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Intro Slides

I. Who we are:

A new small arts high school with the focus in the arts, 9-11th grade, located in northeast Philadelphia.

II. The Arts Academy at Benjamin Rush have established core values: Imagination, communication, empathy, perspective, analysis, commitment. These values frame our students thinking so that they can become more empathatic, creative, committed, open-minded citizens.

Daniel Pink Ken Robinson have influenced us in many ways and allowed us to consider the above question in a variety of ways.

Pink: right brain emphasis. “the MFA is the new MBA” Creativity and design are just as important as analytical skills that are tested on the SATs. Thinking about the global competition that faces us, he says, these skill are even more critical.

Robinson speaks to divergent thinking…not have the “right” answers but being able to think valuably in different ways…not just one answer media type="custom" key="8195476"

If these ideas frame our education philosophy at Arts, then how do I, as an administrator support this work in the SDP, what does it look like?

Some of the practical ways in which I, as a principal, support this III. -units of study. Teachers thinking about their lessons not chunking and submitting them in weekly plans but 5 -8 week units with essential questions.

-Using a collaborative wiki to share unit plans and resources

-common weekly planning time within departments -reviewing vision during faculty meetings -on-line articles, etc -Creating a culture of sharing ideas and taking risks in the classroom.

How do you know the students are achieving? THE PSSAS! RIGHT! When you emphasize visual literacy in your curriculum, how do you know that their reading and writing skills are improving?

-The teachers at AABR will be presenting some of the student work from their units and some of this we presented at the NWP conference in Florida,…important to note that we cannot present EVERYTHING that goes on in a classroom, it’s just a little piece. There is a process at work in all of these classrooms that build into their final projects with students. For example, Lorraine’s fantasia project was developed through students reading and writing and analyzing text, class discussions, vocabulary quizzes, etc. That entire process allowed students to be “freed” by being taught just one way to look at something. It is the process that she took these students through that allowed them to interpret a text in many different way, different perspectives.


 * -we learn in and through the arts we become more qualitatively intelligent.**
 * Learning to pay attention to the way in which form is configured is a mode of thought that can be applied to all things made, theoretical or practical.**
 * -we learn in and through the arts we become more qualitatively intelligent.**
 * Learning to pay attention to the way in which form is configured is a mode of thought that can be applied to all things made, theoretical or practical.**


 * school vision lends itself well to visual literacy. (Students often have a harder time articulating or writing what they think. Visuals thinking can be more meaningful to them.**


 * It is clear that we share in the understandings of Pink, Robinson, Eisner, and Wiggins (understanding by design). The emphasis of questions or inquiry and looking at all dsicplines in a more creative way sets us a part, we believe than most school in the district.**

THIS WIKI WILL BE POSTED ON THE EDUCON SITE TO SEE OUR ORGANIZATION AROUND OUR WORK.

REMINDERS: PLEASE PREPARE A HANDOUT OF THE PROJECT/LESSON THAT YOU ARE PRESENTING FOR THE AUDIENCE (AT LEAST 50 COPIES - SEE BARB FOR PAPER).

THE FRANKLIN INSTITUTE PANEL WILL BEGIN ON FRIDAY NIGHT AT 6:00PM - 8:00pm.WHAT IS SMART? http://educon22.org/pages/Friday_Night_Panel_What_is_Smart

WE ARE PRESENTING ON SATURDAY AT 10:00AM. BRING YOUR TICKET AND CHECK OUT THE WIKI TO SIGN UP FOR SESSIONS.

BRING YOUR LAPTOPS AND A FLASHDRIVE FOR YOUR WORK. BRING ADAPTORS!.

OUR NEXT MEETING WILL BE NEXT WEDNESDAY! BE PREPARE WITH YOUR STUDENT WORK AND PRESENTATION. WE WILL DO A RUN-THROUGH. 10 minutes per person.

Presentation Visuals? handouts activities: wiki/prezi

I. BEGINNING OF PRESENTATION

I.(Lorraine): Comparing two pieces of art work. What stands out? Audience reflection and outloud sharing. How do you read these images?

II. BROWN/Welcome: Introductions/Brief (very) intro about our school (Brown) Core Values, School Vision, Faculty

III. TEACHER PRESENTER

IV. TEACHER PRESENTER

V. TEACHER PRESENTER

VI. TEACHER PRESENTER

Freire - Reading the world... Questions that are generated from the students... Engagement Reinforce language/content

Bio - - digital microscopes/Cell images/Inquiry classroom/Connection to core values/culture ELL - Comic life English I - Fantasia Highlighting SE students

looking at something deeply, with a different perspective... Louis Melissa Lorraine Mike

We are going to ask you to write down how is visual literacy defined within literacy, why is it important? Just take a minute to jot some ideas down. We are going to revisit this at the end of the presentation.

Body of presentation here with teachers presenting student work

Conclusion:Back to question....What is visual literacy critical within a school's curriculum?