1999 Institute

Journals	The Governor's Institute for Arts Educators, in conjunction with the Governor's School of the Arts, provided opportunities for arts educators to observe critical responses in classrooms/studios in the various art areas. The educators studied and discussed various methods and concepts of critical response in relation to the standards,and applied this to their observations.
Criticism	We designed web based resources that utilized Internet technology to prompt critical response from students individually and in group settings. This approach provides an effective and efficient solution to the challenge of expanding the attention devoted to the criticism standards.
Planned Instruction	Our community of learners used Kabuki theater, arts integration, and critical analysis as jumping off points to learn about standards-based planned instruction. Each participant prepared standards-based planned instruction featuring PA's proposed Arts and Humanities Standard 9.3, Critical Response, using video, media, and Internet resources for posting on the World Wide Web.
Web Based Planned Instruction	This page links to a collection of model standards-based planned instruction documents. Each planned instruction has a critical-response component. These are not intended to be something one can simply download and use in the classroom. Rather, they are intended to serve as models to stimulate creativity and provoke ideas one might use in one's own curriculum and instructional design efforts. The institute members who created these models first experienced a sequence of planned-instruction activities designed by David Berlin and were invited to contribute a critical-response journal in connection with that experience.
Conversation on Criticism in the Arts	This community of learners discussed traditional and contemporary critical analysis methodologies. We practiced our own skills of critical analysis and critical response, then designed ideas and methods that examined the relationship of critical analysis techniques and methodologies to encourage critical thinking skills when responding to our visual culture. We created our own format and style of applying criticism techniques to meet PA's proposed Arts and Humanities Standard 9.3, Critical Response. We examined the curricular advantages of using particular critical thinking techniques as a political, social and cultural practice. Each participant used hyper media software to create their own format and style of critical analysis.
Critical Position	Engage in exciting exchange while developing a response stimulus to encourage the expression of appreciation for the arts through critical response. Using the formula for critique, participants will develop appropriate grade level vocabulary suggestions and sample prompt items.
Instructional Strategies	The learning community of "Best Practices/Instructional Strategies" has focused its effort on developing actual samples of planned instruction that focus on the Pennsylvania proposed Academic Standards for the Arts and Humanities Category standard 9.3 - Critical Response. While entire lessons in the arts can be centered on critical response, sections of the critical response standard can also be addressed as part of a lesson that has a different topic. The enclosed samples demonstrate both types of critical response lessons. An effort has also been made to enhance each lesson with multimedia techniques. Each lesson also demonstrates various instructional strategies. These strategies can be found in the procedure portion of the planned instruction. These lessons are cross-referenced on the web page by instructional strategy so as to enhance their accessibility.
Standards Based Assessment	This document was produced by a community of practicing teachers convened at the 1999 Pennsylvania Governor's Institute for Arts Educators. It presents an approach to the Pennsylvania Proposed Academic Standards for the Arts and Humanities category 9.3 Critical Response. The Holistic Assessment Scoring Guide that follows allows educators, administrators, parents and students to evaluate students' critical response to works in the arts and humanities. We invite you to use this document, and we hope that it will prove useful to you. You are welcome to contact us with questions, comments or other feedback.