Capstone Project

A capstone project is a project-based learning opportunity for a student to showcase the culmination of their knowledge while fostering real world skills and experience. Capstone projects can also encourage students to connect to community or outside-of-school learning opportunities. The project and process should encourage learners to apply their knowledge and mastery of the Arizona Arts Education Standards in a way that interests them and furthers their individual goals. Through the student capstone project, students should demonstrate their artistic literacy through their ability to Create, Perform/Present/Produce, Connect, and Respond as an artist. 

1. Set up a meeting with the Arts Seal Mentor Teacher  within the first week of the school year.

2. Interested students will meet with their mentor to discuss project ideas. In this meeting they will outline a  significant performance based project for their capstone project.   

3. After the student and mentor  have decided on a project, the student should type a 200-word (minimum) proposal that outlines  how the project will demonstrate mastery of the Arizona Arts Standards.  The student should clearly identify the activities and/or tasks (research, interviews, service) they will partake in to complete the project.  Students should then carefully craft a detailed timeline that shows the date by which each step should be complete.

4. Students should then bring a copy of the proposal and application form to the mentor  for signature approval.   Instructors should not sign application without reading the proposal forms.

5. The Director of Arts/Site Coordinator will review and either approve or request revisions to the proposal, and it will be communicated to the mentors and  students via email. If revisions are requested, they must be completed and re-submit within one week.

6. Once students receive notification that their application  has been approved, they may proceed with their  project.

7.  Each student must submit a learning journal to the instructor regarding what they have learned about their topic, citing sources.

8.  Students must also calendar three dates to meet with mentor teacher during the semester to receive feedback and outline next steps.  The purpose of these meetings is to share the progress of the project. Students will bring evidence of work to meeting.

9.  Students must submit a copy of the project, a reflection paper along with the final Arts Proficiency Seal Application to their mentor. Final approval will be determined by the mentor teacher.

We require all projects to have an observable outcome which must include one of the following:  a public performance, a public presentation or project of student design.    The student will need to submit a final reflection regarding what they have learned and how it has impacted them. 

Visual Arts

• Student curated art exhibition in a gallery or coffee shop

• Research into the historical context of a specific visual art medium culminating in a portfolio of original work

• Public Art Project (Mural, Mosaic, Installation, etc.)

• Creating original visual art lesson plans and teaching an art class at a community space or classroom

• Self-publishing a book of photography & poetry

Music

• Composing, annotating, and performing an original song

• Writing a research paper about a composer & creating a recorded portfolio of pieces of their music

• Producing a local music event in the community

• Creating an original underscore for a film or performance inspired by themes of the work

• Researching acoustics of spaces and experimenting recording sound in different places

Theatre

• Writing and performing an original one act

• Designing costumes, lighting, or set for a school or community production

• Designing a workshop meant to engage people in dialogue through theatre techniques

• Devising an original show with an ensemble

• Directing a student one act production or producing an event

Dance

• Choreographing a number for a musical or stage production

• Researching a form of dance and presenting a community lecture

• Creating a methodology for annotating movement

• Creating an original dance film

• Studying a choreographer and creating a video catalogue of signature movements