Note Taker: Jackie Cavey-Schultz
Recorder: Joe Andrias
Minutes Recorded by : Cory Wilkerson

Orange CIG Group
Meeting Minutes
12:30 -2:15

Attending: Cory, Diane, Joe, Jacki, Jessica, Lorraine, Tracey

What do we want to study? Our GPDP

Our past experience of professional development:

“professional development has been what we go to for inservice and it usually doesn’t pertain to the arts.”

Paper People Exercise:

Talk About Challenges in Your Classroom
- time
- money
- updating (curriculum, tech,, ideas)
- relationships
- administration/paperwork
- expectations

Talk about Triumphs in Your Classroom
- taking a challenge and making a success
- balancing interested and uninterested students
- meeting the needs of the students in the classroom

Possible Themes:
- student based learning
- exploring the balance between application and pleasing administration
- community awareness/advocacy for the arts (education)

For next time:

Need to pin down theme into a line of inquiry.
Need to choose 2 GPRA measures to document (we will follow and self assess to maintain vigor)
Need to plan ways to document our work.

Required: Measure #1: % of teachers who receive professional development that is sustained and intensive (Required: document the time you spend and the quality of that time)

Required: One additional GPRA- choose from one of the following:

- Measure #2: % of teachers who demonstrate increased knowledge of teaching standards based arts education (document changes in teacher knowledge)
- Measure #3: % of teachers who demonstrate the ability to teach standards-based arts education (document practices in your classroom)

Next Meeting: We will connect by email to plan the next meeting date- we will try for a face to face meeting in Waynesburg, PA.

Next Steps:
Cory to contact IU to ask about meeting place at IU in Waynesburg
Cory to email all to coordinate meeting date and time

Orange CIG Group Meeting 10-22-09
California University of PA Library
Attending: Diane, Jackie, Jessica, Joe, Lorraine, Tracey and Cory

The group convened at 4:25 due to traffic causing late arrivals. While waiting for the large group the first arrivals picked roles and Cory shared the group Wordle. Wordles may be created at Cory used transcripts of each person describing their classroom for to create the Wordle.

Jessica led the opening activity- all placed three items about themselves in a bag without putting names on the lists. Then each person chose 3 items and tried to match the notes with the person. We found out that:

Cory is afraid of falling, is NOT afraid of heights and flies a plane.

Diane likes to grown anything and has grown a grapefruit tree indoors.
Can juggle (she is also a clown), has climbed a mountain in the Rockies

Jacki is pregnant and expecting the birth of her first child in May (but she doesn’t know what it is), likes to ride motorcycles both on and off the road, and just got married.

Jessica’s favorite movie is Little Mermaid, has an uncle only three years older than she is and once petted a tarantula on a trip to Mexico.

Joe: is running a 10K on Thanksgiving Day, loves teaching but can’t wait to go back to school and if he were not a teacher he would be s news anchor or a funeral director.

Lorraine’s favorite movies are The Patriot and A Walk in the Clouds, hates all chocolate but peanut M & M’s, does not have a teaching degree in any of the arts.

Tracey aspires to earn her PhD., got her driver’s license at age 20 and Met the director and lead actor of the Ghost Whisperer!

Announcements, sharing and housekeeping: Lorraine and Jessica had asked for help getting Ethernet cable and speakers- Cory brought some from home for them. Cory’s husband will make Ethernet cables for those who can’t use wireless. Tracey also requested an Ethernet cable. Washington School District will not allow wireless computers which is problematic for them. There was some discussion about this. Tracey has actively been working on the issue of technology use in her district. Cory promised to check with Mara to see what support our program can offer. Tracey shared a resource book that she has found wonderful with her students with Art Therapy Exercises. She used a form of the Paper People exercise with them that she found in this book.

Next Diane and Cory led the group through the Passion Profiles Activity. Using information from last times Paper People descriptions, plus their own passions the group each chose and discussed the area of teaching they were most passionate about, then explored questions in this area. The choices were:
1- The Child
2- The Curriculum
3- Content Knowledge
4- Teaching Strategies
5- The Relationship Between Beliefs and Professional Practice
6- The Intersection Between Personal and Professional Identities
7- Advocating Equity and Social Justice
8- School Context and Impact on Student Learning.

