Creative I Design Curriculum Pilot
Can innovation and creativity be authentically assessed with a statistically reliable assessment methodology? Surprisingly, the answer is "YES!"
Using a web-based portfolio of student work, the Adaptive Comparative Judgment method, based on the Thurstone-Pollitt Law of Comparative Judgment and pioneered by Dr. Richard Kimbell (Goldsmith's University, London, UK), educators can now provide statistically reliable qualitative assessments of open-ended learning that rivals the reliability achieved in standardized tests (0.95).
You will find information and resources related to the Creative I Design Curriculum (CIDC) Pilot on this page.
Using a web-based portfolio of student work, the Adaptive Comparative Judgment method, based on the Thurstone-Pollitt Law of Comparative Judgment and pioneered by Dr. Richard Kimbell (Goldsmith's University, London, UK), educators can now provide statistically reliable qualitative assessments of open-ended learning that rivals the reliability achieved in standardized tests (0.95).
You will find information and resources related to the Creative I Design Curriculum (CIDC) Pilot on this page.
Pre/Post Assessment
Download resources for implementing the pre/post assessment for the CIDC below.
overview_and_guide_for_the_tree_house_e.docx | |
File Size: | 45 kb |
File Type: | docx |
preparing_for_treehouse.pdf | |
File Size: | 1687 kb |
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tree_house_handling_collection_starter_examples_aug_19_update.pdf | |
File Size: | 366 kb |
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fourth_grade_design_pilot_photos.pptx | |
File Size: | 2536 kb |
File Type: | pptx |
treehouse_script_4_sessions.doc | |
File Size: | 117 kb |
File Type: | doc |
treehouse_script_2_sessions.doc | |
File Size: | 110 kb |
File Type: | doc |
treehouse_script_1_session.doc | |
File Size: | 107 kb |
File Type: | doc |
richard_kimbell_comparative_pairs_sqa_20may2010.ppt | |
File Size: | 4773 kb |
File Type: | ppt |
Lesson Plans
Download CIDC lesson plans below by clicking on the link.
1st Unit - Creative Thinking
aps_creativityunitsymbolicexpression.docx | |
File Size: | 42 kb |
File Type: | docx |
baku_images_handout.jpg | |
File Size: | 860 kb |
File Type: | jpg |
davis_images_handout.jpg | |
File Size: | 6208 kb |
File Type: | jpg |
netsuke-baku.pdf | |
File Size: | 149 kb |
File Type: |
2nd Unit - Creative Thinking
aps_creativity_unit_visual_analogs_rev.docx | |
File Size: | 43 kb |
File Type: | docx |
aps_creativity_unit_languages_of_art-visual_analogs_alexander-cox_version.docx | |
File Size: | 5797 kb |
File Type: | docx |
how_art_communicates_to_us.docx | |
File Size: | 525 kb |
File Type: | docx |
the_three_languages_of_art_part_1.pptx | |
File Size: | 8829 kb |
File Type: | pptx |
the_three_languages_of_art_part_2.pptx | |
File Size: | 8145 kb |
File Type: | pptx |
the_art_task_example_and_rubric.docx | |
File Size: | 110 kb |
File Type: | docx |
what_type_of_art_is_this_formativeassessment.docx | |
File Size: | 686 kb |
File Type: | docx |
How Does It Feel To Be A Structure? Lesson Plans
By Phil Alexander-Cox
page_4-69.pdf | |
File Size: | 858 kb |
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page_4-70.pdf | |
File Size: | 604 kb |
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page_4-71.pdf | |
File Size: | 728 kb |
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page_4-72.pdf | |
File Size: | 725 kb |
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page_4-73.pdf | |
File Size: | 636 kb |
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page_4-74.pdf | |
File Size: | 678 kb |
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page_4-75.pdf | |
File Size: | 663 kb |
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HELLO EVERYONE,
Here is the "What It Feels Like to Be a Structure" Lesson Plan from the Oregon Architectural Foundation's Architects-in-Schools program Guidebook. This highly successful program was the inspiration for the creation of our Atlanta DiscoverARCHITECTURE design education initiative. This lesson on structures is in a series of PDF files from page 4.69 to page 4.75. I will attempt to send you the entire batch, but if you have trouble downloading them, please let me know and I will send them in several e-mails rather than all at once. For those of you in the control group, this is more informational, for future reference should you want to teach the CIDC as we evolve the curriculum.
Good Fortune with teaching this lesson, we have had tremendous response with our students--they particularly liked making arches and domes with their bodies. We would place a textbook between their outstretched palms that could only be held up by the forces of compression that they were generating. To form the dome, we had 4 to 6 students equally spaced around a basketball held aloft by the compression forces generated by all leaning in slightly. We also have used shelf boards to demonstrate and "feel" what it was like to be a column supporting a lentil or a column counter-weighted to create a cantilever. Using your creativity and the enthusiasm of your students, I'm sure you will start to see other structures that your students would like to model.
I am creating a PowerPoint that will have illustrations of each of these structures, from columns to the a variety of arches and trusses to domes. Another great reference is The Art of Construction: Projects and Principles for Beginning Engineers and Architects, by Mario Salvadori, a very child-friendly book, that I mentioned during our conference call on Monday.
