Instructions for Teachers & Group Leaders
Welcome Teachers & Group Leaders
Consenses at Home enables students to interpret one another's art, transform them from one medium to another, experiment with 7 different art forms all while reaping the benefits of Consenses' Social Emotional Learning (SEL) curriculum from the comfort of their own homes.
As a "group leader" or "teacher" you will play the roll of organizer collecting "students" art, anonymizing it, redistributing it for interpretation and keeping track of who gets whose art from module to module (using the student organizer sheet below).
It's not a tough job (luckily for you) but you will need a few things.
- A group of students: This can be a class, a church group, an art collective, a bunch of pals or an orientation group. For the purpose of simplicity, we will refer to you from here on out as "the teacher" and the group you assemble as "the students." When you have a list of students please send it to us at [email protected] List student's first names and email addresses and we'll give them access to their portal. We will send them a welcome letter and tell them how to get into the portal.
- A zoom, skype or other virtual meeting space: You can have students complete assignments completely on their own via their curriculum portal or you can set up times to meet with them throughout the course at specified times and dates via zoom, skype or other visual meeting space where you can walk them through class exercises, assignments and allow them to them share and connect.
- A Catalyst: You will determine the person, place or thing you want your group to use as a catalyst for this course. Think of this as the starting word in a game of 'Telephone.' You will designate each student a word or idea to start each 'Interpretive Chain' in Module 3. Chose a catalyst that you find inspiring, want to explore in depth and that you want to understand in a deeper more meaningful way. We're suggested some catalysts below.*
- Email/Google Drive/Computer: on which you'll organize student's submitted assignments.
- A Schedule: You will set your own pace (ex. 2 lessons a week for 10 weeks) and send a calendar to your "students" for follow.
- A Printout of the Student Organizer Below: to keep track of who is interpreting whose art from module to module.
- A Plan for Showcasing the Work to Students at the End: Decide how you want to execute a final presentation. The next section focuses on different ways you might consider this.
- Log into their private portal each lesson on your schedule.
- Complete assignments independently on the portal at your prescribed pace (asking for assignments to be submitted on specified dates) or on a virtual meeting space as a group.
- Communicate with you and the rest of the Consenses student body via comment boxes embedded inside each lesson on this site.
- Upload art assignments directly to you. We recommend having them upload to you via email or using google drive.
- They will need the following items: Paper, pencils, a device/smartphone to take pictures with, record audio & video and upload their art assignments. They will also need an e-mail address and internet connection.
You should review each module before your students do so you know what our scheduled assignments have in store for them. This way you'll be better prepared to field questions.
You should also check back on the comment section a day or two after lessons to follow up and respond to comments your students posted on the comment board.
If you have questions about anything us don't hesitate to reach out to us at [email protected]
Consesnes can be used to shed light on a myriad of subjects. In each module your students will focus on a different medium (photography, music, movement, sculpture, poetry, painting and set design). They will interpret each other's works of art and translate it into a new medium in the vein of a game of telephone.
Module 0: Students' get excited about participating in this collaborative art process.
Module 1: Students' be introduced to Consenses
Module 2: Students' get to practice interpreting art and translating it into a new medium
Module 3: Students' focus on photography. You will supply each student with a catalyst which will inspire each chain reaction. Think of this as the starting word in a game of 'Telephone.' In the "in-school" version of Consenses Curriculum we use different emotions to inspire each chain reaction. You can check out how that works HERE. But in this course you are free to choose your own catalyst. We're suggested some below.*
Module 4: Students' focus on music. You will send them one of their peer's photographs from Module 3. They will send you a song in response and a paragraph defending their interpretation.
Module 5: Students' focus on movement. You will send them one of their peer's songs from Module 4. They will send you a video in response and a paragraph defending their interpretation.
Module 6: Students' focus on sculpture. You will send them one of their peer's videos from Module 5. They will send you a photo of a sculpture in response and a paragraph defending their interpretation.
Module 7: Students' focus on poetry. You will send them one of their peer's sculptures (photo of the sculpture) from Module 6. They will send you a poem in response and a paragraph defending their interpretation.
Module 8: Students' focus on painting. You will send them one of their peer's poems from Module 7. They will send you a painting in response and a paragraph defending their interpretation.
Module 9: Students' focus on set design. You will send them an entire chain reaction (a photo, song, video, sculpture, poem, They will send you a poem in response and a paragraph defending their interpretation.
Chose a catalyst that you find inspiring and that you want to understand in a deeper more meaningful way. Your students will be passing the essence of the catalyst you choose from one member of your group to another. At the end, each of their art will shed a new and different light on the catalyst you choose.
- Emotions: ex. Love, Joy, Anger, Sadness, Surprise, Rage, Fear, Longing, Disgust, Nervousness, Pride, Happiness, Courage, Desire, Curiosity, Shame, Panic, Acceptance, Jealousy, Hope
- Humanity: ex. Honesty, Fairness, Straightforwardness, Dependability, Cooperativeness, Determination, Imagination, Ambition, Courage, Caring, Maturity, Loyalty, Self-control, and Independence
- Aspects of Life : ex. Health, Family, Social, Financial, Business, Civic, Spiritual (each category could be subdivided)
- Cultural Universals: ex. (Traits that are a part of every known culture, but may take varying forms from place to place) Family, Laws, Myths, Art, Funeral Rites. (each category could be subdivided)
- Famous things: ex. Places, people, works of art, World Heritage sites, Periods in history, Literary works, World religions, Quotes. (each category subdivided)
- Watch the video below.
- Pre-fill out the "Student Organizer" with all your student's names before you start the course.
- Create files on your computer or in a google drive to collect student's work and from which you can share their work with them at the end of the course.
- Keep very good track of whose work you're sending to whom (on your "Student Organizer"). I know I already said this but it bears saying twice.
*STUDENT ORGANIZERS INSTRUCTIONS
- Fill out your Student Organizer: Please designate one "catalyst" to each chain column (ex. Chain #1 Love, Chain #2 Fear; and so on). Each chain will follow a linear vertical trajectory. Each student will interpret the work of the student in the box immediately above them in your student organizer). Please select as many word prompts as you have students/members of your group. (See the video below.)