Artistas docentes de ArtsConnection: Laura Borgwardt, Kerry Warren, Anne Pasquale y Rebecca Strimaitis

• Agregue elementos visuales para ilustrar un concepto, compartir una palabra de vocabulario o demostrar posibilidades.
• Mantén tu fondo despejado.
• Mantenga sus movimientos en el marco.
• Utilice un primer plano para mostrar un movimiento o una tarea específica si ayudará a aclarar lo que les está pidiendo a los estudiantes que hagan.

Vídeo de ejemplo: Adición de imágenes

Artistas docentes de ArtsConnection: Laura Borgwardt enseñando en videos.

• Send an agenda to students and Classroom Professionals along with the video, and/or share one in the video itself.
• Haz que la agenda sea interactiva. Vuelva y marque las cosas o vea una vista previa de lo que viene a continuación.
• Post instructions in the learning management system your class uses, and/or in the email to students with the video lesson.
  • Example: “Today we will be puppeteers. All you need are three household objects. If you have a piece of paper, a marker, and tape, that would be great as well, but it’s okay if you don’t. In this video, we will a) remind ourselves what a puppeteer does, b) find objects from around our home, c) turn those objects into puppets, and d) practice bringing our puppets to life! After watching this video, you can have someone take a picture or video of you making your puppet come to life and post it to your Google Classroom. I can’t wait to see your awesome puppets!”-Ms. Laura

• Add a Social Story at the beginning of a residency to help students know what to expect. A Social Story–or social narrative–is a learning tool that describes and shows what might happen during a specific social experience. In this case, that social experience is your residency. Your Social Story can be written/visual/a video. Sample pages from a visual Social Story:

Crédito de la foto: BRIC Social Story

Vídeo de ejemplo: Agendas

Artistas docentes de ArtsConnection: Laura Borgwardt y Andy Gaukel

• Show, say, and write other ways for students to engage with the lesson. Consider including
  • ways to participate either standing or sitting;
  • alternative materials students could use if they don’t have those required in the lesson;
  • other ways to participate if students don’t have any materials at all.

Vídeo de ejemplo: Modificaciones y Adaptaciones

Artistas docentes de ArtsConnection: Andy Gaukel, Angel Thompson, Jojo Gonzalez, Rebecca Strimaitis

• Piense en encontrar momentos de alegría y mucha energía dentro de la lección.
• Mantenga el tono de su lección positivo y de baja presión evitando dar tareas muy complicadas y obligatorias.
• Make it fun, theatrical, and entertaining by integrating humor, props, jokes, silly voices, etc. while keeping it age-appropriate.
• Considere agregar música para que la experiencia sea más atractiva. Solo asegúrese de que la música no dificulte escuchar o prestar atención a las instrucciones.
• Agregue muestras de video de obras maestras como un clip de una producción de teatro en vivo, una pintura famosa, etc.

Artistas docentes de ArtsConnection: Kerry Warren, Jojo Gonzalez y Laura Borgwardt

• Pause for responses if you pose questions during the video.
• Anime a los estudiantes a reunir materiales o completar una tarea. Por ejemplo, puede pedirles que vayan a una búsqueda del tesoro en su casa para encontrar tres objetos que podrían convertirse en marionetas. Invítelos a pausar el video y reunirse con usted en la pantalla.
• Include the same kind of positive reinforcement you might use while teaching live: “Great! Wow, that was amazing! You’re rocking it!!”
• Speak to students directly: “Listen, I know you are an amazing dancer, so let’s take this up a notch!”
• Acérquese a la cámara para crear una interacción más íntima.
• Proporcione instrucciones sobre cómo interactuar con el video para ayudar a los estudiantes a navegar por el contenido por su cuenta y ayudar a los profesionales del aula o a los cuidadores a saber cómo ayudar a su estudiante durante la lección en video.
• Consider providing a worksheet or activity to do after the video. This can happen in many formats, including, but not limited to,
  • Google Slides—this can be made interactive by providing opportunities for students to drag images, add words, etc.;
  • PDF—this can be made writable or editable;
  • Google Forms—this format can be great for quizzes on content or to collect student interests, feedback, and creative work. They can be made easy for students to complete by including buttons that can be clicked instead of having to type. You can also add visuals to the responses.

Crédito de la foto: Laura Borgwardt

Vídeo de ejemplo: Interacción

ArtsConnection Teaching Artists: Angel Thompson, Kerry Warren, Andy Gaukel, & Rosalind Lilly

El aprendizaje remoto puede ser físicamente aislante. Los rituales pueden ayudar a los estudiantes a sentirse conectados y experimentar un sentido más fuerte de comunidad. Además, participar en la misma actividad al comienzo de cada lección también puede ser útil para los estudiantes que necesitan más apoyo para navegar por las transiciones.

Think about consistency in your video components, listed below. Not all of these have to be the same every lesson, but creating a sense of ritual or routine for at least some components might be a good idea. The most important element is your sincerity and commitment to your opening and closing rituals.

• Greeting.
• Closing.
• Structure of lesson.
• Repetition of content/skills.
• Examples of opening rituals that work well in remote teaching and learning settings include
  • ringing a singing bowl or a chime;
  • leading students in several deep breaths together;
  • guiding students through a stretch or movement, warm-up or shake-out;
  • inviting students to strike poses to show how their brains/bodies/hearts are feeling.
• Examples of closing rituals that work well in remote teaching and learning settings include
  • leading the class in pulling the energy created away from the camera with our hands, and sending this into our physical spaces;
  • taking a few big breaths and a moment to reflect;
  • sharing a virtual hug before ending the video;
  • high-fiving the camera as you end the video;
  • guiding students in a stretch;
  • closing by ringing a singing bowl or chime or other instrument;
  • leading students in a chant and pose combination.

Vídeo de ejemplo: Rituales y Rutinas

More on incorporating rituals from ArtsConnection Teaching Artist Rosalind Lilly: Video de rituales en espacios virtuales de aprendizaje

Artistas docentes de ArtsConnection: Jojo Gonzalez, Laura Borgwardt y Rebecca Strimaitis

• Haz tu mejor esfuerzo para eliminar las palabras innecesarias. Por ejemplo:
  • Version 1: Musical theater is a classic example of a genre of American theater. Musical theater actors need to be aware of lots of different things. They have to be “triple threats”—they have to be great singers, great actors, and they need to know how to dance. There are a lot of aspects that go into making a musical.
  • Versión 2: En el teatro musical cantamos, bailamos y actuamos para contar una historia.
• Ask yourself what is essential in the lesson. No trate de incluir todo en su lección. Elija un tema, habilidad, concepto, etc. para explorar.
• Proporcione instrucciones claras y de un solo paso.
• Think about structuring your instructions using the format: “First,” “Next,” “Then,” “Last.”
• Model what you are asking students to do. Consider structuring your lesson using the “I do/We do/You do” framework in which you model an example, then work through an example with the students, and finally the students complete the task themselves.
• Speak slowly and clearly.
• Tailor your video length to an age-appropriate attention span. Try to keep video lessons short and sweet.

Vídeo de ejemplo: Economía del Lenguaje

Artista docente de ArtsConnection: Laura Borgwardt

• Adding subtitles supports access for students who are deaf/hard of hearing, visual learners, those who can’t understand your speech, those who are learning English, those who are learning to read, etc.
• Una forma de probar sus subtítulos es reproducir su video con el sonido apagado. ¿Aún puedes seguir tu lección?
• You may want to add title cards to separate sections of your video, which can make the lesson clearer.
• Si es posible, ofrezca subtítulos en idiomas alternativos.

Vídeo de ejemplo: subtítulos