PREVIEW 2018-2019 Teacher Guidelines PREVIEW ENGLISH ArtLink Handbook HQ 2018-2019 - FI | Page 13

III. The ArtLink Videoconference
Essential Questions
Enduring Understandings
What is culture?
What are values and how do they help define one’s
culture?
Activity
1.
Preperation
Art is a universal language that can convey cultural
norms an d values.
Expanding one’s awareness of other cultures enhances
appreciation of the lives of peers living in another
country.
Description and Important Points
• Technical test with a Creative Connections' staff member.
• Write/type the student's first name on a card/piece of paper to hold up when
the student is talking/presenting.
2.
Video-
conference
overview
Materials
Paper/
cardstock
To prepare your class, share an overview of what the videoconference
includes:
• Welcome: Greeting in both one’s own and the partners’ native languages,
sharing the current time, weather conditions and what one sees outside of
the classroom window.
• Display of Partner Art: Students hold up all the pieces of art so each
partner student can see his/her piece.
• Back-and-Forth Dialogue: Questions and replies between the students and
the artists of the 5-8 pieces selected by each partner class. More general
(open) questions are explored.
• Cultural Presentation: Each class presents a two-minute song or dance from
their culture.
• Wrap-up Discussion and Farewell
3. Preparing
for the
Video
conference
a. Ask for class volunteers to share the information in the opening
‘Welcome’ session (local time, current weather, view outside
classroom window).
b. With class, review partner’s art pieces and select 5-8 they would like to
examine more closely–ones of particular interest or which are the
richest in cultural detail.
c. Once selected, brainstorm a list of the questions for each piece to ask the
artist and/or the whole class. Ask “what,” “how,” “why,”
“who,” or “where” questions, rather than ones that only require a “yes” or
“no” answer. For older classes, prepare a list of deeper questions on
culture and values. (See examples in “General Tips” section below.)
Questions and observations can come from the art, the artist
descriptions, or both.
d. Assign one or two students to display each of the 5-8 selected pieces and
to ask the questions. Remind your students that once a question has
been answered, asking follow-up questions or offering observations is
important to the dialog.
e. Brainstorm a list of “open discussion” questions (favorite music, food,
books, movies, games and sports, clothes, social issues, etc.) to ask any
individual artist or the whole class. Personal information on the Artist
Description Sheets may inspire questions. Determine which students will
ask these questions.
f. Prepare a two-minute song or dance from your culture to
“perform” for your partners. Assign one student to introduce it,
including background information.
Back to Table of Contents
2018 -2019 ArtLink Program “Heritage”
The full set
of your
partner’s art
pieces with
the Artist
Description
Sheets
The
completed
set of
Partner Art
Analysis
forms
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