Calendar of readings, assignments, and teaching

1/17-Introduction of class

Watch a portion of Ghost World

• *Journal: What are your expectations of Tate High School, What do you think the alternative students will be like? What are your fears and what are you excited about?

• Read in course packet-Working with At-Risk Kids Section of your course packet
• Summarize the key points of what you read-things to remember-you can list these in your journal
• also read Art for Life chapter 10 see course packet

1/19

MEET ME AT TATE

Meet Dr. Hani Elkadi

Watch art class

• Bring your journal to take notes just in case
• *Journal: What were your impressions of Tate
• Homework Read Chapter 1in CAME-write a response
• What will you teach?
• List ideas and be ready to brain storm

1/24

Watch the First Year

Talk about what to teach

• *Journal-where do you see yourself during your first year out of school. What is the ideal situation? What is your plan to make this happen. What is plan b?
• READ chapter 1 in Familiar Voices and the Need for reform in Real World Readings in art ed-see course packet

1/26

TATE

Try to spend the period working and talking with at least two students

Find out what they are working on-try to help-ask questions

• Journal: Tell me about the two students you spent time with at Tate

1/31

Discussion about first lesson plan-watch “Inside the teenage brain”

• *Journal: what do you remember about being a teenager-how did you view your parents and your teachers __the adults in your life
• Read Big Ideas and Art Making-see course packet
• Look at lesson plans in the back of CAME
• Write about your big idea for the unit in your journal-Journals due the following Tuesday

2/2 TATE- try to approach one of the students you worked with last time and see if they have progressed; see what they are working on. BRING IN your sketchbook to draw or something to do with the students. MAKE SOME ART WHILE YOU ARE AT TATE_SET AN EXAMPLE

. MAKE SOME ART WHILE YOU ARE AT TATE_SET AN EXAMPLE

• *Journal: How will you incorporate art making into your life once you become a teacher
• make a plan so that you can refer back to it once you begin teaching

• Read Chapter 3 in CAME-write a response

• Start thinking about your first lesson plan

2/7

JOURNALS ARE DUE

Discuss big ideas and first lesson plan

Home work-write up first lesson plan to share at next class

2/9

TATE

Continue working with students and working on a project

Bring lesson plan drafts to exchange with peer

Homework-edit and give feedback to partner about lesson plan draft

2/14

Happy Valentine’s day

Talk about lesson plan 1

And about teaching at TATE

• Homework: Finish lesson plan one
• Journal: Entry about experience at Tate and about writing first lesson plan to teach

2/16 Tate

Share your lesson plan idea with three students and see what they think in terms of if it would be successful in their classroom

• REVISE LESSON PLAN BASED ON STUDENT COMMENTS
• IN journal record student comments about first lesson plan

2/21

Turn in first lesson plan

Get journals back

Discuss five-minute presentations and sign up sheets for Tate

• Homework: Read Chapter 6 unmasking the ordinary experience in art—write a one page response in journal

2/23

TATE

Talk with students about idea for second lesson—keep making art and observing

Bring a copy of lesson plan one for Hani to review

• Journal: brainstorm ideas for second lesson plan—see samples from art for life in course packet
• Finish five minute presentation for homework

2/28

Discuss second lesson plan and Power point presentations-

Have five-minute presentations to practice for Tate

Read Chapter 4 and 6 in CAME-write a one page response

3/2

TATE

Say goodbye to Tate Students from 2^nd Trimester

Journal: What did you think of this first experience with students from Tate—what did you learn, how will you use what you learned to work with the second group of students?

3/7

Plan for Tate on Thursday-get supplies etc

3/9

Tate

FIVE-MINUTE PRESENTATIONS TO STUDENTS AND SIGN UP SHEET

Have a hand out /flyer to give to interested students about your course

SPRING BREAK

3/21

go over first day of teaching protocols

answer questions

3/23

Tate

• Journal: How did your first lesson go? What changed? Make a short plan for day 2
• Read Chapter 9 by Olivia Gude: Investigating the culture of curriculum
• Finish lesson plan 2

3/28

Discuss Chapter 9 and Tate

Lesson plan 2 is due

Share lesson plan 2 with peer editor

3/30 Tate

Bring comments on lesson 2 to peers

Share lesson plan 2 with students to get feedback

• Journal: How is it going—explain and describe
• Finish power point

4/4

Discuss Chapter 16 and Tate

Journals are due

Begin to discuss 3^rd lesson plan

• Finish Lesson plan #2

4/6-Tate

Discuss 3^rd lesson plan with Tate Students

• Write a draft of #3 to exchange with peers for Tuesday

4/11

Exchange # 3 lesson plan with peer editors

Get journals back

Discuss how to write a unit and the components that will go into the final product

• Journal: How is it going at Tate-what are your stumbling blocks so far
• Edit #3 lesson for peer

4/13

Tate

Give peers #3 lesson plan back

• Journal Entry about tate and your case study

4/18 z

POWER POINT PRESENTATION

Turn in Lesson plan #3

WORK ON UNIT

Read Chapter 15 Guerrilla tactics for change

4/20 Tate

WORK ON UNIT work on ideas for philosophy of art ed.—READ info in course packet

4/25

FINISH POWER POINT PRESENTATIONS

Work on final unit begin to brain storm ideas for teaching philosophy

4/27 Last day at Tate

PARTY!!!

5/2

GETTING A JOB writing a philosophy of art ed.

Journals are due as well as Unit

Share Units with each other

5/2

GETTING A JOB

FINAL EXAM WEEK

Philosophy of art ed. due as final exam

Participation explanation due

Bring copies of unit plans and ppts to exchange with peers