PPDP


 * Personal Professional Development Plan (PPDP) **

This PPDP is an agreement between Sharon Bunyan and Arts Educator 2.0. The purpose of this Personal Professional Development Plan is to construct professional development goals for the Arts Educator 2.0 Project participants in a collaborative and meaningful way. Progress towards the following goals is the responsibility of the participant, with assistance provided by (mentor's name). The successful completion of the goals outlined below will result in 5 CPE credits awarded by the PA Department of Education. A final evaluation of progress will be conducted by the grant co-directors, grant partners, and the grant evaluator in consultation with the participant's mentor.

In order to meet this goal, the following steps will be taken: • I will participate in 7 webinars that deliver content related to writing the unit of study; • I will participate in 5 face-to-face meetings at IU1 where I will have time to interact and collaborate with other teachers about the content and technologies relevant to unit writing; • I will work with my mentor and collaborate with other grant participants to draft the unit in stages as content is delivered and discussed. Upon completion of the unit, I will submit the unit for review; • I will complete any necessary revisions of the unit and resubmit by June 30, 2009.
 * Goal #1: Develop a standards-aligned unit of study with rich, compelling content for future implementation in your classroom (Provided by ArtsEducator2.0). **

Progress will be documented in the following ways: • I will draft the unit using google docs that will be shared among participants with which I am collaborating as well as my mentor; • I will be accountable to deadlines that coincide with the face-to-face meetings at IU1; • I will save/record necessary communication between me and my mentor or other grant personnel regarding my unit writing progress.

Goal #1 will be assessed in the following ways: • My unit of study will be reviewed by a team of grant personnel including the co-directors, evaluator, and representatives from grant partners; • The team will assess the proficiency of my unit using a rubric that was explained to me at the beginning of the AE2.0 Project. The rubric will be used to determine if my unit is Advanced, Proficient, Basic, or Below Basic.


 * Goal #2: Increase the status of Arts Education in my community by sharing student works,increasing cross-curricular use and broadening the awareness of contributions of other cultures when making art.**

In order to meet this goal the following steps will be taken: • read articles that make a case for Art education, face to face discussions about the readings with my mentor (Leslie Gates) I will participate in online webinars that align with advocacy for community based education in the arts. I will discuss with my mentor and reflect with my mentor ways that I can increase art across the curriculum. I will have question/answer with parents, students, collegues concerning arts advocacy. I will petition and use written communication with my State representatives concerning budgeting for Art Education programs.

The readings were: __ Brainstorming Themes That Connect Art and Ideas Across the Curriculum. __ A summary of this reading is ideas are starting points that can be used in more than one subject. Teachers can use references from technology science, math, literature, history, science and visual arts for a central idea.

My interpertation is this is a starting point where students can see how one subject can intertwine with another or how technology got its start centuries ago through the arts, e.i., whenever the camera obscura was invented or how pointellism was the precursor for the color television.

__ Polishing the Image of Art Education in the Community. __ There is a growing need to be concerned about advocacy since art education is increasingly dependent on public support.

After reading this article I feel that todays world is so income oriented that Art educators need to stop the practice of "make and take" art and begin to align the teaching of art with career. We need to advocate community art and art vocations. Some communities have little or no museums, professional art organizations, they offer no means of theater or musical venues. Art needs to be a part of the community in order for it to survive in public education.

__ Masterpieces in the Hallways __ This was an interesting article because it talked about how one school has on display in it halls over 45 masterpieces of great art. Because of these (permanent) displays the students are making cross-curricular connections.

This is something that I would love to bring to my district. One idea that I had was to purchase through the school art club a piece from a local artist. We don't have to purchase Rembrandts because art from professional local artists could have just as strong impact on student growth as a centuries old masterpiece.

__ Learning About Political Art and in the Classroom and Community __ Art from a political point of view can encourage students to think of the political aspects of their own work. Because many artists and some art educators think of art as socially responsive, art students can find a way to reflect on and respond to their place in the world in a productive manner. With such an approach, students will see art as an active site for contemplation and it will have a demonstrated function in the community.

