Bulb Archived: Telpochcalli SCALE 2016-2017: Saucedo & Alba

Due January 27th:

Teacher: Vanessa Saucedo

Artist: Michelle Alba

School: Telpochcalli Elementary

Big Idea: Language & Expression: How we connect

Inquiry Question: What forms of expression will best serve our message?

Fall/Winter

Art Content: Theater/Video

Non-Art Content: Language Arts

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.)

Human Rights project:

Students will choose a right to present.

Students will plan and record within their groups which ways to best show what this right looks like. 

Students will plan and record within their groups which ways to best show what not having this right looks like.

Students will choose the best way to express their thoughts on their chosen right.

Students will use the Seesaw application to write responses to their classmates work.

Students will set up and break down recording equipment for filming.

Overall, we explored human rights and what students thought about these rights.  The students then chose which right they wanted to cover.  We (teacher/artist) explored how heterogeneous groupings would work together in regard to putting together a visual support to their right.  We also explored how having a homogeneous group of our Spanish dominant students would work while completing this project. The students were eager to explore the Seesaw application on their own through videos they made, drawing and recording over the drawing, and view others work.  Initially, the students weren’t very enthusiastic to be working with people who were not their friends or classmates.  They made it work but still connected with their friends through the use of the Seesaw application by liking their videos or drawings and even leaving a message. The use of the Seesaw application has made it easier to create a community within the classroom.  This application has also made it easy for students who have not fully developed their literacy skills still participate and contribute to the class.  We will be using the Seesaw application to continue planning and also to share student work with their families

Francis, Emily, and Almendra showing what it’s like to not have the right to seek a safe place to live. They are acting as if they are out in the cold with no shelter and they continue to denied help. 
image-
Una declaring her right to play through a self-portrait and drawing it.

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.

The students have shown progress in using the Seesaw application to document their opinions and responses to the journal prompts.  The students have used different forms of  expression during class activities and their own filming.  They have also learned how to set up and break down the recording equipment they have used for filming.  We estimate that 100% of the students have made some progress towards the learning goals that were set up.  About 97% have been able to work independently using the skills from these learning goals.  The remaining 3% still require some assistance because of lack of literacy skills because of their educational development and/or they are English Language Learners.  

image-
This is a list of different types of expression that the students provided.  

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.

This video is of a student putting to practice how to “pan” while filming.  Michelle modeled how to do it first and then invited two students up to try it themselves.
Michelle showed students how to set up the tripod and iPad holder.
This is a student response to a video about the Women’s March on Washington.
This is a student’s drawing and explanation of the right his group are discussing.
image-
This is a student’s writing about the characters in her group’s upcoming film.  

How did your teacher/artist collaboration work this semester?

Vanessa: I felt that we worked well this semester.  We had younger students who needed more support than students we’ve worked with in the past so I felt very comfortable supporting them and Michelle.  We have three students who are Spanish dominant so I worked with them directly to support what Michelle was teaching.  Michelle also used the Spanish language skills she has to include the students as well.  Our planning sessions helped us bring our skills together to help the students attain the goals we had made.  Michelle’s suggestion of using the Seesaw application has been very helpful for the younger students who haven’t fully developed their literacy skills.  This application also helped us collect student work and assess it but also create a community among the students.   Although I am still developing my theater and video skills, Michelle has been patient and helpful with me.  This has helped the communication between us.

Discussing the protest of the Dakota Access Pipeline at Standing Rock and this student’s experience when she visited with her family.

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 do some planning during lunch.  More in-depth planning takes place on Wednesdays after class to plan for the upcoming week.  If that is not possible we meet on Mondays after class.  When there was a conflict or difference of approach, we would see what would work best to help our students.  For example, we have a small group of students that need more assistance than others.  I told Michelle that I would work with them directly to ensure that they can understand and keep up with what the rest of the class is doing.  It sometimes left Michelle to work with the rest of the group directly.  I then knew that  the best way to support the students and Michelle would be to get them started on what we were doing while checking in with the other students.  We also planned to have the small group of students use the Seesaw application to help them work independently in a manner that allowed me to work with other students.  

