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Introduction To Theater Blueprint professional development
The Office of the Arts and Special Projects provides citywide
professional development in the implementation of the Blueprint
for Teaching and Learning in the Arts. Professional development
sessions are led by master teachers—outstanding public
school arts teachers identified by the DOE—and teaching
artists—professional artists from local cultural organizations.
During these sessions, teachers explore the five Blueprint
strands of arts education and learn strategies for lesson plan
building and engaging children in the arts. Teachers participate
in hands-on projects, allowing them to directly apply the lessons
learned at training sessions to their classrooms. The Office
of Arts and Special Projects also supplies teachers with
toolkits containing materials and resources to implement these
projects in the classroom.
Upcoming PD in Theater
Making the Arts Count in the Early Grades: Theater!
Register no later than Friday, February 12, 2010
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Tuesdays March 23, April 20 and May 11, 2010
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Time: |
9:30 a.m. to 3:30 p.m. |
Location: |
New Victory Theater
209 West 42nd Street, New York, NY 10036
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Eligibility: |
Theater teachers from grades Pre-K to 3
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Price: |
$300 per team |
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In this three-day professional development series, teams of early elementary (PreK-3) teachers will explore how to implement Theater Arts teaching and learning in their individual classroom environment. Using units of study written by Master Elementary Drama teachers as their guide, participants will immerse themselves as Theater students and make connections with quality Theater Making and quality teaching and learning. Teacher teams will also identify how Theater can support the needs of their early elementary students -enhancing their current practice in their classroom and school settings. Participants will receive instructional materials for use in the classroom.
Teams must consist of two to five teachers from grades Pre-K to 3. Teams may include elementary level arts specialists. Please select staff members who will actively share what they have learned with their colleagues. The entire team is required to participate in all three workshop dates. Schools can register more than one team but the online registration must be submitted separately for each team. Space is limited to 60 participants.
Registration/Payment:
To enroll a team in a workshop series please complete the following steps by February 12, 2010
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Schools initiate and approve a purchase order through FAMIS e-catalog for the appropriate course using Internal Service object code 0998 . The FAMIS item number for the theater workshop series is
TLAR10069. |
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One team representative will complete the online registration on behalf of the team. Please note the FAMIS document number that was generated for this purchase will be required to complete the registration. Do not complete the registration until payment has been initiated and approved. Click here to access the online registration. |
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Once the payment has been initiated and approved by the school and the online registration has been completed, the payment will be approved by the Office of Arts and Special Projects and the team registration will be confirmed via e-mail. |
Please contact artsandspecialprojects@schools.nyc.gov with questions.
Collaborative Inquiry for Effective Arts Teaching: Asking Questions and Developing Approaches to Improve Student Achievement in Theater
Registration CLOSED.
Payment Due Immediately.
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November 3, 2009
February 1, 2010
June 10, 2010
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Time: |
8:15 am-3:00 pm |
Location: |
Frank Sinatra School of the Arts High School (Queens)
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Eligibility: |
Visual Arts Teachers grades K-12 |
Price: |
$300 - 3 part series |
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051-10-022-007 |
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How reflective are you about your teaching practice? How often are you given the opportunity to partner with other theater specialists to examine specific issues that are grounded in your daily practice?
This rich series of three workshops will provide us with opportunities for "Collaborative Inquiry," to draw upon the collective expertise, resources, and experiences of our fellow theater colleagues. Modeling the collaborative process of theater, we will form small groups based on level and interest to determine lines of inquiry for new and/or existing lesson plans for teaching theater and improving student achievement.
Building on the assessment work we did last year, these small cohorts will explore strategies, assess current lesson plans, share what works, provide evidence of how we know it works, exchange constructive feedback and support one another. Ultimately, this process provides a "real world," practical impact as we apply our work directly in classrooms or on stages to improve outcomes for all our students.
Some examples of types of questions that might arise:
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How can I better meet the needs of my students in a particular area of theater study?
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How might I better reach those students that are not engaged?
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Why isn't a particular teaching technique working?
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How might I improve my lesson plans and delivery of them to ensure active student learning?
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What issues of flow or classroom management do I want to address and improve upon?
Designed to include an immersion in theater content and "doing," this first day will include an open reflection on teaching and learning in theater, enriching our small team investigations.
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