The purpose of this page is to provide you with curriculum planning templates and resources at your finger tips.
These resources were introduced to you at the November 1, 2011 in-service professional development.
Why UbD? This article by Grant Wiggens talks about the transfer of knowledge to create new things, apply to different situations or connect to related areas.
UbD in a nutshell. An overview of the 3 stages of UbD.
The Backward by Design Process - one page graphic
Where do I start? This chart explains what you should do to start a new unit and what NOT to do.
Draft template to frame your curriculum unit. This draft explains each stage as you complete your unit. An excellent template to write your goals.
The Arts Standards Project: This document provides you with the "big picture" ideas and over-arching questions to help you frame your curriculum unit or lesson.
Curriculum Frameworks Search Engine: www.doe.mass.edu/frameworks/search/default.aspx
At this site you can copy and paste the specific standards in your curriculum template.
Design tips about Stage 2 in collecting evidence.
ACDA Introduction to UbD - Excellent overview of UbD with graphic organizers and templates.
Arts Curriculum Resources: (excellent resources)
The California Arts Framework is a comprehensive program with the following strands:
a. Artistic perception refers to processing, analyzing, and responding to sensory information through the use of the language and skills unique to dance, music, theatre, and the visual arts.
b.Creative expression involves creating a work, performing, and participating in the arts disciplines. Students apply processes and skills in composing, arranging, and performing a work and use a variety of means to communicate meaning and intent in their own original formal and informal works.
c. Historical and cultural context concerns the work students do toward understanding the historical contributions and cultural dimensions of an arts discipline. Students analyze roles, functions, development in the discipline, and human diversity as it relates to that discipline. They also examine closely musicians, composers, artists, writers, actors, dancers, and choreographers as well as cultures and historical periods.
d. Aesthetic valuing includes analyzing and critiquing works of dance, music, theatre, and the visual arts. Students apply processes and skills to productions or performances. They also critically assess and derive meaning from the work of a discipline, including their own, and from performances and original works based on the elements and principles of an arts discipline, aesthetic qualities, and human responses.
e. Connections, relationships, and applications involve connecting and applying what is learned in one arts discipline and comparing it to learning in the other arts, other subject areas, and careers. Students develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning, including career skills. They also learn about careers in and related to arts disciplines.
California Arts in the Elementary Classroom Project:
Notes from the November 1, 2011 PD at South Street Art Room.
