In our last week we spend a bit more time looking at the value of school clubs, creativity, and the arts.
Please choose any Three of the documentaries.
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Brooklyn Castle tells the stories of five members of the chess team at a below-the-poverty-line inner city junior high school that has won more national championships than any other in the country. The I.S. 318 team’s victories go beyond a room full of trophies—through chess they learn patience and long-term planning, and the importance of analyzing the wrong or right decisions they make after the game. Chess provides skills that will serve them well for the rest of their lives, regardless of what profession they choose. The film follows the challenges these kids face in their personal lives as well as on the chessboard and demonstrates remarkable and improbable achievements of this dedicated team.
Childhood creativity is an even greater predictor of success in later life than IQ. But why? What is creativity, and where does it come from? And how does creativity flourish? So in this episode we will test how creative our Life children are. Dr David Cropley, a leader in the field of innovation and creativity, takes our children through a series of creative exercises in the Life Lab and the results are astounding. For the first time we test our parents against their kids, in a race to see if today’s kids are more creative than their parents.
Choosing Instructional Approaches Full Video (58:26)
Arts teachers take on a variety of roles and use many different instructional techniques as they engage with their students. Teachers can be instructors, mentors, directors, coaches, artists, performers, collaborators, facilitators, critics, or audience members. In this session, participants follow a vocal music teacher as she takes on different roles in order to encourage students to find creative solutions to artistic challenges. Next, an acting teacher becomes a facilitator as his students report on research about theater history. Then a visual art teacher guides her students in a drawing assignment, varying her approach based on the students’ individual needs. Finally, two dance teachers engage students in critical analysis of a painting as a way to encourage expression with words as well as movement.
Arts teachers are aware of and respond to the many differences they find among their students. In this session, participants meet a visiting theater artist who takes advantage of the different backgrounds and learning styles of 9th graders to help them understand and embrace the play writing process. A visual art teacher brings together honors art students and students with disabilities so they can learn from each other. As a music teacher works with different classes, she addresses needs common to all students. Finally, in a movement class for non-dance majors, teachers help students explore human anatomy.
In this session, participants explore how arts teachers help students develop knowledge and fundamental skills while weaving in opportunities for creativity and independence. First, a dance teacher gives senior students leadership responsibilities and coaches them in their choreography projects. Then a theater teacher mentors stagecraft students who are responsible for the technical aspects of a dance concert. In an intermediate visual art course, a teacher builds on students’ prior learning in a foundation course. Finally, a vocal music teacher works with two classes: students learning to read music and an advanced jazz ensemble.