paintings.

Present the paintings at arts fest with a statement describing the purpose of each piece.

Workshop Process:

Initially I will need to define what community means to me, and research the different pillars of a community in general. Once I can specify the foundations of a community at the most basic level, I can attempt to outline it through a series of questions that I can ask my peers. I will need time for interviews and compiling the results into an understandable grouping of themes. I plan to create an online survey, as well as a flyer to invite people to complete my questions either online or in person. The goal is to collect as diverse a population as I can, in order to truly represent the population at the University of Maryland and all of its complexities. As I translate it into a visual product I will need paint (acrylic, watercolor, tempera), pens, graphite, and canvas that are chosen based on a connection to each of the individual stories. I want my art to be inspired by the things I learn from my peers and have that showcased, versus me predetermining what the end product should be. My final presentation will be a showcase of my paintings with a statement under each piece defining community in that point of view. I am also considering including some form of audio that plays different responses in a verbal form accompanying my visual artwork. Throughout the process I will keep track of my research and information from interviews organized by date and subject. I will also Stay organized with a semester schedule at the front of the binder dictating personal due dates for different aspects of the project so that I remain on task. Overall the binder will document the stories of my peers and show the progression of an individual idea into a collaborative piece of art. 

Resources:

Bacon, Jono. The Art of Community. 1st ed. ed., Sebastop ol, Calif., O’Reilly Media, 2009.

Collier, Mack. “How do YOU define Community?” The Viral Garden. 4 Oct. 2006.

Coutts, Glen, and Timo Jokela. Art Community and Environment:     Educational Perspectives. Bristol, UK, Intellect, 2008.

Kirkpatrick, Frank G. The Ethics of Community. Oxford, BIackwell, 2001.

Mcknight, Matthew L, et al. “Communities of Place? New Evidence for the Role of Distance and Population Size in Community Attachment.” Rural     Sociology, vol. 82, no. 2, 2017, pp. 291-317., doi:10.1111/ruso. 12123.

United Nations. Office for Public Administration. Public Administration Aspects of Community Development Programmes. New York, 1959.

“Making Two Worlds Work.” Women’s Health

“Mission and Vision Statement.” City of College Park, Maryland Government. 

Project Timeline:

Week 1 (2/7 & 2/8)

Faculty Meeting #1

Review Learning Agreement

*turn in Advisor Conference Report

*schedule meeting time (week 4 & 5)

-       Research  

-       Outline  questions for interviews

-       Turn  in Process Binder #1

Week 2 (2/14 & 2/15)

*edit Learning Agreement and turn in on ELMS & Tumblr

Prepare a first look presentation for capstone

-       Fine  tune interview questions and think about interviewees

-       Turn  in Process Binder #2

Week 3 (2/21 & 2/22)

In class presentations & peer feedback

-       Contact  interviewees and set up meeting times

-       Turn  in Process Binder #3

Week 4 (2/28 & 3/1)

In class presentations & peer feedback

-       Buy  materials for the final product

-       Conduct  interviews and record responses

-       Turn  in Process Binder #4

Week 5 (3/7 & 3/8)

-       Conduct  Interviews and record responses

-       Turn  in Process Binder #5

Week 6 (3/14 & 3/15)

Faculty Meeting #2

*turn in Advisor Conference Report

*Schedule meeting time (week 6 & 8)

Prepare a presentation for capstone updating on progress

-       Finish  conducting interviews and record responses

Week 7 (3/21 & 3/22)

SPRING BREAK

Week 8 (3/28 & 3/29)

Academic Showcase Overview

-       Compile  responses into a visual grouping of themes

-       Begin  sketches for final product

Week 9 (4/4 & 4/5)

NO IN- CLASS MEETING

-       Choose  final three sketches and begin sketching onto canvas

-       Choose  a medium for each of the three pieces

Week 10 (4/12 & 4/13)

Second Look Presentations and Peer review (week 1)

-       Continue  working on final pieces

Week 11 (4/19 & 4/20)

Second Look Presentations and Peer review (week 2)

-       Continue  working on final pieces

Week 12 (4/26 & 4/27)

Final preparation and Problem Solving for Arts Fest

-       Finish  paintings

-       Develop  statements describing the theme of each piece

PRESENTATION & EXHIBITION: ArtsFest Saturday, April 28th

Week 13 (5/2 & 5/3)

Academic Showcase Presentations: Final Dress Rehearsal

*sign up for faculty advising meetings

Week 14 (5/4)

ACADEMIC SHOWCASE: Friday, May 4th