Assessment is not a total drag all of the Assessment is not a total drag all of the time time

City Lore’s Nations In Neighborhoods AEMMD City Lore’s Nations In Neighborhoods AEMMD Program Program

How can externally imposed assessment How can externally imposed assessment requirements become an opportunity to requirements become an opportunity to demonstrate authentic arts and cultural demonstrate authentic arts and cultural learning as defined by arts organizations, learning as defined by arts organizations, teachers and students? teachers and students?

City Lore Document - Preserve - Foster

Living Cultural Heritage

Our education programs engage youth, families, and educators in exploring the role of the arts and culture in their own lives and in the lives of others. We encourage youth to see the arts as a powerful means for expressing their ideas and for understanding the world around them.

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Nuts and Bolts Nuts and Bolts

• 28 classroom teachers and school arts specialists

• 926 students. Over 40% English language learners

• 10-14 week 90 minute residencies

• 3 yearly teacher development days

• 1 week-long summer institute with artists and teachers

• Teaching artist PD

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Explore traditional and culturally specific art formsExplore traditional and culturally specific art forms

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Investigate their own traditions, communitiesInvestigate their own traditions, communities and and neighborhoodsneighborhoods

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Learn to work in different modalities and Learn to work in different modalities and across disciplines across disciplines

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Create original works of art inspired by their Create original works of art inspired by their investigations and researchinvestigations and research

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Share their artistic process and products through Share their artistic process and products through exhibitions and performancesexhibitions and performances

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• Malini teaching photo

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Assessment Components Assessment Components

• Focus Students• Pre-Assessment• Observations• Video Interviews- Students,

Teachers, Artists • Post Assessment • Journals/portfolios • Extra footage

(rehearsal/art, peer interviews, thank you letters)

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Describe the work of art in the picture above. Name three things that make this a work of art.

Look closely. What can you figure out about the culture that made this art?

What country or culture do you think this comes from? Give three reasons why.

Why do you think the people made it?

Imagine you were going to introduce this art to an audience at your school. What are three things you would say so that students and teachers could understand what they are seeing?

How could you find more information about this? (Besides books or the internet)

  What is something that you (or someone in your family or neighborhood) That is like this. Why do you do it? Why does it matter to you?

Is there anything you want to add that you were thinking or noticing?

Pre and Post Assessment

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Interview Questions Interview Questions

For Teachers Pre Class:• What is your residency about? What

have you covered so far? • What do you hope students will notice

in the work they are doing? What do you hope they will take away from this session?

Post Class• Where did you see kids grapple with

the question of your residency? • What do you think went well? Where

did you see the kids engaged and learning?

• Did anything surprise you? How will you build on it next time?

• What could have gone better? What would you do differently next time?

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For Students: During class:

• What are you doing in this residency? • What did you notice just now when you

saw / heard [art form/ teaching artist’s demonstration/ their own or other students’ mini-performance]?  

• What makes it an [African mask/ insert proper art form]?

• If you were going to explain to someone what makes it from [specific region] what would you say?

• Did you tell anyone about the residency? What did they ask? What did you tell them?

• What are you learning about (stated theme of residency)? What does that mean in your own life?

Group interview (post class)

• What did you learn in today’s class?• Can you show me something from class

today? • How did you learn it? • What is it like to have an artist in your

class? • What do you learn from each other/about

your classmates?• Does this remind you of anything else

you are doing in school?• Does this remind you of anything else

you do or have seen somewhere else?

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Journaling Journaling

• GLOSSARY OF TERMS—Have students create a glossary of vocabulary words related to both the art form and culture in which you are working with students throughout the residency. Start with a minimum of 5 words. Use your list of key concepts and vocabulary from your unit plan. 

• Name two new things that you learned based on today's residency.  Explain what they mean.

• If you were able to interview (artist's name), what would be two questions that you would like to ask him/ her? Explain why you are curious about these two questions.

• If you could travel to (the place your students are learning about), what are three things that you would expect to see (based on what you are learning from this year's residency)? 

• What makes (South African, West African, etc) (music/dance/sculpture) different from other forms of (music/dance/sculpture)?

• What makes a good performer/artist? Why?• Who gave you your name and why (family name, special

meaning, historical figure)? Tie to the residency.• Write an exhibition card for another student’s work. The

cards can be used for a final exhibition or a student-led tour of the class’s artwork.

NOTICE--Write about or draw what you saw and heard today. Include details that you noticed.

CONNECT--What does the art you saw today remind you of or make you think of? Use words you’ve learned to help describe the connections.

INVESTIGATE--What are two questions you have after today’s session? If you couldn’t use the internet or books, how could you find answers to your questions?

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Artifacts Artifacts

Dear Mr. N’ketiah Brakohiapa,

Hello, my name is Asa Shin, the student from 801. I first time met you in the social studies class with adinkra art. I am from Japan and had lived here for almost one year. I never knew about adinkra symbol or clothes until this art project begin. Well, not only adinkra symbol, I even didn’t know any of African art. When I first time saw the pictures of adinkra clothes, I was amazed by it, because I’ve never seen clothes designed by stamps. In Japan, there is cloth made using dyeing process, but not with stamps. So I couldn’t imagine how to stamp on the fabric. Then Ms. Judy, the artist and our teacher of our art project, showed us the videos about how to stamp or make the adinkra symbol. Also, I learned there is a process… and when or how to wear it. When I heard that, I felt that I want to see people who actually do that. So when you came to our class, that wish came true. By your talking, I could learn more about what native Ghana’s adinkra makers do every day. I was surprised when I heard that children also help their family from early morning to night. I didn’t have that experience when I was in Japan. I helped my mother sometimes, but not everyday, all the time. So I thought maybe it is tough, but I wanted to experience that, too.

One more thing, I felt surprise that there is rank between people. For example, you said that only the village chief can wear a lot of symbols and others wear only one symbol… Actually, there was like this rank in ancient Japan, too. When people started making rice, there were people who manage that, who make that rice, who make the tool to make rice, and who cook. In that time, people who manage the rice was most admired by people… I learned many things from what you spoke and taught us. Also, it make my ability of understanding more and I learned many knowledge that I can’t know from pictures or videos. I’d like to be thankful for that. From this experience, I want to learn more about adinkra symbol and tell people how beautiful and amazing it is. Again, thank you very much.Sincerely, Asa

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Coding rubric- Developed with teachers during teacher coding sessions- 5 Paid evening sessions to code and make suggestions for next year assessment project

Art Form Content- Terms, Processes, Tools  Little to No EvidenceThe dance are so good and so beautiful. “ Some Evidence- expected for grade levelI see that the rhythm of the dance is the same as

the beat of the music.

Ample Evidence- (more than expected for grade) “What I know about the music is that it matches

with the dance. I know about the dance that a lot of spinning around. It has drum sound, piano sound and guitar sound.”

Striking evidence (MUCH more than expected for grade)It is art from India. In ancient time Indians used to

use animals in their symbol…I think the artist took some small part from the picture, then he/she make it from a small paper. Then she make it in a big grid in a big canvas. Then after she enlarge it and put it on a grid”

Scoring

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VOILA! DATA! VOILA! DATA!

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Self evaluate: is what we say we are good at what we actually do well?

Where do we need to strengthen our approaches, where can we substantiate claims we make?

Leverage with schools and principals to support high implementation projects

Use with teachers to advocate for further funding within their schools

Get buy-in from parents/community/administrators/ stakeholders. Have other people advocate for more cultural arts time in school.

Participate in the policy conversation at a different level.

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Questions/ Discussion Questions/ Discussion