Selected Poems of Joy Harjo - Music Center

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Historical and Cultural Context Understanding the Historical and Cultural Dimensions of Puppet Theatre 3.1 Compare and describe different forms of puppetry that share similar themes, and are from different cultures and different time periods 3.2 Identify mask and puppetry artists from students’ own communities, counties, or states and discuss local or regional puppetry arts traditions 3.3 Identify and describe masks or puppets from different parts of the world and the cultural and historical roles that they played in their place of origin 3.4 Identify and write about a form of puppetry or mask arts that reflects the student’s own cultural background Aesthetic Valuing Responding to, Analyzing, and Critiquing Puppetry and Mask Arts Experiences 4.1 Develop and apply appropriate criteria or rubrics for evaluation of different forms of puppetry arts experience 4.2 Identify successful visual design elements, movement strategies, and expressive qualities of students’ own puppetry or mask art works and performances, and describe what might be done to improve them 4.3 From the audience perspective identify and explain the successful compositional, performance, and communicative qualities of a piece of puppet or mask theatre 4.4 Describe how layers of visual images, movement, text, and emotion contribute to the meaning of a piece of puppetry theatre Connections, Relationships, Applications Connecting and Applying What is Learned in Puppetry Arts to Other Art Forms and Subject Areas and to Careers 5.1 Use problem-solving and cooperative skills to create puppets and visual images to dramatize a story or current event in any content area, with emphasis on the five W’s 5.2 Develop problem-solving and communication skills by working collaboratively on a production and performance team 5.3 Explain how the time management, problem-solving, cooperation and self discipline skills that are required for creating puppet and mask arts, apply to other school activities 5.4 Describe how the use of puppet and mask arts has affected people’s lives in a variety of cultures Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 52
Music Center Arts Learning Sequence ASSESSING PRIOR KNOWLEDGE ANCHOR WORK Enduring Understandings OVERARCHING CONCEPT Introduce Big Ideas and Themes Assess Prior Knowledge Experience Presentation of Anchor Work Artistic Perception (AP)* Arts Knowledge, Skills & Processes to Get Smarter Historical/Cultural Context (HCC)* Artistic Principles Inquire Essential Questions MAKING CONNECTIONS GETTING SMARTER Create & Perform Creative Expression (CE)* Knowledge, Skills & Processes to Become an Expert Final Task & Criteria Perform/Present Original Creation Reflect & Assess Deepening Questions Making Personal Meaning Aesthetic Valuing (AV)* Links to Other Curriculum Areas and Content Standards Connections, Relationships, Application (CRA)* Evaluate Key VAPA Content Standards Rubric BECOMING AN EXPERT *Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve © 2004 by the California Department of Education. Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 53
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2011 Institute for Educators Culver
Page 3 and 4: Remember by Joy Harjo Remember the
Page 5 and 6: Model Lesson One - Puppetry Arts: I
Page 7 and 8: Teacher guides group in focusing on
Page 9 and 10: Step-by-Step Sequence of Learning -
Page 11 and 12: Model Lesson Three - Theatre: The F
Page 13 and 14: INQUIRE Can you find another - mayb
Page 15 and 16: Model Lesson Four - Puppetry Arts:
Page 17 and 18: Sharp Shapes: o Look at some of the
Page 19 and 20: ASSESS Explain concepts of design f
Page 21 and 22: Model Lesson Five - Puppetry Arts:
Page 23 and 24: INQUIRE What size is ideal for the
Page 25 and 26: Model Lesson Six - Theatre: Choral
Page 27 and 28: INQUIRE For the audience: How does
Page 29 and 30: Materials: Chart paper and markers,
Page 31 and 32: CREATE & PERFORM - Becoming an Expe
Page 35 and 36: Demonstrate a few possibilities (e.
Page 37 and 38: MODEL LESSON 8 / ASSESSMENT RUBRIC
Page 41 and 42: ASSESS In their journals, have stud
Page 45 and 46: MODEL LESSON 10 / ASSESSMENT RUBRIC
Page 47 and 48: o Online Educator Network http://ww
Page 49 and 50: New Horizons for Learning website H
Page 51 and 52: Historical and Cultural Context 3.1
Page 53: Puppetry Arts Content Standards, St
Page 57 and 58: Beyond Year One AIP Logic Model - B
Page 59 and 60: Sequence of 10 Support Visits & Tea
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Selected Poems of Joy Harjo - Music Center

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