Through this discussion kept on target by time keeper Jacki, the group identified the area of overlap as The Child. Next they explored questions based on the description of this passion. Diane asked Lorraine to write group thoughts on the board while Joe recorded them in writing. Lorraine took over as discussion leader collecting thoughts.

The Child Passion
“You became a teacher primarily because you wanted to make a difference in the life of a child. Perhaps you were one of those whose life was changed by a committed, caring teacher and you decided to become a teacher so that you could do that for other children. You are always curious about particular students whose work and/or behavior just doesn’t seem to be in sync with the rest of the students in your class. You often wonder about how peer interactions seem to affect a student’s likihood to complete assignments or what enabled one of your English language learning students to make such remarkable progress seemingly overnight, or how to motivate a particular student to get into the habit of writing. You believe that understanding the unique qualities that each student brings to your class is the key to unlocking all their full potential as learners.” Excerpted from the book The Reflective Educator’s Guide to Professional Development by Nancy Fichtman Dana and Diane Yendol-Hoppey, pps 90-93

The list of brainstormed questions and what emerged was:

1-How do I get the support of the District? (funding, lack of field trips, iPods not allowed in the classroom, technology barred, etc., understanding that arts curriculum doesn’t fit in square boxes and is different than other curriculum)
2- How do I get support for arts?
3- How doe we write k-12 curriculum that makes sense for the arts? (flexibility)
4- How do we get a child centered curriculum?
5- How does a child centered curriculum fit with standards based?
6- How do we get child centered lesson plans?
7- How do we get community/parental support?
8- How do we reach students with diverse backgrounds and learning styles?
9- How does inclusion affect average students and C.C.C.?
10-How do we prevent our class from being a dumping ground?
11- How do we cure the “cancer” in class?
12- How do we get students to understand that learning is a life long process?
13- How do we deal with latch key kids and non parenting?
14- How do we get child centered lesson plans or curriculum?

The group then used the Litmus Test for Questions (Dan & Yendol-Hoppey p 64) to eliminate some questions which were not specific enough or not “doable”. During this discussion it was decided that most of the questions were really circling around one:

“How do we reach students of diverse backgrounds and learning styles?

The group felt that the remaining questions were all related to this one larger one. There was a short discussion along the lines of where do we go from here and Cory related some anecdotal examples of some action research ways to explore a line of inquiry through classroom practice and collect data. Diane expressed concern about the ways in which this might work in her classroom- which is a choral room. She felt that she would not have samples of student work to use for action research- she had envisioned reading and researching for this work. Cory reassured the group that they would be able to design a plan that worked for their classrooms and told the group that she would send them some on line resources for continuing the discussion so that they would be prepared to move forward at the November 13th meeting. There was clearly some confusion and concern over where this would lead next, how the group members would be able to earn their credits and how their work would be documented.

Cory led the group in a quick brainstorming of some possible action research lines to pursue in their classroom. Ideas that came out of this brainstorming included exploring the following for the impact on diverse learners:

Child centered learning
Field trips
Observing other teachers
Guest speakers
Child centered lessons
Students teaching lessons

There was a question raised about money for substitutes so that teachers could observe other teachers in action. Cory agreed that observing other teachers was a valid part of collaborative learning. This later grew in to an unfinished discussion about the possibility of taking classes to observe other classes and an unfinished discussion of the need to allow students to use technology in the classrooms; both of which were unfortunately left unanswered and cut short due to time limitations. Washington teachers also asked about the possibility of getting splitters to use their netbooks as well as the Ethernet cables Cory donated (and will donate). Cory responded that she was unsure she could get splitters since these items are coming from her personal tech things at home she but would see what she had. The meeting ended with Cory handing out instructions for Skype and Elluminate which will be tools used for future meetings.
Optional: comment for page history

Orange CIG Group Meeting - November 13, 2009
IU1 – Day Two – PM
Attending: Joe, Jackie, Jessica, Diane, Tracey, Lorraine, Cory

WONDERING: How do we better engage students of diverse backgrounds and learning styles?

