Bulb Archived: George Washington SCALE 2016-2017: Quezada & Alba

Due January 27th:

Teachers: Sal Quezada & Constance Rihani

Artist: Michelle Alba

School: George Washington High School

Big Idea: Packing a Punch

Inquiry Question: How can we increase our work’s creative impact? 

Fall/Winter

Art Content: Media Arts & Video

Non-Art Content: Creative Writing

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Michelle: My goals as the artistic collaborator were to facilitate shared spaces for work, further varied modes for students’ storytelling–whether performative or digital, and to engage in concrete discourse about creative process.

My first goal was addressed through a Google Drive folder shared with students & teachers, ensuring a circle formation (& with iPads) when the GW Storytellers’ Society was in session, and fostering an open & compassionate exchange between engaged parties. My second goal was approached via: updating the blog that had been started the previous year & encouraging students to contribute, coaching students on their poetry readings for Cafe Night, and introducing lessons on filming & editing. Last but not least, for self-awareness in creative process: students would record themselves & reflect, analyze writing process in 1-on-1 sessions & group discussions (sometimes using Critical Response), and outline their goals in Google Sheets:

image-
Personal Goals spreadsheet (screenshot)

Sal & Connie advocated for a system with journals, mentor text responses & writing time and for students to take more ownership in revision and building a body of written work. 

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

We achieved creating shared spaces (inter-student support & contributing work to folders on their own) but in terms of their individual goals, we were just getting started…making baby steps in light of limited time/attendance. We had occasional writing exercises & one opportunity to film/edit. I would say that each student made some steps toward their personal goals (especially since they would do their writing outside of program time). But in terms of significant progress toward confidently varying the storytelling mode, revising & building a body of work: those were yet to be developed.

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

Screenshots of student work, photos of students @ Cafe Night & links to performances & Kaylee’s 3-part rehearsal chronicle.

How did your teacher/artist collaboration work this semester?

We 3 struggled with finding common ground in our goals, communication and implementation of those goals. Especially given the inconsistent attendance or engagement of Society Members. In spite of one or 2 attempts at resetting the vision, various factors marked the progressive decline of the partnership.

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

We would try to have meetings post-program to sketch out what would happen for the next session or 2. Early on, we also invited students to create the schedule/structure. If we had mentor texts or prompts to share, we would introduce them. When differences of approach came up, we’d try to make space to alternate time/ideas.

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

We all would be part of the circle, framing the writing/exercises for the students, and then participating in the writing or feedback discussion pretty equally with them. It was a casual structure. When there were places/need for 1-on-1 discussion, students would seek out each other or one of us…often according to the expertise needed. (For example, I helped Kaylee with her poem rehearsals, and Sal & Connie provided mentor texts & guided sharing/feedback).

Due May 31st: THIS CLASS ENDED IN JANUARY 2017

Winter/Spring

Art Content:

Non-Art Content:

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Type your response here

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Type your response here

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

Type your response here

How did your teacher/artist collaboration work this semester?

Type your response here

Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

Type your response here

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Type your response here