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2007/08 Block Feeds on KET ED
- Block Feed: Programs 101-104 Program Details
- 4 hours
- Monday, November 12 at 4:00 pm on KETED
- Monday, March 17 at 4:00 pm on KETED
- Monday, May 19 at 6:00 am on KETED
- Block Feed: Programs 105-108 Program Details
- 4 hours
- Monday, November 19 at 4:00 pm on KETED
- Monday, March 24 at 4:00 pm on KETED
- Monday, May 19 at 2:00 pm on KETED
- Block Feed: Programs 101-108 Program Details
- 7 hours, 59 minutes
- Saturday, June 7 at 8:00 am on KETED
- Sunday, June 8 at 8:00 am on KETED
- Monday, July 7 at 8:00 am on KETED
Episodes Included in These Block Feeds
- 101. Workshop 1. What Is Art?
- The learner teams and students explore the natures of theater, music, dance, and visual art; consider their own definitions for each art form; watch an excerpt from Quidam, a surrealistic performance piece that combines the four art forms in unusual ways; and begin to explore connections between fantasy and reality. 59 minutes.
- 102. Workshop 2. Responding to the Arts
- Learner team members and students compare two multi-arts performance pieces from different eras: Quidam (1996) and Parade (1917). They create their own Vaudeville acts, learn a process of critical evaluation, discuss how our perception of a work of art is influenced by what we know about the time and place in which it was created, and explore how music can establish a mood. 59 minutes.
- 103. Workshop 3. Historical References in the Arts
- While examining costume designs for Parade, the team members focus on how they help convey character. They also interpret works by painter René Magritte and choreographer Alwin Nikolais, discovering influences on the creators of Quidam, and try out the role of art historian by conducting research into the history of street performance. 59 minutes.
- 104. Workshop 4. Creating a Multi-Arts Performance Piece
- Learner team members and students examine the elements of the classic journey as identified by Joseph Campbell, then create a multi-arts performance piece that represents a journey story. They apply what they have learned in previous lessons to rehearse, critique, revise, and perform their work. 59 minutes.
- 105. Workshop 5. Designing a Multi-Arts Curriculum Unit
- Introduces "backwards design," a curriculum design process that asks teachers and students to focus on why rather than what. The teams begin to construct their own arts-based units of study, identifying enduring ideas and constructing essential questions that lead to carefully planned unit objectives and performance tasks. 59 minutes.
- 106. Workshop 6. The Role of Assessment in Curriculum Design
- As the learner teams continue working on their own units, they examine strategies for determining how well students meet unit objectives. By revisiting the lessons in the first four programs, they discover how to build in both formative and summative assessments. 59 minutes.
- 107. Workshop 7. Three Schools, Three Approaches
- Back at their own schools, the participants plan and teach arts-based lessons that draw on what they learned in the workshops. Discussions at the end of the school year, facilitated by one of the workshop leaders, give the learner team members a chance to reflect on some of the developments in their teaching practices. 59 minutes.
- 108. Workshop 8. Building on New Ideas
- More documentary segments show further work by the team members with their students, among themselves, and with colleagues. In the end-of-year discussions, they reflect on how their new initiatives in the arts have affected them and their schools and offer advice for other teachers who want to bring the arts into their own classrooms. 59 minutes.
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