Each teacher walked through what this question meant to them in their classroom and shared some thoughts since our last meeting and Voice Thread discussion:

Jessica: ADHD students- how to reach them
Lorraine – Learning Support Student – doing the work for them, want them to be more independent – special needs students in drama
Joe- what constitutes diverse backgrounds? (money, cultural, special needs, etc.)
Cory- Every student is diverse- look at the whole package- avoid assuming that one way is better than another or more “advantaged”
Diane – different personalities – how to communicate with them- teaching can be like trying to catch a group of horses who have run out of the gate
Tracey – use the new technology- gifted students – how to motivate them?

And we brainstormed ideas/concepts:

Self motivated students
Transitions – capture
Bringing back to individual learning
Encouraging creativity – not being “told” everything
Work backwards from the end

Which led to more sub wonderings:

How do we make students independent learners vs. chaos?
How does art therapy engage students?
How do independent learning skills reach students of different backgrounds?
How to teach my students to become independent learners?
How can I use technology to differentiate instruction?
How can I use classroom management to differentiate instruction?
How would a mentor relationship support my teaching?

Which led to some individual lines of inquiry under the larger umbrella of our wondering
How do we better engage students of diverse backgrounds and learning styles?

What is your line of inquiry?
How do I engage a student with ADHD?
What information sources will you need?
ADHD Journals/Articles
Music Ed Journals/Articles
What data will you collect?
Journaling student progress based on visual, oral and written assessments
Student work samples

What is your line of inquiry?
Will better engagement at the start of a rehearsal promote a better overall rehearsal?
What information sources will you need?
Warm up/ensemble engagement techniques
Websites/music texts
What data will you collect?
Tracking Progress/Log

Jackie and Lorraine:
What is your line of inquiry?
How can I teach my students to become independent learners and workers?
What information sources will you need?
Research on Independent Learning Skills
Activities that Teach Independent Learning Skills
Question: How do I test improved Independent Learning Skills?
Visits to other teachers and classrooms
What data will you collect?
Student Work Samples
Time Lines
Improved Student Success

What is your line of inquiry?
How can I use technology to teach theory and sight/reading?
What information sources will you need?
Research appropriate and meaningful websites
Research what it takes to get technology in my classroom
What data will you collect?

Tracey: in progress

Note Taker: Jackie Cavey-Schultz
Recorder: Joe Andrias
Minutes Recorded by : Cory Wilkerson
Optional: comment for page history

Orange CIG Skype Meeting - 11-30-2009

Skype Meeting
Attending 6:00-7:00 Jackie, Jessica, Joe, Lorraine, Tracey
Attending 7:00-8:00 Diane
Minutes Recorded by Jessica
Documentation Process:

Three Types of Documentation:
1. Quantity – Record 90 hours
Googledoc – excel spread sheet
Minutes from each meeting
Quality – process of learning through collaboration
What did you learn, how did you grow as an educator?
Fill in form on wiki for CIG meeting (on CIG page)
3. Quality – activities
Paper people
Voice thread
4. How can we further our documentation?
Wiki page – just our CIG group
Lorraine and Tracey will create
Name will be Creative Collaboration 2009-10
Will be able to add work, journaling, video, voice threads etc.
5. Cory to visit our schools sometime in the near future
Can be when you have class or don't
Very informal....not an observation
She is willing to teach a theater lesson with your class if you like

Orange CIG Meeting 12-4-2009
From Wondering to Action Research
1- Revisit the wondering - How will your action research/line of inquiry work with our collaborative goal? What piece of the collaborative puzzle are you?
2- Compare your line of inquiry to the GPRA measures- where do we fit in?
3- Look at the Timeline for Inquiry Calendar from Chapt 4 of the Reflective Educator's Guide to Professional Development
4- Create a Timeline for our Inquiry
5- Complete a Monthly Action Plan for each person's action research


We must keep in mind that our individual questions must still tie into our one big questions. We should try to apply our findings to other group member's situations.
Our overall question / wondering has morphed....
"How do we engage students of diverse backgrounds and learning styles through technology, art therapy, special needs strategies, independent learning strategies and classroom management.

