| Step | Description | Expected Student Results |
| 1 | Letter of Introduction Student Role: First Message: Student shares their interests and goals for their independent project including how the project topic was chosen and why he or she has chosen to participate. Mentor Role: Mentor will introduce himself or herself to student and ask questions of the student about the topic he/she has chosen. The goal is to draw students to consider areas within their overall topic that would be of interest and that might make them dig deeper to expand their search. Mentor shares an eagerness to meet the minimum requirements as well as the best days for posting and reading messages. |
PPORTFOLIO ENTRY NO. 1: 1. The student will write a letter of introduction to the mentor explaining his/her interests and activities in and out of school 2. The student will write a paragraph to share that problem/interest with mentor. If student has not yet decided on an area to research, he/she will ask the mentor for help choosing the project. 3. Student will write a paragraph to share with the mentor what he/she already knows about the topic they are interested in researching, why this is of interest to them, and how they know the information. 4. Student will send all of the above information to mentor for feedback. |
| 2 | Conduct General Research Student task: The student will share research topics based on personal interests. Student will use the Internet or other resources to research their topic of interest. Student and Mentor Task: Student and Mentor exchange letters in which they discuss topic to be researched. Mentor Task: Mentor will research the student's chosen topic/topics of interest and send student some search terms and/or websites related to the topic. They will respond to the paragraph or paragraphs the student has written to share additional suggestions. Student will compose a research document (paragraph or multiple paragraphs)summarizing what he/she has learned during their research on EACH of their topics and upload the paragraph(or paragraphs) for their mentor to review. |
PORTFOLIO ENTRY #2: The student will share overall areas of interest with their mentor, then rank-order their visual-arts based sub-topics to help determine the project schedule. The student will begin researching their number one sub-topic of interest first. The student will locate and access at least six sources that have information to support each sub-topic. Possible sources include books, websites, physical or online galleries, or any other resource identified by the student or mentor. Sub-topics to be explored for each artistic medium may include (but are not limited to) the following: History of the artistic medium Well-known works of art in that medium Well-known artists producing work in that medium Materials needed Critique of three well-known works of art in that medium Name and contact of local artists working in that medium The student will produce an original work of art in the chosen medium The student will ask a local artist to critique their work The student will take pictures of their work during the developmental process and upload pictures to their mentor Identifying factors or interesting facts Evolution or origin of this topic Why does this topic interest you right now? What volunteer/summer jobs/etc. would be helpful to a student wishing to learn more about this topic? Student will copy or record each of the sources they are using and will upload the list to the mentor. Student will compose a research document (paragraph or multiple paragraphs)summarizing what he/she has learned during their research about their first sub-topic of interest. Student will respond to mentor messages and share information and photos about their chosen area of research. All information must be paraphrased in the student's own words and all sources of information included in the paragraph must be cited at the end of the paragraph for mentor and teacher to reference when reviewing student work. |
| 3 | Develop Interview Questions Student creates a list of interview questions about the sub-topic career interests he/she is researching and will share them with the mentor. Each list of interview questions should be specifically formulated to send to individuals working in certain career areas relating to the student's particular career cluster interest areas. Mentor Role: Mentor will aid student in identifying professionals working in those career fields of interest and will help the student contact those individuals to send their interview questions for review and response. |
PORTFOLIO ENTRY NO. 3 The student will develop/create a list of interview questions about the sub-topic career interests he/she is researching and will share them with the mentor. Each list of interview questions should be specifically formulated to send to individuals working in certain career areas relating to the student's particular career cluster interest areas. The student will continue to research various sub-topics and recording information about sub-topics in their career cluster of interest while waiting for the interview responses to be returned. |
| 4 | Find the Experts Every student topic will be associated with one or more professional fields. Within each field there will be research conducted related to this topic that is occuring on the leading edge. The "best" experts are typically found at the leading edge. Student Role: 1. By leveraging Internet resources as well as other resources identified by the teacher, mentor, parents, and others, students will identify both the research topics and the individuals who are conducting the research or making the discoveries. 2. Students will identify and share about the leading edge and who is doing the work at the leading edge. This is a fantastic skill to hone. 3. Student and mentor will use resources to identify major experts in the field of study. 4. Student will create a list of at least five experts in the area of interest they have chosen. Mentor Role: Mentor will assist student in creating a list of major experts in the field. A document (MSWord, etc)will contain any biographical information and contact information available on the web or through other resources. |
PORTFOLIO ENTRY NO. 4 1. Identify leading edge research or developments in the area covered by the topic. 2. Identify who is doing the work at the leading edge. 3. Document contact information for experts. |
