Sunday, April 8, 2012

Brace Maps

Use of Brace Maps – Brace maps help to show the part of a whole. 
  • How have you utilized a brace map in your classroom this week?  
  • What was your Whole Object?  
  • How many "subparts" were your students able to describe?  
  • How many breakdowns were your students able to break down the Whole Object – more than 2?  
  • Remember to utilize The Frame of Reference to help understand how your students are coming to their conclusions.

Going a bit further – Give your students the subparts to see if they can figure out the Whole or Main Object.  Also, you can take a Tree Map to give specific information about each subpart of the Main Object.

Please post your blog response to this topic by Friday, April 13, 2012.

3 comments:

  1. Hi, EHS Art Crew! Just letting you know that I have truly enjoyed reading your impressive ideas for incorporating Thinking Maps in your instruction. As your students see you continue to use them, they will begin to make them tools for their learning. If you watched the Golden Apple segment on WYFF this week, you saw that the teacher used a Circle Map for a Social Studies lesson. Again, thanks for working so hard to model these "tools for learning" for your students! Linda

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  2. In art two, based on the death of Thomas Kinkaid we compared his art to abstract art. We used the term: Dreamy Landscape with the brace map and broke it down into recognizable components such as: River, Path, Flowers, Mountains etc. We then broke these “named subjects” into artistic terms such as: River = eye direction, perspective, etc. Flowers became: use of texture, color, value. Mountains became: shape, space, etc. Students began to correlate the concept that recognizable objects are derived from abstract thoughts.

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  3. Chorus students used the brace map, a little late, with scales, we are studying. The first brace included the name s of, "C", "F" and "G" scales. The second ones were used to put descriptions of those scales and then the third brace to show the tetrachords of each. Students saw simliarities of each scale, but also used information to create their own next scale in the progression. Some copied it down to help as they study for a scale test.

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