New Arts Integration Project with the Smithsonian Learning Lab!

Our first official meeting for the Smithsonian Learning Lab project occurred today. I look forward to working on this project this coming year with my colleagues at William Paterson, in the Paterson Schools and at the Smithsonian Learning Lab!
LINK

Arts Integration Workshop Presentations for William Paterson

This week I presented two online Arts Integration Workshops for William Paterson University under the Dodge Arts Integration Grant.
Please see the below links for the STEAMemPOWERment blog piece I recently wrote on these workshops.  

In addition, I am providing the WP Twitter and FB links here for the event.

https://twitter.com/WPCollegeOfEd

https://www.facebook.com/WPCollegeOfEd/

Stay safe everyone!

Professor Samaras

How to Develop Good Pencil Hatching Skills

The Life Drawing Academy offers some excellent short videos for free!  Some of my students will find these very helpful I have no doubt.  See one below on imroving one's cross-hatching skills.

https://lifedrawing.academy/life-drawing-academy-news/how-to-develop-good-pencil-hatching-skills?awt_a=3iqq&awt_l=56Ifx&awt_m=3imihwVtlb_LLqq

Teaching Onlie Arts Integration Workshops for William Paterson University under the Dodge Arts Integration Grant

This week I presented two online Arts Integration Workshops for William Paterson University under the Dodge Arts Integration Grant serving the Paterson Public Schools and neighboring schools.
Please see the below links for the STEAMemPOWERment blog piece I recently wrote on these workshops.  

In addition, I am providing the WP Twitter and FB links here for the event.

https://twitter.com/WPCollegeOfEd

https://www.facebook.com/WPCollegeOfEd/

While it is a challenging work to translate in-person Arts Integration teaching practice to online teaching practice I do feel we are all getting there one day at a time!

For me personally, the goal is emphasizing the Ten Lessons the Arts Teach by the late Eliot Eisner https://www.arteducators.org/advocacy-policy/articles/116-10-lessons-the-arts-teach.  I met Dr. Eisner personally at an NAEA Conference in the 90's and will never forget his compelling Keynote on these non-negotiable fundamentals of Art Education,

Stay safe everyone!

Professor Samaras

PD for Focus 21 Online Summer Camp 2020: Objectives, Handouts and Standards 5/5

SAMPLE SYLLABUS AND LESSON PLAN

Project Topic: Historical Roots of Hip Hop

Six 55-minute Sequential Lessons

GENERAL OBJECTIVES:

Upon completion of this lesson plan sequence, students will:

1. Know (knowledge):
   • How early Hip Hop reflected the social and economic conditions of America’s inner cities, particularly the Bronx in New York City
   • Important events in the history of New York City in the 1960s and 1970s, including the construction of the Cross Bronx Expressway, high crime rates, and a major transit strike
   • The contributions of early Hip Hop artists including DJ Kool Herc and Grandmaster Flash
   • Key vocabulary relating to the rise of Hip Hop, including such terms as “scratching,” “rapping,” “MC” and “DJ”
2. Be able to (skills):
• Make connections between artistic movements and the social and economic conditions from which they emerge
• Connect song lyrics to contemporary events
• Identify musical sources from which early Hip Hop was created
• Students will integrate information from maps and data charts with texts and videos to make thematic connections and create deeper understandings (CCSS Reading 7; CCSS Speaking and Listening 2)
• Students will apply knowledge of language to understand how word choice can evoke meaning and style (CCSS Language 3)
• https://teachrock.org/lesson/the-historical-roots-of-hip-hop

MORE RESOURCES:
HANDOUTS

Handout 1: Map of New York City Handout 2: Bronx Demographics 1960-2000 Handout 3: NYC Timeline 1960s-1970s Handout 4: "The Message" Lyric Excerpts

STANDARDS

  - Select by State -  ConnecticutDelewareHawaiiIllinoisNew JerseyNew MexicoNew YorkOregonPennsylvaniaRhode IslandSouth CarolinaSouth DakotaTexasVermontWashingtonWisconsinWyoming

Common Core State Standards

College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text

• Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Writing 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• Writing 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12

• Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• Speaking and Listening 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language for Grades 6-12

• Language 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Social Studies – National Council for the Social Studies (NCSS)

• Theme 1: Culture
• Theme 2: Time, Continuity, and Change
• Theme 3: People, Places, and Environments
• Theme 7: Production, Distribution, and Consumption
• Theme 8: Science, Technology, and Society

National Standards for Music Education

Core Music Standard: Responding

• Analyze: Analyze how the structure and context of varied musical works inform the response.
• Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent.
• Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

Core Music Standard: Connecting

• Connecting 11: Relate  musical ideas and works to varied contexts and daily life to deepen understanding.

National Core Arts Standards

Responding

• Anchor Standard 7: Perceive and analyze artistic work.
• Anchor Standard 8: Interpret intent and meaning in artistic work.
• Anchor Standard 9: Apply criteria to evaluate artistic work.

Connecting

• Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
• Anchor Standards 11: Relate artistic ideas and work with societal, cultural and historical context to deepen understanding.

PD for Focus 21 Online Summer Camp 2020: Sample Documents 4/5

SAMPLE DOCUMENTS:

SAMPLE SYLLABUS FOR PROJECT:

Day 1: Historical Roots of Hip Hop

Topic: History

https://teachrock.org/lesson/the-historical-roots-of-hip-hop/

Day 2: Historical Roots of Hip Hop

Topic: Geography

Development of Cross Bronx Expressway and the South Bronx in the 70's
https://teachrock.org/lesson/the-historical-roots-of-hip-hop/#images-2

https://teachrock.org/video/south-bronx-new-york-city-late-1970s/?_sf_s=south+bronx&post_types=lesson,people,video,image,article

Day 3: Historical Roots of Hip Hop

Topic: Dance

Day 4: Historical Roots of Hip Hop

Topic: Current Events that Influenced Hip Hop at that time

Day 5: Historical Roots of Hip Hop

Topic: Art

Day 6: Historical Roots of Hip Hop

Topic: Final Project

SAMPLE LESSON PLAN FOR EACH STEP

Project Name: Historical Roots of Hip Hop

Teacher: Ms. Samaras

Student Number:  11

Link: https://teachrock.org/lesson/the-historical-roots-of-hip-hop/

Materials Needed:  Access to technology, pen or pencil, paper or notebook, cell phone if possible

Sample Lesson Plan 1: The The Historical Roots of Hip Hop

1. Inventing a Hip Hop Sound

Essential question:  How was Hip Hop invented and by whom?

55 mins length

Number of Students: 10

Name of Teacher: Ms. Samaras

Icebreaker:  Yoga / Qigong etc. 5 mins

Teaching Live 15 - 20 mins

Teacher will speak and show videos from:

https://teachrock.org/lesson/the-historical-roots-of-hip-hop/

https://teachrock.org/video/dj-kool-herc-early-hip-hop-2005/

Stretching Break 5 mins if needed

Practice Live (Teacher is present but students work semi-independently) 15 - 20 mins

Example Activity:

Question for Students:

How did Grandmaster Flash invent his sound?

Students will watch a video and take notes.

https://teachrock.org/lesson/the-historical-roots-of-hip-hop/

Closure:  Students share their observations with each other and with teacher 10 mins

PD for Focus 21 Online Summer Camp 2020: Time Management in Online Teaching and Learning 3/5

TIME MANAGEMENT

Pomodoro Technique and Tomato Timer

The Pomodoro Technique® - proudly developed by Francesco Cirillo | Cirillo Consulting GmbH

https://francescocirillo.com/pages/pomodoro-technique

TomatoTimer

https://tomato-timer.com