Adoption of 2 GPRA measures:
1) % of teachers who receive professional development that is sustained and intensive
2) % of teachers who demonstrate the ability to teach standards-based arts education

Pge 102 -103 of hand-out:
A Timeline for Inquiry was made on the wiki.
JAN: Testing strategies & Collecting Data
FEB: Testing strategies & Collecting Data
MAR: Organize and analyze data
APRIL: Share with large group - have wiki ready for public viewing.
Budget: What do we need to help us answer our questions?

Handy Video Recorder
External DVD player/burner
Field Trips
Substitutes for our classrooms for observation days (do skype meetings instead to save money)

Orange CIG Meeting 1-15-2010


Documentation: Lead the 6 sentence check in
Recorder: Type the minutes:
Discussion Leader: Lead the reading exercise and discussion:
Time Keeper: keep us on target to complete agenda by 2:15

Housekeeping/Announcements - 15 minutes
Six Sentence Update- 20 minutes
Reading and Discussion: A Case Study in Inquiry - 45 minutes
Complete Inquiry Briefs - 20 minutes
Sharing - in pairs share your inquiry briefs - Cory is available for questions/help as needed
Joe - timekeeper
Dianne - 6 sentence check in
Lorraine - recorder
Jackie - discussion leader

Our group focus needs to move from content and curriculum to strategies and impact on the student. Each of us has strategies that we are trying. We may share and borrow strategies from each other to try in our classrooms. It will look different in each classroom, but it might relate and impact all of our students. At the end, it isn't to find a group of lesson plans, but teaching strategies. As a group we need to show how our wondering benefits the whole as we reflect on our individual strategies that we implement in our diverse classrooms. To document the pros / cons of each strategy.

Each member is to write 6 sentences that describe our collaborative inquiry process on Cory's page. We all commented on our description. The use of the Google doc can be continued by the members to document their progress. Six Sentence Update

Paired reading of the "Reflective Educator's Guide to Professional Development"
Lorraine - Protocol for data analysis. Helping your colleagues Make Sense of What They Learned. The paper concerns a teacher who used blogging to engage students in a reading assignment. Teachers were given four minutes to share with the group where he is with his inquiry.
Tracy - He discovered that he wasn't getting the results he wanted.
Jessica - They asked him probing questions to discover what he really wanted from this blog, why he chose the book (topic of blog), what problems he had. They could not ask questions that implied a solution. The questions need to broad and lead further into the inquiry or give a value statement.
Diane - He decided that he needed a better value statement and set up explicit expectations for his students. He was asked if his students had the skills to follow those expectations. He discovered that he hadn't taught them the prerequisite sills necessary to be successful. He also needed a rubric.
Joe - The last part deals with them question his "wondering".
Jacquelyn - He hadn't mentioned that he hoped that this would help with the state testing. They asked him to go back and rethink his project. They suggested that he rethink the choice of novel and his assumptions of their prior knowledge and skills. The teacher then reflected on what his mistakes and successes were.
Discussion - We all wish that we would spend more time in reflection of if our lessons were successful or not. Reflect on what were we really trying to accomplish.
Choose a specific thing in your inquiry.
Do a teacher action research.
Gather information
Keep a journal and samples of student work.
Stay away from opinions. General then probing questions.
Data is qualitative, not necessarily numbers! (lesson plans, student responses, student achievement)

Strategies planned by each member:
Joe - Trying a new strategy each week to enhance classroom management. Some will continue and some may be discarded. Data collection - Journal results Q3
Tracey - Using art therapy strategies and adapting and modifying them each week. Data collection - verbal, written, visual journal, photographs. Q3
Jacquelyn - To get group work under control and involve everyone, minimize group size, give specific jobs, expectations given, use technology to make students accountable, control time expectation. Data collection - Q3, skype, back channeling (blogging)
Diane - Technology based and how bringing it into the classroom increases learning. Data collection - comparing results through reflection.
Lorraine - Strategy is to use graphic organizers and maps, infographics. Data collection - visual display of data and story telling, Q3 (Karl Goud)
Jessica - Implimenting lesson plans that reach students with ADHD or other learning disability. Try new ones weekly. Data collection - documentation journal, recordings Q3

