Art in Action Residency Planning Guide
The information outlined below is designed to guide the teacher and artist
through the planning of a residency. It is expected that the teacher and artist will
discuss these topics during their initial planning for the residency and submit the
written plan to ArtsErie.Use additional pages as needed.
In order to plan an engaging and rich art experience the Teacher and Teaching
Artist must address The Standards Aligned System and The Curriculum
Framework listed in the points below as they write the residency plans and the
lessons that will accompany that plan. For more information please visit the
PA Department of Education website and learn more about the Standards
Aligned Systems (SAS) and the Curriculum
Framework. (http://www.pdesas.org/default.aspx)
The Standards Aligned System (SAS) is a comprehensive approach to support
student achievement across the Commonwealth. SAS is partnered with The
Curriculum Framework which specifies what is to be taught for each subject in
the curriculum. In Pennsylvania, Curriculum Frameworks include Big Ideas,
Concepts, Competencies, and Essential Questions aligned to Standards and
Assessment Anchors and, where appropriate, Eligible Content.
2-20-13
School: Cambridge Springs Core Group(s): Kindergarten and First Grade
Teacher: Melissa Rodgers (K) and Becky Leandro (1) Artist:
Adam Swartz
Grade Level(s): K & 1
Facilitators: Cory Wilkerson and Jan Hyatt
Contact information: "Rodgers, Melissa" <mrodgers@penncrest.org>, "Leandro,
Rebecca" <rleandro@penncrest.org>, "janyce hyatt" <jhyatt@allegheny.edu>,
"Cory Wilkerson" <coryw2.0@gmail.com>, "Adam Swartz"
<acswartz@gmail.com>
Subject Area(s):
Puppetry and Language Arts
Identify the number, age, and type of students in the core group(s):
Core #1: Kindergarten-20 kids (ages 5-6)
Core #2: First-20 kids (ages 6-8)
Learning Objectives:

Core #1: Retelling familiar stories/fairy tales-using puppets to animate
and support oral memory
 Core #2: Writing personal narratives including: beginning, middle and end
with special emphasis on main idea and supporting details
Drama learning goals:


incorporating materials to form a character that represents the emotions,
feelings
identifying characteristic attributes of characters

physical manipulations of character in performance to convey a story or
concept to the audience
Theme:
 innovative story telling and retelling
Essential Questions: Questions connected to the SAS framework and are
specifically linked to the Big Ideas. They should frame student inquiry, promote
critical thinking, and assist in learning transfer.

students will be able to respond to works of literature-with emphasis on
comprehension and making personal connections using common literary
ideas with a focus on early developmental language arts concepts
PA Academic Standards - check all that apply
X English Language Arts
X Mathematics
X Arts and Humanities
List the standards here:
Core #1:
CC.1.3.K.A
(with prompting and support, retell familiar stories including key details)
CC.1.1.K.C
(demonstrate understanding of spoken words, syllables, and sounds)
CC.1.1.K.D
(know and apply grade level phonics and word analysis skills in decoding words)
CC.1.5.K.A
(participate in collaborative conversations with peers and adults in small and
large groups)
Core #2:
CC.1.3.1.A
(retelling stories including key details, and demonstrate understanding of their
central message or lesson)
CC.1.2.1.A
(identify the main idea and retell key details of text)
CC.1.5.1.A
(participate in collaborative conversations with peers and adults in small and
larger groups)
CC.2.1.1.B.1
Extend the counting sequence to read and write numerals to represent objects.
Drama Standards (because there are no PA common core standards below
grade 3 the following standards were taken from the grade 3)
9.1.5.E.
(describe and use knowledge of a specific style within each art form through a
performance or exhibition of a unique work)
9.1.5.E.
(demonstrate the ability to define objects, express emotions, illustrate an action
or relate an experience through creation of works of art)
Key Art & Non Art Vocabulary:
Assessment: How will you know what the students are learning?
(see rubric)
Related Materials & Resources: Describe any additional resources, art and
non-art related that you will use to enhance the residency.



video documentation (DVDs)
puppet construction supplies/materials
performance materials (stage, curtains, projector and sound equipment)
Other Student Groups: (Optional) Describe any activities affecting a wider
scope of the school/organization. Some examples would include Introductory
Assemblies, Presentations, Workshops, Exhibits or Performances open to the
school or organization.
First Grade Non-core Group- 19 kids (ages 6-7) to do intro to puppetry

ending performance in the auditorium for primary grades
Community Outreach/Parent Involvement: (Optional) Describe any activities
that would reach parents and the surrounding community. Some examples would
include “Meet the Artist” breakfast/lunch at the school or organization, exhibit or
performance open to parents and the community.

ending performance in the auditorium for parents and community
Facilities/Supplies: Describe the facilities, materials, supplies, space, etc.
needed for the residency. Include studio time/space for the artist.




All white socks (no gray toes) tube or crew
yarn, felt, hot glue, hot glue guns, pipe cleaners, feathers, ping pong balls,
fur, pom poms, craft foam, google eyes, plastic easter eggs
glo-sticks for the night performance
hats, clothing accessories, barrettes

Building puppets-March 5-7

buttons, bottle caps, wire hangers, corregated CARDBOARD, cereal box
CARDBOARD, tubes, non plastic egg cartons

Adam will work in the teacher’s lounge when not in the classroom
Schedule Outline: Please include a sequence of events and/or activities. This
can be a day-by-day schedule with a general outline of the daily activities
planned.
Monday February 25th – March 28th
February: 20, 25, 28
March: 4, 5, 6, 7, 11, 12, 13, 15, 18, 19, 20, 21,
April: 2, 3, 4
Wrap-up Reflection: after school on 4-3
Performance (during school and in the evening): 4-4
Core #1: 8:45-9:45 class time
1:30- 2:10 planning time
Core #2: 2:10-3:10 class time
12:50-1:30 planning time