Select a Program = = = = = = = = = = = = 1. What Is Art? - - - - - - - - - - - - 2. Responding to the Arts - - - - - - - - - - - - 3. Historical References in the Arts - - - - - - - - - - - - 4. Creating a Multi-Arts Performance Piece - - - - - - - - - - - - 5. Designing a Multi-Arts Curriculum Unit - - - - - - - - - - - - 6. The Role of Assessment in Curriculum Design - - - - - - - - - - - - 7. Three Schools, Three Approaches - - - - - - - - - - - - 8. Building on New Ideas

		Activities and Discussion (50 minutes) Storyboarding (40 minutes) In this activity, you will begin the collaborative process of developing a multi-arts performance piece based on Where the Wild Things Are by Maurice Sendak. Facilitator: Organize participants into groups of five or six. In each group: Think about how you would dramatize Where the Wild Things Are, which follows Max’s journey into a fantasy world. Identify the classic journey structure (the call, the challenge, the transformation, and the return) in Where the Wild Things Are. Use the following questions to drive your brainstorming: What do you think is going on in Max’s mind during each part of the story? What is he thinking? What is he feeling? How might you show this in your story? Construct a storyboard with six to eight cels total, illustrating what Max is thinking and feeling during the four parts of his journey. Indicate the role each of the art forms might play in telling the story. With the whole group: Share and discuss the storyboard outlines with the entire group, using the following questions: How effectively does the storyboard encompass each part of the journey? Where is each of the art forms employed? Reflection (10 minutes) Facilitator: Use the following question to focus a closing discussion: How does refining and replaying contribute to student understanding of an arts production process?

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