|6 , 7 , 8
|Dance Visual Art Music Theater
|Social Studies English Science
|Both Grade Level and Arts/PE Program
Two 45-minute sessions per classroom or one 90 minute session
Length and timing of sessions can easily adapt to the Art Specialist's schedule
|In-School Short Term Residency
Props, handouts and prompts for Sensory Awareness activities
Chart paper or white board
Paper (unlined) and Pencil for each student
Agreed upon materials, supplies or copies for activities and possible art project
Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups
Access to tables/desks/chairs for writing and/or drawing responses to activities
Outdoor space near the building for comparing and contrasting inside/outside sensory explorations
I can demonstrate focus/concentration and sensory awareness by using one or more of my 5 senses to notice specific details when observing a person, place or thing.
I can use sensory recall and appropriate grade-level vocabulary to vividly describe a sensory experience by speaking, writing or drawing/labeling and share observations with a partner.
I can apply my observations and imagination to add vivid detail to a realistic or abstract Visual Arts Project (alternatively a Music, Dance or Theatre project).
The work of Artists and Actors: Observe "“ Recall "“ Create "“ Repeat
Art-Sense, guides students to effectively explore the world through their senses, as they develop a personal artistic vision. Inspired by Drama exercises, students embark on a journey that builds concentration and observation skills, heightens Sensory Awareness, sharpens Sensory Recall and stimulates the imagination.
Session One - Sensory Awareness: Students are encouraged to turn off their "autopilot" and tune in to details in their immediate surroundings through activities such as Through a Windowpane, Listening to the Environment, Discovering an Object or Trust Walk. They then reflect and communicate their observations by drawing, writing and/or speaking to compare and contrast sensory experiences and validate each unique perspective.
Session Two "“ Sensory Recall: Going beyond just remembering in words, students build tools needed to be "in the moment" and fully re-sense their experiences. With partners or teams, students discover they can recognize and be drawn into sensations of what is seen, heard, smelled, tasted or touched by others. Sample activities include Seeing a Sport, What Am I Listening To? and What's That Food? Sensory responses then become the inspiration for designing realistic or abstract art projects.
The program culminates with participants working alone or with peers to create a sketch or simple collage that artistically reflects their sensory experiences. Alternatively, students may complete the session by brainstorming/planning a design for a related project selected from the curriculum by the Visual Arts Specialist. (If focusing on portraits, Character Study exercises can be substituted in Session 2)
This program also works well as a Theatre/Language Arts/Visual Arts collaboration in which the sensory experience of a specific environment serves as inspiration for writing poems or descriptive paragraphs and creating a related Art project.
* See Additional notes for Music, Dance or Theatre collaborations
The skills developed in Art-Sense not only offer a means for creating various Visual Arts projects, but can also support building Dance/Movement sequences, composing/arranging Music/Sound, or bringing added reality to Drama scenes. Though the database format does not provide space for including Arts standards for each discipline, appropriate ones can be selected.
If an expanded collaboration is desired, schools may book Art-Sense in conjunction with Vivid Vocabulary so that students can design and implement a project supported by the Teaching Artist, the Language Arts Teacher and either the Visual Arts, Music, Dance or Theatre Specialist.
*All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator in collaboration with classroom Teachers and Arts Specialists.
1-3 are welcome to assist in the classroom, if desired by the Art Teacher