CONTENT & SUBJECT AREA
STANDARD:
Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
- Use multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior learning.
- Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, usefulness and for representing particular ideas and concepts in clear and meaningful ways.
- Engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline.
- Model the use of the tools of the discipline through the inclusion of technology and create opportunities for students to practice the use of these tools.
- Incorporate knowledge of students' experiences in the planning, execution, and evaluation of learning experiences.
- Explain important principles and concepts delineated within their discipline and link them with professional, state and unit standards.
NARRATIVE:
Coming to DIS, I found myself tossed into the middle of a conversation about standards development at the high school level. My first weeks here had us, as the visual-performing arts team, writing the VPA standards which would be used in our classrooms. As a team member that wrote these standards, I have been able to ensure that they are being utilized daily in my instruction at both the Elementary and High School levels.
In the classes I have taught, our materials are often student-created works. Sometimes we are doing improv, playing a theater game, or writing a scene. Regardless, my format has been to provide students with a set of rules to follow and then to allow the freedom to work within those rules to expand their knowledge.
Truly, though, where I believe I show my knowledge of content most is in the area of Directing. I will have directed seven shows for the Elementary or High School in my first two years at DIS. These shows demonstrate the ability to work in musical theater, comedic theater, absurdist theater, science-fiction theater and dramatic theater. These shows require expertise in scene study, set design, light design, sound design, choreography, and all the other elements in taking a play from the page to the stage. This knowledge
Coming to DIS, I found myself tossed into the middle of a conversation about standards development at the high school level. My first weeks here had us, as the visual-performing arts team, writing the VPA standards which would be used in our classrooms. As a team member that wrote these standards, I have been able to ensure that they are being utilized daily in my instruction at both the Elementary and High School levels.
In the classes I have taught, our materials are often student-created works. Sometimes we are doing improv, playing a theater game, or writing a scene. Regardless, my format has been to provide students with a set of rules to follow and then to allow the freedom to work within those rules to expand their knowledge.
Truly, though, where I believe I show my knowledge of content most is in the area of Directing. I will have directed seven shows for the Elementary or High School in my first two years at DIS. These shows demonstrate the ability to work in musical theater, comedic theater, absurdist theater, science-fiction theater and dramatic theater. These shows require expertise in scene study, set design, light design, sound design, choreography, and all the other elements in taking a play from the page to the stage. This knowledge
EVIDENCE