Summary - everyone of us can take some of the strategies used by all of us and apply them in our classrooms. It will enable us to branch out and use each other's research and practical application.
Paired reading of "Helping PLC Members Analyze Data"

Orange CIG Meeting - Skype 2-4-2010

[7:03:18 PM] Joe Andria: Hello! I was out on hold....
[7:03:36 PM] Joe Andria: I was put on hold. (sorry)
[7:03:44 PM] Jackie Shultz: Me too
[7:03:49 PM] Joe Andria: okay good
[7:04:44 PM] * Call ended *
[7:04:51 PM] * Conference call *
[7:05:31 PM] Jackie Shultz: hello!
[7:06:02 PM] Jackie Shultz: yep
[7:06:14 PM] cory888: hi Jackie can you hear us?
[7:06:16 PM] Jackie Shultz: yep
[7:06:47 PM] Jackie Shultz: I do
[7:08:25 PM] Jackie Shultz: no
[7:09:39 PM] cory888: Meeting started at 7:05 - Cory went over the guidelines for spending the money
[7:10:41 PM] cory888: We have $8000+ dollars to be used as the group chooses - we can either split it evenly into amounts per person or share a residency in some ways
[7:11:01 PM] cory888: All residencies must relate to our line of inquiry or the themes of collaboration
[7:11:16 PM] cory888: All resdencies must be booked before Sept 30th 2010
[7:11:26 PM] cory888: Kellee reviewed some artists next
[7:15:11 PM] cory888: Kellee described some types of residencies and stressed that it works best for the residencies to be individual- she suggests that the artists meet the teachers to plan
[7:15:41 PM] cory888: Next Joe described his line of inquiry and gave some background about his classes
[7:16:03 PM] Jackie Shultz: Mine is geared toward engaging all students. I have some students who wont engage. It also involves some classroom management.
[7:17:18 PM] cory888: Kelllee suggested that they start by deciding if they want a teaching artist in our discipline
[7:18:24 PM] cory888: I mean decide if you want a teaching artist in your discipline or outside of your discipline
[7:18:48 PM] cory888: Kellee described a residency with Bethany Hughs using a vocal artist
[7:19:35 PM] cory888: Then she described a residency with a teaching artist who did commedia in an after school program
These were examples of short term residencies (5 visits) - Lorraine had an artist come in and teach she and her students for 10 sessions the topic of making video, recording etc.
[7:21:39 PM] cory888: Kellee noted that if you have a PCA artist these are required to be longer - currently there is no matching money for PCA artiists
[7:22:26 PM] cory888: Residencies range from 2-3 days, 10 days - meet with one or two classes, multiple classes, after school may work but it depends on the teaching artists' schedule
[7:23:03 PM] cory888: Cory asked if residencies included whole school assemblies?
[7:23:35 PM] cory888: Kellee said that some artists offer master classes - it might be possible to get a master class with some students and then do a performance assembly in the school
[7:24:07 PM] cory888: She listed some artists that will do this- Cello Fury, a mime artist... and some others
[7:24:53 PM] cory888: C
[7:24:53 PM] Jackie Shultz: we've had resident artists perform master classes in our school before. They did a performance for the whole school and then smaller classes afterward...with select students and it worked out quite nice.