The following video is part of three of my readings __Masterpieces in the Hallways__ (although we have none to this date, unless we count the two 7'x 4' permanent works by students), __Polishing the Image of Art Education,__ and __Brainstorming Themes That Connect Art and Ideas Across the Curriculumn.__ The students in this video are rehearsing plays that they have written. We rehearsed for 5 (45 minute) class periods for three days. We studied the culture of Ancient/Modern China. The plays are based on Chinese mythology and each play had to have a moral or message at the end. The final part of the video is the evening the plays were presented. Each student in each group had to write a script and the group voted on the one they would perform. This was the Literature and Social Studies part of our curriculum. After the scripts were written, the characters needed to be designed according to the Ancient Chinese Shadow Theater of shadow masks. The students needed to design the masks so the face could bee seen if the head were turned right or left. The students need to use their skillls in math to calculate the amount of materials needed (such as measureing their head circumfrence to determine the amount of elastic needed to fit the headpiece mask and their forehead). The next part of this lesson was scenery design. They had to do research on the geography of the country of China. Each scene needed different scenery and two overhead projectors. The students really needed their critical thinkingand problem solving skills because the designs sometimes had to simulate running or climbing, timing needed to be on target and the scenes needed to be geographically correct. Now, after this all was accomplished music needed to be added (or the score as it is known in the theatric world). There is no dialogue, only a narrator, so the actors needed the music to be appropriate to their movements. Then it was showtime. We invited the public, admission was free, donations were accepted. After the four performances there was a small reception for the cast, their families and the audience. We also had a gallery showcasing student work. This art work was fone piece from in Art 3 & 4 and work from Ceramics/Sculpture 1. Each student wrote an Artist's statement about their work' such as media choice, inspiration and meaning. Parents and others in the audience were interviewed about the ideas of the role of Art education in the schools and the role of Art in the Community. You will hear my voice throughout the video and the director is visable in several shots. I am very disappointed in the quality of this video made by the VADO. I will not use this device in the future for final productions. This will be done with a better quality video recorder. Thankfully our technical crew was there and it was recorded but unfortunately it was not be ready for this PPDP. I expect the DVD to be finished by the end of May. It will be of the entire four part performance and not the rehersals. . __Reflection__ In the future I will change a few things to allow the evening to progress in a more timely fashion. We rehearsed for only three days although we worked on the masks, scenery and scripts for five. The students definitely needed more time. Although the audience had no idea the students made mistakes there were plenty, however, the students did not stop if a mistake was made>they kept going. I was very stressed for the entre month of March during the planning time. I would change how the scenery was presented. More students and/or the same group should have been used behind the scenes throughout rehearsal and showtime. I hope to have more materials on hand in the future. I should have had someone else record the video because I am not an accomplished cameraperson. These are small changes but the one major change would be ADVERTISEMENT. If you build it and they don't know about it __sooner__ they won't come. We had a fair amount of people in attendance but more would have allowed our message to get out there. Several school board members sent their regrets, however, they wish to see the vedio that we made. So, as soon as we finish the copies, they're in the mail.

CHINESE SHADOW MASK THEATER. media type="file" key="PART 1.WMV"part 1 media type="file" key="PART 2.WMV"part 2

Progress will be documented in the following ways: • discussions with my mentor (Leslie Gates) , These discussions were done at Panera Bread, as well as, documentation using our lap tops. The discussions were very helpful because ideas are born and/or revised when they are heard by others that are enlightened with similar subject matter. I had difficulty reading the lengthy book material (I found it VERY boring), therefore, Leslie found articles that were short and to the point. Because I have been teaching Art for 1/4 of a century or more, I tend toget a little bored with past practices in the Arts. My unit is drafted on google docs and can be shared amoung participants, as well as, Leslie, my mentor.

Goal #2 will be assessed in the following ways: • Webinars, readings, technology, face/face meetings, google docs • The ArtsEducator 2.0 steering committee will deem my progress adequate after consultation with my mentor

In order to meet this goal the following steps will be taken: •I will read and report on articles that make a case for Art education and community and participate in online and face to face meetings with my mentor. Exlpore ways to increase the status of Art Education with the community Increase the use of rubrics for each lesson (rubric seen on my wiki and google docs) Increase to use of outside sousces for art careers. Progress will be documented in the following ways: • Use video clips with Vado video used Schama's __HOW ART CHANGED THE WORLD__ video in my Art History classes (response from students was positive and well taken) utilize the use of LCD projector and computer to allow students to see other artists and works in progress use skype in the classroom to utilize conferencing with other schools' art classes

Goal #2 will be assessed in the following ways: • My progress will be consistently observed by my mentor with on site visites, skype, wikispaces, email. • The ArtsEducator2.0 steering committee will deem my progress adequate after consultation with my mentor