Selected Poems of Joy Harjo - Music Center

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School Outcomes Principals continue to encourage buy-in for the AIP Principals continue to provide effective program support Schools have begun to develop professional learning communities dedicated to supporting classroom growth and effectiveness for the AIP (link to Teacher Capacity—system of mentorship and support) AIP is part of the school’s curriculum, and overlaps with other core areas of learning Teacher Outcomes Teachers continue to participate in the AIP beyond Year One Teachers who continue to participate in AIP in 2011-2012: o Successfully implement and assess anchor work-based model lessons o Develop facility in adapting the anchor work approach to learning across the curriculum o Have begun to integrate the anchor work approach to learning across the curriculum o Use successful and engaging teaching strategies that they have learned through the AIP in other areas of the curriculum Continuing and new program teachers participate in professional learning communities dedicated to supporting classroom growth and effectiveness for the AIP Student Outcomes As a result of cultivating students’ appreciation for the arts and art-related skills, students approach learning in the arts and other areas with an increased receptivity toward learning new concepts and skills 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. 56
Sequence of 10 Support Visits & Teacher Follow Up/Preparation for Lessons featuring Selected Poems of Joy Harjo Date: Model Lesson ONE – Puppetry: Introduction to the Anchor Work – Create a Storyboard Print Artist models investigation of poem, print making and storyboard process. Teacher observes, gives feedback Date: Model Lesson TWO – Theatre: Movement and Stillness on Stage – Learning the Walk/Freeze & Tableaux Artist models Teacher observes, gives feedback Date: Model Lesson THREE – Theatre: The Found Poem Teacher demonstrates Artist observes teacher; gives feedback Teacher uses rubric to assess Date: Model Lesson FOUR – Puppetry: Design a Shadow Puppet Artist models Teacher observes and co-teaches Teacher uses rubric to assess Date: Model Lesson FIVE – Puppetry: Build a Shadow Puppet Artist models and Teacher Co-teaches Artist and Teacher travel to students to ensure readable scale and use of shapes Artists and Teacher assist when needed with fine detail cuts 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. Teacher Follow-up & Preparation Teacher teaches on their own between visits to reinforce practice Teacher posts storyboard with students placing captions and prints in sequential order of the poem Curriculum integration strategies: Teacher Follow-up & Preparation Teacher teaches on their own in-between visits to reinforce practice Curriculum integration strategies: Teacher introduces the additional poems to the class that will be used in the creation of students’ Found Poem Curriculum integration strategies: Teacher Follow-up & Preparation Teacher works with students to complete their found poems If time allows, Teacher show some of the shadow puppetry clips from the DVD Teacher prepares supplies Curriculum integration strategies: Teacher Follow-up & Preparation (Check on Puppetry supplies, materials) Teacher reviews and continues Lesson #4 on their own between visits for o Students to complete their puppet designs that connect in content to each student’s line in the found poem Curriculum integration strategies: Teacher Follow-up & Preparation (Check on Puppetry supplies, materials) Teacher reviews and continues Lesson #5 on their own between visits for students to complete building their puppets. Curriculum integration strategies: 57
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2011 Institute for Educators Culver
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Remember by Joy Harjo Remember the
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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
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Page 49 and 50: New Horizons for Learning website H
Page 51 and 52: Historical and Cultural Context 3.1
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Page 55 and 56: Music Center Arts Learning Sequence
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Selected Poems of Joy Harjo - Music Center

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