Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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  Connecting With The Arts Home   A Teaching Practices Library, 6-8
  Constructing a Community
   
  Watching the Video
  Connecting to your Teaching
  Addtional Resources
  About the School
  Q and A with Teachers
   
  Program at a Glance
  School:

Intermediate School 230

 
  Location:

Jackson Heights,

Queens,

New York City

 
  Grade: 8
 
  Disciplines:

Visual Art

Social Studies

 
  Description: Students are immersed in the architecture of their neighborhood.
 
 
 

Watching the Video

Student showing model of a buildingBefore You Watch
Respond to the following questions.

  • What is community? What historical, geographical, economic, cultural, artistic, civic, or regional influences have shaped the community in which your school sits?
  • How do you make the concept of community tangible or visible to students?
  • How do the arts influence community? How does community life affect the arts?


Watch the Program

As you watch, note the roles that collage-making and model-making play in students’ study of local architecture. How do students acquire architectural vocabulary? Note the kinds of issues and concepts students encounter, such as landmark building status and civic planning. Write down what you find interesting, surprising, or especially important about the teaching and learning you see in this unit.

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Reflect on the Program

  • What areas of study – arts and non-arts – were connected in students’ work on local architecture?
  • What kinds of preparation do you think preceded the lessons seen in the program to make these activities successful for students?
  • What knowledge do these teachers have about their local community, and how does this knowledge help them plan and conduct the unit?
  • Which components of the study – social studies or visual art – would be most challenging for you and your colleagues to incorporate into an integrated unit? Why?
  • What, if any, evidence did you see of the ways students benefited from this unit of study?

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