| 5 | Compose Interview Questions and Cover Letter Student Role: 1. The student will compose a list of 5-10 interview questions for the experts. This list will be discussed with the mentor and refined. 2. Student will compose a cover letter explaining research interests. Letter should demonstrate student understanding of the state of the art in the field and the letter/interview questions must include questions concerning the future of the field. 3. The letter and questions will be submitted to a secure area online that is linked to the student/mentor match. The mentor and student can point professionals to this URL and ask them to respond. The answers will be posted to the ITP system for analysis by the student and mentor. Mentor Role: Mentor will aid student in editing letter and composing interview questions. Mentor will help students identify experts and act as a liaison between students and the experts/institutions. Additional Comments: Experts should demonstrate a professional approach to the issue (and passion for the issue!) the student is researching though experts are not always professionals. Students should identify experts with a range of experience. Some of the best experts are retirees or community volunteers who have even more time and energy to devote to the cause or avocation than they did when they were working in the field. For example, a student from Bossier, Louisiana interviewed an emeritus professor of physics from UC Berkely on careers in astronomy. Leverage wisdom and 50 years of hindsight. |
PORTFOLIO ENTRY NO. 5 1. Interview questions 2. Interview letter 3. Online version of questions and letter |
| 6 | The mentor will select a picture of an ordinary, every day item, scene, or other object that interests him/her and upload a picture to the student. The student will examine the picture and create a sculpture to interpret the way he/she sees the object. The student will write a description and personal critique of the original object or scene and the work of art he/she created in response to the original item. The student will upload photos of the sculpture in progress and the description and personal critique for the mentor to consider. The mentor will respond to the student's artwork and critique. |
The student will examine the picture and create a sculpture to interpret the way he/she sees the object. The student will write a description and personal critique of the original object or scene and the work of art he/she created in response to the original item. The student will upload photos of the sculpture in progress and the description/personal critique for mentor consideration. |
| 7 | Current Event Research and Famous Artwork Interpretation The student will select a famous sculpture and will write and sculpt an interpretation of that work of art. The student will upload a photo of their interpretive work of art and written interpretation of the art for mentor feedback. The student will locate and read thee current events in the area of art that are of interest to him/her. The student will read, write the "gist" of each article (one or two sentences" and then write a detailed summary of each article describing the current event. The student will upload the three art-related current event summaries to their mentor for feedback. The mentor will read the art-related current event summaries and provide feedback to the student. |
PORTFOLIO ENTRY NO. 7 The student will select a famous sculpture and will write and sculpt an interpretation of that work of art. The student will upload a photo of their interpretive work of art and written interpretation of the art for mentor feedback. Current Event Research The student will locate and read thee current events in the area of art that are of interest to him/her. The student will read, write the "gist" of each article (one or two sentences) and then write a detailed summary of each article describing the current event. Summaries should include who, what, when, where, how, and why. The student will upload the three art-related current event summaries to their mentor for feedback. The mentor will read the art-related current event summaries and provide feedback to the student. |
| 8 | Student will respond to interviews from professionals by writing an appropriate thank you note. The student will specifically mention parts of the interview advice in his/her thank you note. Student will upload the thank you note for mentor approval. Mentor will send thank you note(s) to professionals who respond. |
Student will respond to interviews from professionals by writing an appropriate thank you note. The student will specifically mention parts of the interview advice in his/her thank you note. Student will upload the thank you note for mentor approval. Mentor will send thank you note(s) to professionals who respond. |
| 9 | The student will upload pictures of three art pieces and write critiques of three of his/her art pieces produced during this semester. Student will use previously made self critique forms to critique their art. The student or teacher will upload a copy of the critique form for the mentor to see. The mentor critique the student's three pieces of art and will write a critique of each piece. The mentor will read the student's critiques and respond in writing. |
The student will upload pictures of three art pieces and write critiques of three of his/her art pieces produced during this semester. Student will use previously made self critique forms to critique their art. The student or teacher will upload a copy of the critique form for the mentor to see. The mentor critique the student's three pieces of art and will write a critique of each piece. The mentor will read the student's critiques and respond in writing. |
| 10 | Student Works on Presentation Student Role: 1. Student will write letter to mentor presenting ideas for presentation. 2. Students will work on presentation and solicit input from mentor. Mentor Role: 1. Mentor will critique presentation and offer suggestions for refinement. |
PORTFOLIO ENTRY NO. 10 Draft of oral presentation |
| 11 | Student Works on Presentation Student Role: 1. Student will work on multimedia or Web based presentation. 2. Student will upload elements of the project to the project file upload area for critique by mentor. Mentor Role: 1. Mentor shares how he or she would like to summarize the information. |
PORTFOLIO ENTRY NO. 11 1. Draft of multimedia presentation |
| 12 | Student Presentation to Authentic Audience Student Role: 1. Student will present final product to an audience. 2. Students will submit final project to mentor and teacher for review. Mentor Role: Mentor will provide student with an objective evaluation of the project. |
PORTFOLIO ENTRY NO. 12 Final draft of presentation |
| 13 | Wrapping Up The Project Student Role: 1. Student will write a 300-word letter to mentor. The subject of the letter will be a self-evaluation of the project, including what the student did well, what he would like to have done to improve upon the project, and what the mentor contributed to the process. 2. Student will submit a final project survey via the ITP Web site. Mentor Role: 1. The mentor will write a similar message for the student. 2. The mentor will submit a final project survey. |
PORTFOLIO ENTRY NO. 13 1. Thank you letter to mentor 2. Complete end of project survey |
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