Expressive Arts
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Alyssa Nugent, Expressive Arts presentation
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Expressive Arts
- 1. Expressive arts add meaning to experience, bring feeling to enhance logical thought and represent the primal, basic humanity that we all share. Alyssa Nugent EDUC 539 – Expressive Arts Drexel University Summer 2012
- 2. Teaching Philosophy I believe that teaching and students’ learning should be connected to real- world tasks. One way that I believe this is possible is by using integrated units, authentic assessments and project learning where possible. In integrating a unit, students can see where form and function combine, and how the expressive arts can enhance an experience and even take a project to a level of beauty and inspiration that they didn’t expect. Fractions in math may not be the most exciting subject, and they are definitely challenging, but if I can relate them to music by teaching my students to feel what a ¾ time song is and what ¾ really means in that situation, then they can better understand fractions and their applications. They are also gaining an appreciation of music and hopefully being inspired to learn more in the area. We live in a time where increasingly people are demanding that not only do their products function well, but that they are aesthetically pleasing. Moreover, we demand that the aesthetics of a product enhance the function where possible. By teaching my students in an integrated way, they can make informed decisions as a working adult about meshing aesthetic principles and function in their jobs, whatever they may be. It
- 3. Learning Styles-Gardner Image by Alyssa Nugent, 2012
- 4. • One way that I plan to use Gardner’s theory in my classroom is through choice boards, like the one to the right. Learning Styles-Gardner cont.
- 5. Learning Styles-Blooms Taxonomy. Image from www.learningtoday.com Blooms gives teachers a powerful tool toward differentiating instruction and promoting higher-order thinking skills. Bloom’s Taxonomy also includes the Affective and Psychomotor domains, giving teachers a framework on all three learning domains. The graphic to the left covers the cognitive domain.
- 7. Assessment I plan to focus my classroom assessments on enhancing the learning of my students rather than for the sake of solely preparing them for year-end achievement tests. • Formative Assessments—Ongoing assessment throughout the assignment and project will give me feedback on what areas need additional reinforcement to help student achievement • Authentic Assessments—Students will be graded on performance of standards-based tasks, rather than solely on paper and pencil assessment. Objective grading using rubrics will facilitate this assessment and give students useful and meaningful feedback.
- 8. Assessment, cont. - Sample Rubric
- 9. Cross-Disciplinary Teaching Cross-disciplinary or integrative learning helps students make connections across subject areas. This is often done through integrated units or projects where instruction in more than one area (Social studies, English/LA, Mathematics, Science, Expressive Arts, Reading, Health, etc.) is combined and all relate back to the main topic of the unit or project. Science Math Language Music Social studies Gym Reading Writing Dance Spelling Art Spanish Citizenship History Geography Social Skills All subjects come together to create a ‘higher’ understanding
- 10. One example of a cross-disciplinary unit that I have used in my classroom relates mainly to the Michigan Social Studies standard regarding the Agriculture industry in Michigan. Using that standard as my main topic, I included a two-week project where students: • Used mapping to show Michigan’s regions (arts and geography standards), • Used mathematics to figure out fractions to compare Michigan agricultural products individually to the whole of Michigan agricultural production, and then to compare Michigan to the national agricultural production, • Used reading and social studies to have students learn about migrant workers and immigrants’ roles in Michigan’s agricultural industry over the years and • Used writing to have students create a narrative of themselves as a farmer in the industry, past or present.
- 11. Objectives Objectives tell teachers and students where they’re going, and what teachers want students to do and know at the end of a lesson. They are my road map, and by basing them on academic standards, I know my students are meeting their educational goals for the year. A sample objective from the Michigan Regions of Agriculture cross-disciplinary unit that I have written: Given instruction on major sectors of economic activity in Michigan (manufacturing, tourism, agriculture, higher education), students will create their own regional maps of Michigan as a culmination project to the unit. The map will be factually accurate (regions in correct areas), and will adhere to visual arts standards of elements of design and color knowledge, as outlined in the project rubric.
- 12. Instructional Goals and Strategies This is me with my 4-year old Spanish class last spring. My goal is to engage the learners, give them knowledge and strategies to build their knowledge and support their learning.