[7:25:59 PM] cory888: Cory asked if artists ever worked with more than one building - the answer that this would be 2 residencies
[7:27:50 PM] cory888: Kellee noted that you can have more than 10 workshops- as many as you can afford and can schedule
[7:27:54 PM] Jackie Shultz: me too
[7:28:33 PM] Jackie Shultz: so did I....Me Too!!!! Doodle!!
[7:33:18 PM] Jackie Shultz: yes
[7:36:10 PM] cory888: the correct address is
[7:39:03 PM] Jackie Shultz: I've gone to the SITS workshops and had them come to our school before...they are good. (Just looking at the gateway for the arts website!)
[7:39:24 PM] cory888: Kellee and Joe talked about the idea of professional dev geared to arts offered by Gateway
[7:39:26 PM] Jackie Shultz: sits is shakespeare in the schools
[7:40:19 PM] cory888: Cory will check to see if prof dev could be covered by the funds
[7:41:04 PM] cory888: Kellee discussed using a work of art in your classroom as text for learning
[7:43:57 PM] cory888: Cory wondered if the idea of a prof dev with art as text for learning could be expanded to a theme of collaboration and inquiry to bring the entire school community in to the loop of collaboration and the importance of the arts
[7:45:04 PM] cory888: Diane asked how she might tie opera and musical theater- however she is interested in some sort of performance - her concern is that the vocal artists are geared towards elementary school
[7:49:33 PM] cory888: Cory suggested Jackie and Joe might think of a theatre artist - possibly improv?
[7:49:48 PM] cory888: Joe pointed out the business of music - this might work
[7:51:29 PM] Jackie Shultz: Kim Ellis might tie into my lit courses when I get to African American literature/harlem renaissance period
Cory asked if there were more questions for Kellee
[7:52:48 PM] Jackie Shultz: not right now
[7:52:59 PM] Jackie Shultz: me too
[7:53:43 PM] Jackie Shultz: right
[7:54:01 PM] Jackie Shultz: ok
[7:54:20 PM] Jackie Shultz: Thank You!!!!
[7:54:47 PM] Jackie Shultz: None for me
[7:55:11 PM] cory888: Cory suggested that they look at the artists roster and match the skills to what they are looking for in thier classroom then work at designing a program
Cory asked if the group could do a face to face
[7:55:43 PM] Jackie Shultz: might be tight for us with practice...but possible
[7:57:57 PM] Jackie Shultz: Yes
[7:58:22 PM] cory888: Cory asked about research - Joe reported that he is trying some strategies
[7:58:26 PM] Jackie Shultz: We're working toward the Image Theater we talked about.
[7:58:33 PM] cory888: Jackie noted
[7:58:49 PM] cory888: she is using Image theatre
[7:59:11 PM] Jackie Shultz: No problems
[7:59:38 PM] Jackie Shultz: Using some of the documentation ideas you gave me.
[7:59:39 PM] cory888: Diane is doing a survey - she said her class is a bit worried about being guinea pigs :0)
[7:59:49 PM] cory888: great
[8:00:10 PM] cory888: Joe is journaling - keeping a word doc
[8:00:30 PM] cory888: This week he will do recordings as well
[8:00:54 PM] Jackie Shultz: Goodnight.
[8:01:02 PM] Jackie Shultz: I will
[8:01:13 PM] Jackie Shultz: sure
[8:01:15 PM] Jackie Shultz: bye
[8:05:08 PM] cory888: cory will meet with Diane on Monday Feb 15th at 2:10
[8:05:34 PM] * Call ended *

