ARTS AND HUMANITIES DEMONSTRATORS 2-C AND 4-F September 2015

Arts and Humanities

Demonstrator 4: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

F: Students are supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests, and performances outside of the school

Demonstrator 2:  An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards.

C: The school curriculum provides opportunities for integration as natural cross curricular connections are made between the arts and other content areas.

Students were given the opportunity to take a field trip to the Folk Arts Center in Morehead.  Student viewed different forms of art throughout historical eras including art and photography from the Civil War time period.  Below are pictures of the student group that went and the work they analyzed and reflected upon. 

Arts and Humanities-Demonstrator 1-A- and 2-C and 2-E: Curriculum and Instruction

Arts and Humanities

Curriculum and Instruction

Demonstrator 1: Student Access:  All students should have equitable access to high quality curriculum and instruction.

A: Access is provided for all through intentionally scheduling time within the instructional day for a balanced program of creating, performing and responding to the arts in each of the four arts disciplines (dance, drama, music and visual arts.)  

C: The school curriculum provides opportunities for integration as natural cross curricular connections are made between the arts and other content areas. 

E: The school arts curriculum is revised using multiple indicators such as formative and summative assessments, arts organization performance assessments from sanctioned events, or other student needs. 

As part of the program of Arts in the US History classroom, I provide students many opportunities to use art in a variety of ways in the classroom.  Today, students were able to create artwork for the veterans to be sent in with letters that were written. Students were given the option of using the artwork for the school art competition for the Veterans Day Ceremony. Although the students were given the option, none of them chose to complete the pieces they drew for me.  There were a few who are also enrolled in art class who developed a another piece to use. 

How to Write a Research paper in APA Format-See the following. Writing -Student Performance 4-D

As you are writing your research over human behavior, please use the following sites as a guide to what good looks like.

Writing Demonstrator 4-D Student Performance
All students have access to an aligned and rigorous curriculum,, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

Student will refer to works of quality and substance as models to inform their work.



In Psychology, we have been discussing criminal behavior.  Students will create a power point to present in class over a chosen criminal as well as write a research paper in APA format,



https://owl.english.purdue.edu/owl/resource/560/01/

and use this quick Resource Chart in its entirety at https://owl.english.purdue.edu/owl/resource/949/01/

Power Point included on One Drive

Writing 3-E and 4-D-US History-Student refer to works of quality and substance as models to inform their work.

How to effectively and correctly take notes in U.S. History using Cornell Notes.   August-2015

1.       Project on the board and discuss:  http://coe.jmu.edu/learningtoolbox/cornellnotes.html

2.       Show and example of what good looks like: http://coe.jmu.edu/learningtoolbox/cornellnotes1.html

3. Pass out blank Cornell Note Taking Sheet. 

4. Model using lecture 1 on Exploration and Colonization.

Writing Dem. 3-F and 4-B-Working and respecting social and cultural differences.

Anna Sullivan-Writing Dem. 4-B-Student work with others from a variety of diverse backgrounds on developing ideas about writing and rewriting a document.  Student must work together to build on their own ideas while respecting the differences of opinions of those they are working with. Students shown are working with African American students who have transferred here from Frankfort and Portsmouth.  They are paring up to learn how to work minority groups within the classroom setting. 

Demonstrator 4-B: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student’s performance at a consistently high level.

B- Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face and virtually) to build on and articulate their own idea.

Writing Dem. 4-A-Student communication and storytelling. Using an image to write and perform a story.

Students were paired up to write a story in Psychology Class.  They were given an image and had 45 minutes to write a story about the image.  Students had to include what is going on in the picture, what led up to this image and what will happen in the future.  Students then had to perform their stories.  Below are the written portions of what they created.

Demonstrator 4-: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level. 

A- Students craft communications distinctive to specific disciplines and purposes.  

Writing Dem. 4 Student Performance and Arts and Humanities Dem. 4

Writing-Demonstrator 4: Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

A)    Students craft communications distinctive to specific disciplines and purposes. 

Arts and Humanities-Demonstrator 4-Student Performance: All students have access to an aligned and rigorous curriculum, where instructional strategies are of high quality and inclusive, resulting in student performance at a consistently high level.

 E) Students demonstrate the ability to become self-sufficient in creating performances and/or products after teacher guidance.

Project Me!

Psychology/Sociology

Aug. 2014

          You will have 2-weeks to complete this project.  The due date for it is Aug. 14. Please take the time to complete this assignment to the best of your ability. Incomplete projects will be assigned an incomplete grade. 250 pts.

1.    One Hundred Goals: Type 100 goals that you want to accomplish in your lifetime.  (e.g. to travel to Italy before age 50). You will need to take 5 of those goals and explain in detail how you plan on accomplishing them.

2.    Self-Portrait: Draw a picture of yourself ten years from now engaged in the activity of your choice (this could be a picture of what you will be doing in 10 years.). You will not be graded on artistic ability however, please do your best. Be prepared to share with the class.