- 13. PA Academic Standards in Expressive Arts: • Dance Education is a kinesthetic art form that satisfies the human need to respond to life experiences through movement of the physical being. • Music Education is an aural art form that satisfies the human need to respond to life experiences through singing, listening and/or playing an instrument. • Theatre Education is an interdisciplinary art form that satisfies the human need to express thoughts and feelings through written text, dramatic interpretation and multimedia production. • Visual Arts Education is a spatial art form that satisfies the human need to respond to life experiences through images, structures and tactile works. • Humanities Education is the understanding and integration of human thought and accomplishment. Pennsylvania defines the various areas of the Expressive Arts as follows: Taken from: portal.state.pa.us, Academic Standards for the Arts and Humanities, PA Dept of Education.
- 14. Michigan Academic Standards in Expressive Arts: Found at: http://www.michigan.gov/mde/0,4615,7-140-28753_38684_28757---,00.html And: http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7.pdf Standards in Michigan for Elementary Expressive arts are separated into Music, Visual Arts, Dance and Theatre. Each sub-area is divided by grade level (K-8) and then standards are categorized into: Performance, Creation, Analyze (with sub-categories Analyze in Context and Analyze and Make Connections).
- 15. Expressive Arts Event - Photo-Centric I attended “Photo-Centric: Focus on Your World” at the William Bonifas Arts Center in Escanaba, MI. This was a juried show featuring work by artists from Michigan’s Upper Peninsula, and gave some unique perspectives on the region and it’s culture. Above: Translucent Ice by Julie Covert. Below: Reaching for Blue by Dan Young. Above: Gaudi II by Jim Anzalone. Below: Fawn by Michael Hall
- 16. Expressive Arts Event - Photo-CentricThings that I noticed while going through the gallery: • How many of the photographs were landscape, and that the ones shot in portrait orientation really caught my eye • Those that were close up detail shots that made me spend more time really looking at the forms, shapes and the picture as a whole in a way that even the most interesting large-scale landscapes with framing or other techniques to create interest didn’t do. • How many of the photographs had dominant blue and green colors—even some that weren’t of the water! • How I was very much drawn, then, to those that had a wider color scheme or whose color scheme surprised me compared to the other photographs in the gallery.
- 17. Reflection Through this course, I have gained additional comfort and skills in creating cross- disciplinary teaching units, and learned some important considerations in integrating the expressive arts in a meaningful way that enhances learning in the other subjects as well as understanding of the expressive arts. For me, this is one of the most important aspects of the class because I have seen first-hand how powerful cross-disciplinary teaching can be, and how enthusiastically students respond. I am excited when I see my students display genuine curiosity and take integrated projects to ‘the next level’ because of their enthusiasm. I am also very genuinely amazed to note how their understanding increases throughout an integrated unit.
Editor's Notes
- A definition of Expressive arts that I like is:The expressive arts combine the visual arts, movement, drama, music, writing and other creative processes to foster deep personal growth and community development.– definition from the IEATA (International Expressive Arts Therapy Association). I think that personal growth can be included to mean learning, and learning and understanding are paramount for positive community development. For me, teaching really has an end goal of community development—I am teaching children to be future citizens of their world.
- In the same vein as educating future citizens, my teaching philosophy aims at giving students a well-rounded view of the world. I truly believe in accomplishing that through connected and interdisciplinary learning. (read philosophy).
- Gardner’s Theory of eight, or nine areas of identified intelligence (the ninth is the proposed existentialistic area) gives teachers a framework for differentiating instruction and giving students multiple ways to interact with information. Students who are taught using multiple areas code information into memory in more than one way, and are more likely to remember information when it is presented to them in a meaningful way for them.
- When students are choosing how to approach a topic, I will give them a chart with 8 potential assignments, each based around a different area of Gardner’s Intelligences. Students then have the choice of project, but are still researching and working on the same topic. This can also be used for free time/finished early projects
- Bloom’s Taxonomy gives teachers a framework to match verbs in their student objectives and lesson plans to a level of higher order thinking. By mixing up tasks, and therefore requiring work and thought from all areas of the taxonomy, students will be able to do more than just ‘know’ information by rote, but will be able to use and apply information in various ways and at various levels.Bloom’s is instrumental in lesson planning, especially for planning for scaffolding of information.
- As it reads, I want to assess to make my teaching better fit my students’ needs, and to assess their true understanding rather than teach solely to increase standardized test scores. If I can meet my teaching goals, the test scores should rise in response. This makes sense, as students better understand materials and meet academic standards, they will better understand materials on the standardized tests.