Orange CIG Meeting 3-5-2010


1- Has everyone taken the poll: which date do you prefer for our final meeting date and documentation sharing?
2- Steam Grant opportunity - LORRAINE describe last years residency
3- Hours logging - HELP!! - JOE share logging
4- Residency opportunity- summer institute


We will use pgs 124-125 from Helping PLC Members Analyze Data to guide individual sharing of research.
What strategies have you used so far? What types of data have you collected? What discoveries have you made?

Report Out-

Where can you offer an idea or suggestion?
What idea or strategy can you steal?
How can you include quantitative data - TRACEY give example

Next steps: Choose a date for a face to face meeting at Panera's . Homework: explore the documentation links on our wiki and read the selection from The Reflective Educator's Guide

Cory is telling us about making maps. and insiration software free 30 day trial software.
We are learning about the STEAM grant program.
Loraine telling about her experience with gateway to the arts. If you have a resident coming in then make sure that you set up expectations so that you are not left in a shocking situations.
Share dress and language
Info from Gateway - our line of inquiry is so related to the classroom - any performer, artist would like would fit in our line of inquiry
Gateway holds a summer institute where they take you through how a residency works and you can choose a sign artist.
Joe shared his hours log and described the way he documented.
We dissussed documentation and the hours log.
There are 2 levels of documentation: documenting your hours and documenting your data

Documenting your hours:
How do you do it? Go to the Creative Collaborative wiki- click on time documentation - go to your tab (you need to be signed in to your google docs or gmail account)
What can you document? Activities directly related to your inquiry. Research, meetings or Skype with Cory or others in our group if it is about the inquiry. Teaching a lesson you are documenting for the inquiry.

Documenting data:
We need to document our data individually and collectively. Collectively it must be in a format we can share with all.

The meeting ended with the small groups sharing. Each person brought some data and results of student work to share. After sharing each person was asked simple clarifying questions and then probing questions by the members of their group.

3-5-2010 - Rock and Roll Hall of Fame Notes|Rock and Roll Hall of Fame videoconferencing
John was the facilitator.
Museum is in Cleveland
Museum includes clothing, artifacts, music kiosks up to nine hours of straight music all different.
Holds concerts.
Only museum in the world dedicated to rock and roll.
Asked for a show of hands- how many people enjoy listening to rap? Small percentage raised their hands. It is his job to convert us.

"Hip Hop Technology from Turn Tables to Computers"
We will see - technology, history and create a hip hop beat ourselves.
John began with a song from today to place the music. What does hip hop sound like?
Empire State of Mind by JZ and Alicia Keyes
There have been remixes - kids creating their own version "Pittsburgh State of Mind" "Cleveland State of Mind"
Now we will rewind- where does this music come from?
Originated in the bronx in the 60's - area torn apart by conflict and poverty and gangs. Afrika Bambatta - gang member who went to Africa and saw communities. Came home to create a community. Organized street and block parties. Played music as a DJ. Scratching was born.

NOTE: The blog comments indicated that many would enjoy hip hop if the language/cultural images in some of the music were different. Derrick Ashong- musicologist with African roots has the same concerns. He has taken hip hop and translated it to an ethnic music- using the best features of beat and rhthmn combining with traditional African songs. You can see his work at Soufledge.
Old technology- the record player.
Next we saw a brief video about the history of hip hop. Began in the river houses. Afrika Bambatta started Zulu Nation- to create a community. Organized parties with hip hop dancers, break dancers. Music began appearing on the radio - a maverick DJ started playing only a break or a small cut from a piece of music. Hip Hop DJ's started doing this- repeating the break. Added drums. Added turn tables with scratching. (Jazzy Jay)
DJ's did the mix. No real MC's.
We looked at turntables - how two turn tables are used as musical instruments. It was the way they played the music that determined the style.
We listened to "Good Times" by Chic
Playing the break means - the part of the song where most of your instruments drop out and you are left with the underlying "groove" it may be just the drums... He showed us the break of Good Times. We heard drums and bass guitar and that was it. Hip Hop artists took this break and looped it by buying 2 copies of the same record and playing only the break from turn table to turn table - looping it by hand.
In 1979 the Sugar Hill Gang - used the break in their own music. This was the first rap song that became popular outside of New York City.
We finished by combining a beat with a scratch and a break to make a sound in three groups. John also demonstrated what he could do to add to the music with his computer.

Editors Note: music programs available that do this type of sampling include Garage Band (MAC) Audacity (PC) and Sony Sound Forge/Sonic DJ
and free source Music Maker During the recent Pete and C conference some of our faculty attended a session on making music with free software called No Garage Band? No Problem! this can be found on the Arts 2.0 Wiki.

Meeting Minutes for 4/7/10

Sharing of Lines of Inquiry
- each person presents their inquiry progress
a- group asks with general factual questioning
b- group asks in depth critical questions

Discuss Collaboration - How do we circle back to bring together our seperate parts?

