Students create ceramic place settings
based on literary characters.
Watching the Video
You Watch Respond to the following questions.
How do you connect with another teacher in
order to develop projects that meet both of your goals?
If students have difficulty expressing themselves
in language, what are ways to help them gain confidence
in this area?
What advantages might there be to infusing
art-making into a literature study?
Watch the Program
you watch take notes on the collaboration between Kathy (language
arts) and Cindy (visual art). What goals, knowledge and skills
do they each bring? How are their teaching styles similar
and/or different? Write down what you find interesting, surprising,
or especially important about their collaboration.
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Reflect on the Program
What struck you about the collaboration between
Kathy and Cindy? How did their roles change as they moved
from their own into one another’s classrooms?
What elements of the study made it possible
for students to delve into challenging emotional subjects
in their art work?
What evidence did you see that students
were able to apply what they were learning?
What role did Judy Chicago’s
work The Dinner Party play in the project? Many
people would find the subject matter of her work - which
often deals with the details of human anatomy - challenging
material for adolescents. Would you use
an artwork of a controversial or explicit nature, and if
so, how would you prepare students to view and discuss it?