image-
Rights that were shared by students.  This list was used to group students who had mentioned similar rights.  
image-
This is what was used as a reference for rights students were able to choose from.
image-
image-

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 start off the class with having the students respond to a journal prompt.  Michelle gets the iPads while I stay to help students.  If students need support in their writing or response, I assist.  I then have student either share aloud  what they have responded.  If the students already have an iPad, they are asked to respond in the Seesaw application.  They will also have the opportunity to view their peers responses.  Michelle is the one who leads the theater games and theater skills while I help students participate.  I translate for the Spanish dominant students and the younger students that need further assistance.  Michelle teaches the video recording skills and how to properly use the recording equipment.  If there is something that either one of us is not sure about or comfortable with, we plan on how to handle it.  For example, if its something recording related, I would ask for help in knowing how to do it.  Another example is if Michelle wanted to share specific vocabulary with the Spanish dominant students, she would ask me help her by providing the word.  We make it a point for students to see us both as support through helping each other in front of them as well.  We both work on the language arts skills and theater/video skills we are teaching. 

This is an example of both of us modeling how to answer questions in complete sentences as well as how to  hold the iPad to get a good shot.

Due May 31st:

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.)

Please type your response here. You can also include video and/ or images.

One thing that was clear was that students had incredible ownership over their projects. Mainly due to the fact that students made their own movies, developing the script, acting and filming. The storylines were of their own devising, whether being a zombie movie, a tiny action movie or an after-school special. While the original intention was to develop the exploration of our human rights further into a video project after winter break, we got as far as identifying our rights, asking questions, and reflecting. Our time had to make way for their more original video ideas.

Other explorations we had: facial expressions & emotion, some drumming exercises, theater games, watching videos on the Children’s Crusade & Kingian Nonviolence, going on a field trip to see 6 Stories Tall at Adventure Stage Chicago, having some unexpected guest artists.

Also, having students keep using Seesaw for documenting– from journaling, scripting, filming, to watching & responding to each other’s work–continued to be invaluable in the following ways: facilitating our students who could not yet write, having an automatic backup of scenes that we’d filmed, and creating an autonomous & open space for seeing & supporting each other’s own work. And come to think of it, reviewing & reflecting on something they’d recorded weeks before. (Some treated it like being mini-YouTubers when journaling).

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.

Please type your response here. You can also include video and/ or images.

We spent a bit of time trying to work on scripting & rehearsing skills. In addition, within their acting: physical expression, gestural specificity, facial expression, voice projection and focus. Based on the number of unused takes we had, focus and concentration were a huge challenge. But then based on how the shot would eventually get filmed after some nudging from a director–whether one of us teachers or a fellow student, that was evidence of the students’ being able to rally.

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.

Please type your response here. You can also include video and/ or images.

image-
.Caila’s comparison of how she’s grown since the beginning of program.

How did your teacher/artist collaboration work this semester?

Please type your response here. You can also include video and/ or images.

We really tried to keep the focus of the projects student-centered, and thus that established *HOW* we collaborated. We aimed to facilitate the furthering of their video projects and awareness when acting as well as communicating and having discussions as a whole group. So that meant that mine and Ms. Vanessa’s collaboration was quite cooperative and comprised largely of establishing logistics for the completion of their movies–from script to revision to rehearsal to filming and finally editing & presenting.

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?

Please type your response here. You can also include video and/ or images.

Honestly, both Ms. Vanessa and I are very agreeable and so we rarely experienced significant “differences” in our approaches. While I would often steer the focus of the lesson, both Ms. Vanessa and I worked in tandem for each day to go smoothly–whether that meant alternating instruction or co-teaching within the whole group, we found ways to support each other and the students.

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?

Please type your response here. You can also include video and/ or images.

Ms. Vanessa and I worked together to adapt to the specific needs of our students. We’d noticed that last year we were able to do much more since students could be quite autonomous and were further along in their writing skills. And so we had to adjust this year in various ways. For example, Miss Vanessa would take on translating or taking dictation for younger students, and we would split up to lead 2 groups in filming–instead of having 4 mostly-independent groups.