I'll be sending along the next lesson this weekend.
Phil Alexander-Cox,
Art Specialist,
E. Rivers Elementary School
Here is the "What It Feels Like to Be a Structure" Lesson Plan from the Oregon Architectural Foundation's Architects-in-Schools program Guidebook. This highly successful program was the inspiration for the creation of our Atlanta DiscoverARCHITECTURE design education initiative. This lesson on structures is in a series of PDF files from page 4.69 to page 4.75. I will attempt to send you the entire batch, but if you have trouble downloading them, please let me know and I will send them in several e-mails rather than all at once. For those of you in the control group, this is more informational, for future reference should you want to teach the CIDC as we evolve the curriculum.
Good Fortune with teaching this lesson, we have had tremendous response with our students--they particularly liked making arches and domes with their bodies. We would place a textbook between their outstretched palms that could only be held up by the forces of compression that they were generating. To form the dome, we had 4 to 6 students equally spaced around a basketball held aloft by the compression forces generated by all leaning in slightly. We also have used shelf boards to demonstrate and "feel" what it was like to be a column supporting a lentil or a column counter-weighted to create a cantilever. Using your creativity and the enthusiasm of your students, I'm sure you will start to see other structures that your students would like to model.
I am creating a PowerPoint that will have illustrations of each of these structures, from columns to the a variety of arches and trusses to domes. Another great reference is The Art of Construction: Projects and Principles for Beginning Engineers and Architects, by Mario Salvadori, a very child-friendly book, that I mentioned during our conference call on Monday.
I'll be sending along the next lesson this weekend.
Phil Alexander-Cox,
Art Specialist,
E. Rivers Elementary School
Structures #2
Please use these resources in follow up lessons to the "How does it feel to be a structure" lesson.
fall_2011_semester_1_session_2_structural_engineering_terms.pdf | |
File Size: | 819 kb |
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page_4-80what_makes_structures_stand_up.pdf | |
File Size: | 743 kb |
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page_4-81what_makes_structures_stand_up.pdf | |
File Size: | 665 kb |
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page_4-82what_makes_structures_stand_up.pdf | |
File Size: | 650 kb |
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page_4-83what_makes_structures_stand_up.pdf | |
File Size: | 682 kb |
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page_4-84what_makes_structures_stand_up.pdf | |
File Size: | 629 kb |
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HELLO AGAIN EVERYONE,
Here is the lesson we in DiscoverARCHITECTURE usually follow-up the "What It Feels Like to Be a Structure" Lesson with. Again our primary resource has been the Oregon Architectural Foundation's Architects-in-Schools program Guidebook. Attached you will find a series of .pdf pages (from 4.80 to 4.84) that show a variety of structural elements that can be easily created with paper and tape. In choosing to do some of these exercises, students will be much better prepared to be successful with the "Build a Structure to Support a Textbook for 30 sec." activity where students work collaboratively in teams of two or three. Ultimately, students will be much more confident after these activities to tackle the "Design an Amazing Treehouse" CIDC task. With these exercises using folded paper (and I suggest something of at least an 80 lb drawing paper weight) and masking or Scotch Magic tape, students will have a greater vocabulary of structural elements, forms, and terms. The PowerPoint that I am finalizing to also send to you, will illustrate many of these terms such as Post and Lentil, Column, Arch, Dome, etc.
Well, here goes the first batch of documents to get your students' creative juices flowing,
Be well,
Phil Alexander-Cox,
Art Specialist,
E. Rivers Elementary School
Here is the lesson we in DiscoverARCHITECTURE usually follow-up the "What It Feels Like to Be a Structure" Lesson with. Again our primary resource has been the Oregon Architectural Foundation's Architects-in-Schools program Guidebook. Attached you will find a series of .pdf pages (from 4.80 to 4.84) that show a variety of structural elements that can be easily created with paper and tape. In choosing to do some of these exercises, students will be much better prepared to be successful with the "Build a Structure to Support a Textbook for 30 sec." activity where students work collaboratively in teams of two or three. Ultimately, students will be much more confident after these activities to tackle the "Design an Amazing Treehouse" CIDC task. With these exercises using folded paper (and I suggest something of at least an 80 lb drawing paper weight) and masking or Scotch Magic tape, students will have a greater vocabulary of structural elements, forms, and terms. The PowerPoint that I am finalizing to also send to you, will illustrate many of these terms such as Post and Lentil, Column, Arch, Dome, etc.
Well, here goes the first batch of documents to get your students' creative juices flowing,
Be well,
Phil Alexander-Cox,
Art Specialist,
E. Rivers Elementary School
Drawing in 3D and 1-Point Perspective
I have been focusing my 4th Grade lessons on the element, SPACE, drawing in 3-D, and drawing One-Point perspective. Below you will find a PowerPoint that Katherine Roundtree put together on the subject. Also, you will find an interactive website that you might use with your students. http://olejarz.com/arted/perspective/index.html)
finding_perspective.pptx | |
File Size: | 3870 kb |
File Type: | pptx |
introsample.pdf | |
File Size: | 67 kb |
File Type: |