When planning your residency, start by honoring the knowledge that already exists in the space. Consider these three basic elements when planning your lessons in order to build collective knowledge: routines, commonality of language, and creating a socially-just learning environment. 

Art-Form-Related Routines for Students

您可以调整现有的课堂/个人惯例和协议，或通过连接课堂实践来创建与艺术形式相关的新惯例。 

支持这一点的策略： 

• 输入 计划会议 与课堂专家有以下问题：
  • “I am thinking about trying ___(activity idea)___. Are your students familiar with this?”
  • “Is there any particular way to support students’ performance (e.g., with compliments, awards, point systems)?
  • When in need, are there any cooling-off techniques that your class uses?
  • Are there any specific call-and-response strategies 或者 nonverbal cues 那个同学熟悉吗？
• 小心 观察 在开始您的居住或计划之前的教室。
• 使用物理标记来划定空间，例如用于各个空间的彩色地板点。

建立 过渡例程 并引起注意，例如 声乐 或者 nonverbal call-and-responses.

Language and Content Commonality

Think about how to connect your residency with content and language that Classroom Professionals use with the students each day, as well as how Classroom Professionals can utilize your art form moving forward.

For example: “Focus” is a common way to ask students to pay attention, but in theater and dance this can refer to focal points in space and your gaze. How can that overlap be helpful?

加强共同语言和内容的策略：

• Demo the class with Classroom Professionals before the residency to expose them to the language.
• 提供一份包含您将在驻留项目中使用的关键词摘要的讲义。
• 突出显示效果良好的内容并大声分享共同点以鼓励支持。
• 讨论您将如何感谢课堂专家的意见，并鼓励他们分享与您的其他课程内容或语言的联系 计划会议. 
• 在以下情况下培养或包括课堂专业人员 制定居住和计划目标.

社会正义环境

Actively create a liberated learning environment by incorporating the principles of Universal Design for Learning (UDL) into your planning process so that all students can participate equitably, being thoughtful with your language and decisions, so that every action is grounded in equitable practices. 

支持这一点的策略：

• 探索此资源中的 UDL 指南。
• Explore the Creating Stigma-Free Classrooms Resource.
• 探索包容性语言指南。
• Utilize multiple modes of instruction and expression: Communicate instructions verbally, on a posted agenda, and by modeling. 
• 建立一个课堂合奏 学生们 互相支持。 
• 开发居住和计划 目标 和你的学生一起。
• 考虑 students’ intersecting identities and how you can honor them.
• 为提升提供更多的能量而不是减少。