- A quality rubric has objectives based on standards, focuses on areas that can be directly observed and objectively classified and gives students feedback on the continual creation of quality products. While this rubric has a lot of information for a quick slide view, it performs the goals of a rubric well. It gives students specific standards of performance to meet for their project, and groups them in a way that allows students to objectively evaluate their projects.
- Much of my presentation touches on my love of cross-disciplinary teaching and integrative units. I think because my first love is languages, and I have been teaching in two languages since the 2006-2007 school year, integrative learning makes sense to me. Language is a basis for all learning, but it is worth learning more about (think: grammar, history, structure, rules), in its own right. I apply similar thinking to all teaching. Social studies involves so many aspects of life—in geography I can bring in science and math standards for mapping, measurement and environmental issues. In history I can include culture, the arts, reading and writing standards. By doing so, I am increasing my students’ understanding that once they leave school, they must think of the world as integrated and problem solve in this way.
- Read slide on unit.
- A good objective has three parts, and reads like a road map: What conditions will be given for students to reach this objective, specifically what students will do or be able to do to meet the objective and additional factors to ensure or conditions to be met for students to have met these standards.
- I like that by making them know how serious and important I think that they and the subject is, they usually follow in the same way. This class was great for that goal. Here we are singing our ‘tortuga’ song (the Turtle Song), which brought together many of the units of the year (polite words, saying our name and others’ names, animal names and sounds, rooms of the house—for example.). I liked how my students picked up on my telling them that because they learned the other units so well, we can now combine the words we know into something bigger—like a song! We learned this song just after Christmas, and it quickly became a favorite. If the class went well that day, they could pick a song at the end. Nine times out of ten, it was this tortuga song.
- I like that the PA Standards group humanities and the expressive arts together. Arts really give our students a grounding in the human-ness that we all share, including emotions and feelings, the sense of dealing with struggles, disappointments, happiness and joy appropriately, interacting with all the other humans on the planet in meaningful and appropriate ways and more.
- I included some information on Michigan’s set up because that is where I will be teaching. I am now intimately acquainted with the 45 page PDF document of standards, and have set up my lesson plan matrices using the divisions described on the side: Performance objectives, Creation objectives and analytical objectives (this is the area that I have included much of my art history and aesthetics ideas from the DBAE model)
- I live in a relatively rural, and very interesting area—Michigan’s Upper Peninsula. It takes a special breed of person to live and enjoy living in an area whose main industries are tourism, mining and paper mills; it’s definitely a world of strange juxtapositions. I like when my students see these contradictions, and talk about them. We often talk in my Spanish class about features of our “culture” and compare and contrast them to the cultures that we learn about. I feel like this exhibit would be a great place to continue these discussions and have students begin by looking around the gallery and having them then write an overall statement about what they believe, from looking at the images, that the culture of the area’s artists holds to be important, and whether or not they feel that these photographs are a fair and balanced look at the region’s culture as a whole and why or why not. I think I would have many students who point out that all artists are from the area, the photographs align along 2-3 main themes, these themes are backed up by other writings and information about the area (consulting tourism groups, local chambers of commerce, etc.). I would hope that several could also see that there is a limited number of offerings/data to look at (less than 50 photographs by less than 20 artists), and bring up whether or not that is a large enough sample to judge an entire culture.
- Looking through the reactions I had in the gallery, I think the third and fourth bullets down dealing with color schemes really sparked my thinking about class discussions (read them). This would be something to point out to students—just how much a ‘surprise’ complement color can do for your work. Finally, some of the photographs really sparked some ideas for lesson planning. I enjoyed looking at a composition of paper birch limbs seemingly crawling across a royal blue sky. The photograph made me think of the tree limbs as a line element, and I began brainstorming on ways to compare tree limbs and branches to lines and having students create a composition of them while creating and experimenting with lines and negative space.
- Read reflection. This photograph that I have included on this slide is one that I took aboard the teaching ship “The Inland Seas”, which is a science and educational ship out of Suttons Bay, MI. I like the photograph because of the feelings of movement, the repetition and the use of lines around the ‘canvas’, but I also like the photograph because it evokes a feeling of being in charge of my own decisions and moving forward with them—putting my own sails out. The ship did a great job of combining science and history and general sailing knowledge to make it appropriate and memorable for all involved. It is a great experience to use as an inspiration for the way that I hope to teach.