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By: Sarah Page
 Researched why art integration with a core subject is beneficial. Focused   on primary grade (K-3) for lesson plans. W...
Art Integration A Methodology for Learning (Goldberg)   Expand expressive outlets and provide a range of    learning styl...
   Encourage collaboration and intergroup harmony       Opportunities for individuals to work cooperatively and share   ...
Artistic Choices: A Study of Teachers Who Use Artsin the Classroom (Oreck) General creative and artistic attitudes are ke...
 Creating    an Arts Integrated School    Effective in engaging and motivating students in     their academic achievemen...
 Lesson   Description    Study the nocturnal animals in the area (such as     the owl). Discuss the animals physical    ...
Made with constructionpaper, glue, andscissors.
 Lesson   Description    Study the different flowers and plants that are     planted in the different seasons. Discuss t...
Made with constructionpaper, tissuepaper, glue, scissors, and chalk
 Lesson   Description    Learn about different animals and the     environments they live in. Discuss their habitats    ...
Made with posterboard, craftsticks, scissors, glue, and markers
   Lesson Description       Learn about the three states of matter-        solid, liquid, and gas and their characterist...
Made with markers,construction paper, paper clips,string, paper towel rolls.
 Lesson   description    Students will learn about the life cycle of a     butterfly. Standard    2.4.2 Observe that a...
Made with paperplate, constructionpaper, uncookedpasta, sticks, leaves, flower, glue.
 Lesson   Description    Learn about the four different seasons in Indiana     and what changes take place with the seas...
Made with crayons, coloredpencils, glue, scissors, construction paper
 Lesson   Description    Students will learn about the water cycle in     order to have a deeper understanding of weathe...
Made with posterboard, markers,and constructionpaper.
 Lesson   Description    Students will learn about volcanoes and their     effects on Earth. Students will create their ...
Made with posterboard,masking tape, paint, bottle
 Allows different learning styles  (kinesthetic, auditory, sensory) to be  incorporated. Art integration allows for more...
Text sources:•   Reading the image and viewing the words: Languages intertwined by    Fountas and Olson.•   Art integratio...
Sarah Page - Visual Pedagogy Project: Integrating Art into the Science Curriculum
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Sarah Page - Visual Pedagogy Project: Integrating Art into the Science Curriculum

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Sarah Page - Visual pedagogy project for M333 "Art Experiences for Elementary Generalists", Spring 2012 at Indiana University Bloomington. Instructor Hallie DeCatherine Jones.

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Sarah Page - Visual Pedagogy Project: Integrating Art into the Science Curriculum

