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Arts Experience

Arts Academy Dance PerformanceArt Coursework - Student Choice
Students at the Arts Academy are able to take classes in the following areas:
  • 2 Dimensional Art
  • 3 Dimensional Art
  • Band
  • Choir
  • Keyboarding
  • Guitar
  • Dance
  • Orchestra
     
These classes include a beginner, intermediate, and advanced level coursework.  In addition to Arts programs, Arts Academy core content area teachers provide additional art courses and clubs* to immerse Arts students into the vast possibilities for a creative mind.  Courses for the 2017-18 School Year include:
  • Theater Performance
  • Theater Production
  • Architecture
  • Photography-yearbook
  • Digital Photography-Photoshop
  • Robotics 
  • Broadcasting 

*More information on clubs will be posted soon. Clubs will serve as an extension to the classroom experience.
 

Creative Thinking in Core Content Areas
Creative Classroom Opportunities
  • Creativity, problem solving, and divergent thinking are promoted in core content areas.
  • Students are taught the "Growth Mindset" and the "Power of Yet" to fuel creative production and redesign.
  • Teacher's naturally embed the EdLeader21 Creativity rubric into daily lessons and projects. 
  • Students use the Stanford Design Process as a thinking structure to promote creative thought.
  • Students are given the opportunity to show mastery of a skill or concept in a variety of different ways that tap into creative design thinking.
 

Deeper Learning - Leveled Arts Classes
Students will have the opportunity to choose their electives. Courses will be leveled into beginning, intermediate, and advanced. Arts teachers will be able work at a deeper level within each class. Students will have opportunities to create their own original work and share it with the community.
 

Design Time Flowchart
The purpose of Design Time is to build creative thinkers ready to take on future challenges. This work aligns to the Dysart Profile of a Graduate. Students address real world challenges and learn the power of creative problem solving.  Students are introduced to the Maker Mindset, Growth Mindset, and the "Power of Yet" to set the stage for creative thought. 

Design Time is a specific time for students to collaborate and work on creative projects that solve real world problems. Students use the Stanford Design Process to structure their thinking and guide their growth. The "Maker" part of these projects occurs when students are given no boundaries, no limits to their creation ideas. Risk taking, bravery, and passion for solving problems are encouraged. Students come up with their own unique ways to solve problems. 

The Stanford Design Process is composed of several parts to help students develop their solutions. It involves developing empathy for their problem scenario, defining what the real issue is, researching the problem, and generating ideas to solve. Then, students analyze their ideas to make sure they are original, attainable, and devise plans to create. Once their ideas are put into an actual design, students will collaborate to create their vision. Some examples could be: a skateboard invention that provides vertical stability, an original song composed to raise awareness on autism, or a dance choreographed to show the struggles of current US immigrants. The next step is to share their original student work. Unlike most projects, we don't stop there. Students gather and use feedback from their showcase to redesign, revise, and recreate. This part of the process involves deep reflection and can take a considerable amount of time to finalize. In the end, the final product is a triumph that students will remember forever. In addition, students build their 4Cs (communication, collaboration, critical thinking, and creativity) skills. They learn they have a voice in this world. They learn to be change agents.

Flow Chart image Design Time  - see outline after image

Outline Description

Title: " Design Time Flow Chart"

Stanford Design Projects, Problem-Based Learning Cycle
Throughout Project - CR: Openness and Courage to Explore, CR: Works Creatively with Others, CR: Creative Production and Innovation
 
  1.  Empathize: Read and analyze the problem scenario. Understand people within the context of your problem.
  2. Teacher Checkpoint
  3.  Define: Continue to Analyze the Problem. Craft a meaningful, actionable problem statement (a point-of-view) based on needs of the user.
  4. Teacher Checkpoint
  5. Research: Hands on, data science maps, online simulations, articles, videos, and books.
  6. Teacher Checkpoint
  7. Ideate: List Possible Actions. Reanalyze. CR: Idea Generation
  8. Teacher Checkpoint
  9. Prototype: Time to Create Environmental Change, Cultural Change Invention. CR: Idea Design & Refinement
  10. Share: Share Findings. Low Stakes. Self Critique. Consult an Expert
  11. Teacher Checkpoint
  12. 4R's: Redesign, Remodel, Reformat, and Reflect. CR: Idea Design & Refinement. CR: Reflection
  13. Showcase Final Reflection and Redesign. CR: Reflection

Students (are not limited to) but could develop any of the following: 
  • Original inventions and prototypes
  • A cultural change: media campaigns and PR, using the arts as a voice for subject matter.
  • Physical environment changes: designing structures or layout changes to improve or create an environment.
 

Mentor Program
Students have opportunities to seek support, advice, and guidance from fellow artists. 

Programs to build:
  • High School Mentors: Art students have a high school mentor in their field of interest to gather feedback and advice from.
  • Expert Mentors: Art specials' teachers that nurture and support the growth of Arts students.
  • Peer Mentors: 6-8 grade students buddy up with K-5 students to provide support and build community relationships. 
  • Local Business Mentors: 8th graders have the opportunity to learn under the tutelage of an artist in their field of interest.