Survey: 7Cs / Defining Arts Integration

7Cs Survey

The student-perception survey (or 7 Cs Survey) was originally created and refined at Harvard University by Dr. Ron Ferguson. Tailored for grade levels K-2, 3-5 and 6-12, the surveys helped assess teachers’ content knowledge, pedagogy, and relationship-building skills. They allowed students to assess their classroom experience with each teacher across 7 dimensions.  Thus, the ‘Seven Cs’ Surveys, administered through Cambridge Education, measured “what teachers do (what students experience).” I have adapted the survey to measure the impact that online/remote/asynchronous (non-recorded) instruction has had on students.  The seven Cs’ are:

1.  Caring about students (Encouragement and emotional support)
2.  Captivating students (Learning seems interesting and relevant)
3.  Conferring with students (Students sense their ideas are respected)
4.  Clarifying*lessons (Success seems feasible)
5.  Consolidating knowledge (Ideas get connected and integrated)
6.  Challenging*students (Press for effort, perseverance, and rigor)
7.  Controlling*behavior (Culture of cooperation and peer support)

7Cs: Items

I have divided the survey in two parts: “Before Spring Recess” and “After Scoring Recess” to compare and contrast the results. Every one of the 7 dimension has 3 items. Please, select “Totally True”, “Mostly True”, “Somewhat”, “Mostly Untrue” or “Totally Untrue” to evaluate both, “what teachers do and what students experience.” Circle in each item the evaluation that best fits each description.

BEFORE SPRING RECESS (Face-to-face)

Care

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  My professor in this class makes me feel that he/she really cares about me.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor really tries to understand how students feel about things.

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor seems to know if something is bothering me.

Challenge

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, my professor accepts nothing less than our full effort.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor asks questions to be sure we are following along when s/he is teaching.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor wants me to explain my answers - why I think what I think.

Control

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) student behavior in this class makes the professor angry.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My classmates behave the way my professor wants them to.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Our class stays busy and does not waste time.

Clarify

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) When s/he is teaching us, my professor thinks we understand even when we don't.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  If you don't understand something, my professor explains it another way.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor knows when the class understands, and when we do not.

Captivate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  I like the ways we learn in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2. (Disagree with) This class does not keep my attention - I get bored.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor makes lessons interesting.

Confer

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  Students get to decide how activities are done in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor wants us to share our thoughts
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Students speak up and share their ideas about class work.

Consolidate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, we learn a lot almost every day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor takes the time to summarize what we learn each day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  The comments that I get on my work in this class help me understand how to improve.

AFTER SPRING RECESS (Online)

Care

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  My professor in this class makes me feel that he/she really cares about me.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor really tries to understand how students feel about things.

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor seems to know if something is bothering me.

Challenge

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, my professor accepts nothing less than our full effort.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor asks questions to be sure we are following along when s/he is teaching.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor wants me to explain my answers - why I think what I think.

Control

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) student behavior in this class makes the professor angry.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My classmates behave the way my professor wants them to.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Our class stays busy and does not waste time.

Clarify

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1. (Disagree with) When s/he is teaching us, my professor thinks we understand even when we don't.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  If you don't understand something, my professor explains it another way.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor knows when the class understands, and when we do not.

Captivate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  I like the ways we learn in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2. (Disagree with) This class does not keep my attention - I get bored.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  My professor makes lessons interesting.

Confer

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  Students get to decide how activities are done in this class.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor wants us to share our thoughts
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
3.  Students speak up and share their ideas about class work.

Consolidate

Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
1.  In this class, we learn a lot almost every day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue
2.  My professor takes the time to summarize what we learn each day.
Totally True, Mostly True, Somewhat, Mostly Untrue or Totally Untrue

3.  The comments that I get on my work in this class help me understand how to improve.

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Student's Work

Struggling schools benefit from adding art to learning

Question

Just write a few sentences about the views expressed in this video. 

(Agree or disagree and why?)

Arts integration: putting the A into STEAM curriculum: Melanie Skankey

 Arts integration: putting the A into STEAM curriculum: Melanie Skankey

Melanie Skankey is an art teacher at a science, technology, engineering, and math focused elementary school. In this talk she shares what this means for teachers who believe in Arts integration. 

 Question

What is new about Ms. Skankey's approach to Arts integration that is different from what most teachers think arts integration is?
 

Integrating Art with STEM Education | Océane Boulais

Question

Some of you have been talking about STEM in your posts about some of the lessons and the importance of the arts in education. According to M.S. Candidate, Researcher, Crypto Educator, AI for Ocean Conservation and Multimedia Storyteller Océane Boulais; what does STEAM mean and why does it matter today?

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Student's Work

Video: Colissa Alford 

Lesson Plan

Title: Magical Paper Drawings

Theme: Learning to express your creativity

Art Discipline: Visual Arts

Grade Level: 6

Teacher's Name: Colissa Alford

Volume 3

DATE:

4/20/20

COMPONENT:

Aesthetic & Critical Inquiry

OBJECTIVE:

Examines formal qualities of artwork (elements of art and principles of design).