Finalize Documentation
- for each line of inquiry
- for the group showcase

Meeting Minutes:
-Cory reviewed agenda.
-Discussion of time documentation.
-Tracey presents idea for group showcase. Idea stemmed from SAS diagram. All agree that the idea is a good one and would work to bring our individual studies together under our one inquiry.
-Discussion about using Googledocs for student surveys.
-Cory is going to look into Prezis,

-Diane shared the accomplishments of her students. She reviewed her plans to try to implement technology. She is having trouble finding proper technology sites to use. Trying to make her room technology friendly…it currently is not. Developed lesson plans that use technology. Kids have not had a chance to do student surveys yet about the use of technology in the classroom. Found candy is a motivator for her classes. Found an overall improvement in student motivation.

-Jessica shared her results with special needs students in her guitar class. Had students create their own tab piece. Brought samples of student work. Wondered how to put student work on computer…someone suggested scanning. Did collaborative work…students had to work with a partner on a duet. Group gave ideas for how to document sample student music. Did student as a teacher strategy…it didn’t go as planned. Had to do a lot of leading. Played student music sample. Wants to journal observations. Did student surveys. Tallied results…plans to put into graph form.

-Joe discussed his inquiry of managing a diverse class of learners. Tried taking attendance in a time other than the beginning of class. Engaged students quicker…it worked. It is now the routine. Others gave ideas for taking attendance. Dianne offered a great idea for taking roll and self-grading daily class participation grades. The next plan involved the Q3. In two classes he recorded, played it back, discussed it. Seemed to be a hassle to download and upload. The next plan was the action plan. Utilized the auditorium next door for class. The change of scenery was a success. Students enjoyed that. Students engaged more. Worried about having too many free minutes at the end of class…started overloading lessons. Journals reflections. Have several sound samples on Q3. Plans to do a student survey.

-Lorraine modeled outlines for students to use. The next strategy was a graphic organizer…a Venn Diagram. She modeled how to use it…students loved it. Students asked to use it to help organize their thoughts. Another strategy was to use a web diagram to input findings from pictures. Found that if she had given a list of things to find…a treasure hunt…that would’ve been better. The next strategy involved learning vocabulary. She had kids do a drawing with a list of things to include and label. A student survey was given. Changes improved student attitudes but not student grades…we disagreed after seeing scores.

-Tracey showed where we could view her documentation for her line of inquiry. Discussed how to connect with students’ inner feelings. Recognized students’ strengths and weaknesses. Modified projects to those strengths and weaknesses. Student critiques. Spontaneous art experiments. Thinking outside of the box. Uses the computer everyday. Encouraged principal to visit classroom and give feedback. Challenges were in the collecting of data. Wanted kids to identify with their products. Got feedback from school social worker and school psychologist.

-Jackie discussed her line of inquiry…managing small student groups, reaching diverse learners. She tried different assignments that reached prior knowledge, tested technology knowledge, and reading comprehension. Students had to produce power point presentations, posters, and Image Theater. Other ideas tested were…changing classroom scene…moving to the auditorium for class. Getting kids out of their seats for the image theater. Test scores went up when using the image theater pictures on the test.

Orange CIG Meeting 4-30-2010

Our group met at a local coffee shop and then at the IU to finalize plans for our documentation. We began our meeting with a discussion of ways to pull together our work. We talked about the need to choose from the multiple types of documentation collected. What kinds of things would a teacher visiting our site want to see? How can we scrapbook our journey- choose the best of the best to share.

We discussed next year - what might happen? Do we want to stay together?

When we returned to the IU we revisited the individual paper people and took the portions that were most meaningful from each to combine them into one group identity that showed our struggles and growth through the year.

We spent the afternoon working with the technology tools that would help create our digital scrapbooks. We learned to do Google forms and graphs and use Vimeo to upload video and also found time to create tableaux images of our journey "before" and "after" which we will share with the larger group next meeting.

Some tools to use:

A great video sharing site:

Overview of wikis and widgets

Check out this resource for embedding video in a wiki:
using widgets

How to embed almost anything