Notes from School of Arts and Communications

Notes from Roger Shanley

curtis.simpson@tusd1.org — Fri, 30 Mar 2007 11:04:00 GMT

Notes From Collaborative Planning Meeting

Friday, March 30, 2007

Roger Shanley

Early conversation stressed use at the individual teacher level based on successful units or activitiesmy use of character sketch for literature links
Discussion of varied content areas brought concept of translation as focus I might use to shape curriculum

~related concepts were perception, intertextual collaboration

My planning focused on use of character sketch for seniors and variations on past use

~consider continuation of early steps of drawing person, speech, environment, action, otherss action and speech, appearance

~send to Dan Kester / Curtis Simpson for photograph of student

--use software for aging of photograph to show 20 years in future

--various writings and literature focusing on self as related to community, aging aspects (interviews of lineage / relatives)

--implcations of multigenre research and writings

--implications of multiple intelligence theory

--self as metaphor, using imagery based on intelligence (self as musical score)

--implications for rhetorical triangle

Possible modifications to current curriculum

--less reliance on senior anthology

--content changes"new texts:

~Bel Canto

~Interpreter of Maladies

~Zero to The Bone

~Fast Food Nation

--process changes

~Taba questioning strategies

~creative problem-solving (Parnes)

~community based interviews

~partnership with CTE student

--product changes

~digital music as metaphor of self

~animation / claymation for storytelling

~digital storytelling with audio / video portions

~digital portfolios

~senior time capsule

--learning environment changes

~CTE building use for collaboration

~community for interviews

~University of Arizona

~governmental offices for lineage work

Comments from Leslie Franzblau

curtis.simpson@tusd1.org — Wed, 18 Apr 2007 09:49:00 GMT

Roger,
I really like your idea. It reminds me of an activity I do called Testimony. I do this with my seniors as an exit activity. My students create a cd that illustrates how they see themselves, how others see them, and metaphorically establishes who they believe they are. Want to exchange ideas?
Leslie

Comments from Catalina Rodriguez

curtis.simpson@tusd1.org — Wed, 18 Apr 2007 09:12:00 GMT

I'm glad for your comments. They help me remember the specific texts you had referred to on that day.

notes from Catalina Rodriguez

curtis.simpson@tusd1.org — Wed, 18 Apr 2007 09:30:00 GMT

Notes from the School of Arts and Communication

Triad of Kayla (English), Brian (Music) and Catalina (ELL)

March 30, 2007

In order of presentation, with discussion evidencing its own recursivity:

Catalina Rodrguez Taking a cue from Roger Shanley, the discussion began with a classroom activity that students really enjoyed. In my ELL class, they really loved the film The Way Home, in Korean with English subtitles, about a young boys cultural adjustments to life in the country with his mute grandmother. Themes addressed in this movie included those of migration/reverse migration, culture shock, generational/intergenerational relationships, dis/abilities, traditional vs. emergent values, and empathy. The film employed visual, aural, and narrative texts. Second-language learners heard only the Korean language, and so their English-language reading skills were enhanced by the rapidly floating subtitles of the film. Cross-curricular applications included social studies (world history, geography, urban vs. rural geography, immigration/refugee history), science (ecology), CTE (economics: food, jobs, income), music (Leitmotiv), English (reading, narrative, thematic standards/empathy), and ELL (model of concentric circles with the verb in the center).
Kayla Spies Kayla focused on what does (doesnt) work with students. Using the English standard of empathy, she showed how situations of identity worked within peer groups studying transcendentalism. Her students were exposed to Frank Sinatras version of the song My Way as illustration, and upon objecting to her choice, were encouraged to provide their own examples. Drawings and competitions among the students was also encouraged. Certain physical configurations worked better than others, but collaborative learning was well received. In working on narrative, students worked on journals and essays. Character profiles were personalized by students in their MySpace blog (example: Daisy Buchanan). This led to a discussion with Brian on the cross-curricular relationships between English and English as an Acquired Language.
Brian Wolfe Brian brought valuable insights to the discussion. For the concentric circles model, he placed the music standard of Themes in the center. For example, in the Composition/Theory class, under the standard of Forms, he showed how the musical concept of tension/release was related to the linguistic concepts of expansion/contraction and differentiation/simplification. Specific examples included the Occidental musical variations upon a Korean folk song (which related back to the musical score of the film The Way Home). Other topics discussed were the concept of high vs. popular culture, and the standards for music standards of improvisation, technique, theme, form, levels of performance, and textures (rhythm, dynamics), as well as the writing system of musical notation as compared to alphabets.

Notes from School of Arts and Communications

Notes from Roger Shanley

**Comments from Leslie Franzblau**

**Comments from Catalina Rodriguez**

notes from Catalina Rodriguez

Comments from Leslie Franzblau

Comments from Catalina Rodriguez