  1. 1. By: Sarah Page
  2. 2.  Researched why art integration with a core subject is beneficial. Focused on primary grade (K-3) for lesson plans. Why?—gives variety of topics, standards, and art ideas addressed throughout the lessons. Madewith materials that are accessible in most schools.
  3. 3. Art Integration A Methodology for Learning (Goldberg) Expand expressive outlets and provide a range of learning styles for all children  Allows the different learning styles to be able to communicate their understandings. Enable freedom of expression for second language learners  Express their understandings because there is less dependence on using the English language Open venues for inclusive education and reaching out to exceptional learners  Student’s with different abilities are able to participate in learning. Provide a stage for building self-esteem  Helps learning become more enjoyable for students and can raise the self-esteem of struggling students
  4. 4.  Encourage collaboration and intergroup harmony  Opportunities for individuals to work cooperatively and share their knowledge with one another. Empower Students and Teachers  Get a sense of their peers as unique individuals with interesting ideas and skills. Respect others’ efforts. Deepen teachers’ awareness of children’s abilities and provide alternative methods of assessment  Sees child in multiple ways and has more information to assess the students’ understandings. Provide authentic cultural voices and add complexity to teaching and learning  Introduces students to the voices, images, feelings, and ideas of a group of people and offers a wider range of experiences.
  5. 5. Artistic Choices: A Study of Teachers Who Use Artsin the Classroom (Oreck) General creative and artistic attitudes are key to art use in the classroom Diversity of learning styles and needs among their students. Individually find effective ways to incorporate the arts into the academic curriculumReading the Image and Viewing the Words(Fountas/Olson) Closer observation resulted in more description. Led students into a deeper level of inquiry.
  6. 6.  Creating an Arts Integrated School  Effective in engaging and motivating students in their academic achievement.  Suggests integration to occur in three phases.  Begin at ground level and work through integrating art until it is incorporated with all core content areas
  7. 7.  Lesson Description  Study the nocturnal animals in the area (such as the owl). Discuss the animals physical characteristics and the environment they live in. Standard  K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.
  8. 8. Made with constructionpaper, glue, andscissors.
  9. 9.  Lesson Description  Study the different flowers and plants that are planted in the different seasons. Discuss the advantages and disadvantages of the different types of garden plants. Standard  K.4.1 Give examples of plants and animals.  K.6.1 Describe an object by saying how it is similar to or different from another object.
  10. 10. Made with constructionpaper, tissuepaper, glue, scissors, and chalk
  11. 11.  Lesson Description  Learn about different animals and the environments they live in. Discuss their habitats and what the different animals eat as their sources of food. Standard  1.4.3 Observe and explain that animals eat plants or other animals for food.  1.4.4 Explain that most living things need water, food, and air.
  12. 12. Made with posterboard, craftsticks, scissors, glue, and markers
  13. 13.  Lesson Description  Learn about the three states of matter- solid, liquid, and gas and their characteristics. Standard  1.3.1 Recognize and explain that water can be a liquid or a solid and can go back and forth from one form to the other. Investigate by observing that if water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.  1.3.2 Investigate by observing and then describe that water left in an open container disappears, but water in a closed container does not disappear.
  14. 14. Made with markers,construction paper, paper clips,string, paper towel rolls.
  15. 15.  Lesson description  Students will learn about the life cycle of a butterfly. Standard  2.4.2 Observe that and describe how animals may use plants, or even other animals, for shelter and nesting.
  16. 16. Made with paperplate, constructionpaper, uncookedpasta, sticks, leaves, flower, glue.
  17. 17.  Lesson Description  Learn about the four different seasons in Indiana and what changes take place with the seasons (plants, animal coats, weather, clothing, sports, etc). Standard  2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.
  18. 18. Made with crayons, coloredpencils, glue, scissors, construction paper
  19. 19.  Lesson Description  Students will learn about the water cycle in order to have a deeper understanding of weather and weather systems Standard  3.3.5 Give examples of how change, such as weather patterns, is a continual process occurring on Earth.
  20. 20. Made with posterboard, markers,and constructionpaper.
  21. 21.  Lesson Description  Students will learn about volcanoes and their effects on Earth. Students will create their own model of a volcano. Standard  3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.
  22. 22. Made with posterboard,masking tape, paint, bottle
  23. 23.  Allows different learning styles (kinesthetic, auditory, sensory) to be incorporated. Art integration allows for more wholesome instruction  Student can gain deeper connection with content through the visual. Hands-on and active learning in the science classroom as opposed to traditional teaching. Teacher is able to learn from student and his/her work and vice versa.
  24. 24. Text sources:• Reading the image and viewing the words: Languages intertwined by Fountas and Olson.• Art integration: A methodology for learning by Goldberg• Artistic choices: a study of teachers who use arts in the classroom by Oreck• Creating an arts integrated classroom http://www.artseveryday .org/Educators/detail.aspx?id=212Visual Sources• http://www.crayola.com/lesson-• plans/http://www.stormthecastle.com/how-to-make-a/how-to- make-the-easy-volcano.htm• http://www.scholastic.com/teachers/lesson-plan/amazing-world- volcanoes• http://3.bp.blogspot.com/_kEvUNPRz4pA/SW18zeCOd_I/AAAAAAAAA rc/UTj2RHYxneU/s400/bowling+plumbing+water+cycle+001.jpg• http://www.lessonplanspage.com/scienceciwatercycleandweathersy stems3-htm/• http://www.rainbowstarbooks.com/butterflyunit

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