Evaluates how color, shape, space, line and texture affects the meanings of artworks.

Values art as a vehicle for personal and collective cultural expression.

STANDARD (Competency):

Through the critique process, the student can use analytical vocabulary in verbal and written form to compare and contrast visual qualities in selected two-dimensional and three-dimensional artworks.

Through the critique process, the student can use analytical vocabulary in verbal and written form to examine the application of the elements of art and the principles of design in artworks of importance and significance.

MATERIALS:

·         Printed template on regular paper – do NOT use heavy weight paper!

·         Water based markers

·         Black Gel pens

·         Scissors

·         Paper plate

·         Water

·         Paper towels

PLAN:

Explain to the students how I am going to teach and what we are going to learn today, (explain what designing is and the benefits of using your creativity, talk about the best ways to release your creative thoughts.) 

 

Discuss rules and make sure that everyone is clear on how to behave

1.     Always Stay focus on topic

2.    Follow the teacher instructions

3.    Listen when teacher is speaking 

4.    Raise your hand with questions 

5.    Clean up after activity is over 

6.    Be respectful to all classmates and teacher

 

Prepare Materials & Start lesson: Water Blossom

1.     Print out template

2.    Create pedals based on example

3.    Fold in ½ along line A, fold in ¾ along line B, and then fold in ½ along line C.

If you are doing template 2 skip steps 2 and 3.

4.    Cut out blossoms along solid black line. Open blossom up once done

5.    Color the side with the dotted lines using water based markers

6.    Turn blossom over and add details in black gel pen

7.    Fold petals along dashed lines. The black details should be in the inside of the blossom

8.    Place the blossom in a plate filled with enough water.

9.    As the paper absorbs water the petals will open, and the color will be distributed throughout the entire blossom. The black details will remain.

10. To make optional leaves Repeat steps above using the leaf template. In Step 5 color leaf tips only. Place folded flower inside folded leaf and place in water.

7.   ASSESSMENT

Ask students to name their blossom based on how they designed it. Ask them to write down 2 things they would want the world to know about their flower.

-      Use an exit ticket to assess how they liked the lesson and things they found interesting.

Evaluation: Participation in class will determine majority of grade

Participation:80%

Homework: 20%

8.   HOMEWORK

Students will go home and research a flower that best fit themselves. Students will answer the following questions: The name of the flower? The Colors of the flower? Where is the flower most commonly seen? What about the flower symbolizes you?

9.   CROSS-CURRICULUM STANDARDS

This lesson incorporates science in the curriculum as this subject are applicable to learning about flowers and osmosis. Which takes place when the flower is placed in the water causing it to open. In additionally, writing about the lesson topic combines the subject, language arts.

10. DIFFERENTATION

This lesson is inclusive for all students to participate in.

11. TECHNOLOGY

The only technology that will be used is computer and printer. Which is needed to print out templates and for students to type up their homework assignment.

12. WRITTEN COMPONENT

The writing component for this lesson is for the students to write down two things they would want the world to know about the blossom they had designed, the exit ticket, and the homework assignment.

13. CAREER SKILLS

This lesson can prepare students for future assignments on making art projects based on meaning and showing their inner selves.

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Video: Ambur Clark

LESSON PLAN

Ambur Clark

4/20/2020

Title: Butterfly Drawing

Theme: Visual Arts

Art Discipline: Drawing

Grade Level: Kindergarten

Volume: III

Component

Aesthetic & Critical Inquiry

Objectives

Shares own art with classmates and the art teacher and engages in dialogue about the visual qualities observed.

Competency

Through the critique process, the student can express feelings about works of art.

Materials

Paper

Crayons

Makers

Color pencils

Paint

Paint brushes

Glitter

Glue

Scissors

Plan

1.      Explain the importance of self-expression.

2.      Get a piece of paper and writing utensil

3.      Follow the teacher’s instructions

a.      Draw oval shape for butterfly body

b.      Draw wings on both sides

c.       Draw antennas

4.      Decorate!

5.      Everyone show/ explain what they did

Assessment

Students will be assessed based on their completion at the end of the class. Students can submit more than one drawing. Drawings will be given back at the end of class to discuss and take home.

Participation: 40%

Completion: 30%

Follow Directions: 30%

Homework

Students will show their parents what they have drawn and explain to their parents their reasoning. Student must bring signed paper back saying they have completed task.

Cross Curriculum Standards

This lesson is visual arts because the students are coloring a butterfly and explaining their expression. This lesson plan can also be used in math. For example, the students can be given a math equation, then draw a butterfly and inside draw circles to interpret a number, and the students can add circles or take away circles to solve the math problem.

Differentiation

All students of all ages can enjoy this activity. This will allow students to express their selves through art.

Technology

The teacher can print out butterfly templates and have the students decorate them.

Written Components

Students will explain their drawings and will have their parents sign off on their assignment.

Career Skills

This assignment shows that students can become artist or even art teachers. Having art classes allows students to express their selves and show that there are not only a few careers but painting and drawing can become a career also.