Culminating Project: Professional Development Resource Amy DaytonMED/570 Teaching Methods: Reading Through the Arts May 21, 2012 Ioan Sersea University of Phoenix
ARTS INTEGRATIONas a teaching strategy across the curriculum
ARTS INTEGRATION A Rationale For IntegrationThere is quite a lot of research outthere to validate and support theimportance of integrating the artsacross the curriculum. With beneﬁts ofreaching all type of learners andchildren at all developemental levels,and motivating them to engage inhigher level thinking, it is a wonder thatarts integration hasn’t spread morerapidly in the United States!Programs already in place in schools in the country are proving that...
ARTS INTEGRATION A Rationale For Integration“Quality arts-integrated instruction can help schools achieve anyschool improvement plans that include meeting the needs of allstudents, increasing student comprehension, and providingeffective professional growth and development forteachers.” (Kelner, 2010).Also, “Arts-integrated programsare associated with academic gainsacross the curriculum as reﬂectedin standardized test scores.”(Gullatt, 2008). from a Visual Arts and History Lesson, artwork by Marayah, 9th Grade
ARTS INTEGRATION A Rationale For IntegrationIn schools throughout Europe and Asia, leaders have beensuccessful in using art integration (Kelstrom, 1998). Japan, theNetherlands and Hungary, have adopted programs utilizing artsintegration and “according to Kelstrom, these three countrieshave been ranked at the top of an international list of seventeencountries for scientiﬁc achievement by secondarystudents.” (Gullatt, 2008).Many professionals in the educational arena have spoken up forthe integration of arts in and across the curriculum. Vygotsky“insisted that students constructed cognitive knowledge throughthe active process of learning, and that the arts were integral tothat process.” (Gullatt, 2008).
ARTS INTEGRATION A Rationale For IntegrationIntegrating arts into the classroom in some of the ways Ms.Kelner spoke of isn’t so difﬁcult. But, strategies will need tochange.What is required? • a change in perspective... thinking “outside the box” • the willingness to re-think and adapt lessons • a focus on the “big ideas” that you want to teach (rather than simply teaching a piece of literature or an historical event, for example)
ARTS INTEGRATION A Rationale For IntegrationThrough the use of drama Ms. Kelner embarked on a lesson toteach students with language-processing issues, as well as otherdevelopmental issues. The book, The Polar Bear Son, by LydiaDabcovich, was used as the impetus for the lesson. Of coursethe students learned the story, but they also learned so muchmore: “their dialogue was rich with inferences about what thecharacters were thinking, feeling, saying and doing.” (Kelner, 2010).
ARTS INTEGRATION A Rationale For IntegrationWhat outcomes can you expect? • lessons are more memorable • students make stronger and more personal connections to the material • students are more readily engaged • CPS is inherent in the activities and students will begin to develop and grow these skillsAside from all of the rationale stated here, a wonderful aspect of AI is itsinherent adaptability for diverse learners.From the product or products that will be assessed to the readingmaterials or instructional devices used, the instructional strategies canreadily be adapted so that they are appropriate to the individual learner!
ARTS INTEGRATION Connecting Content Standards with Arts StandardsTaking it Step by Step... 1. Determine what you intend to teach; the goals or "big idea" of your lesson. 2. Choose the content standards appropriate to your lesson. (a)plan the progression of your lesson, step by step
ARTS INTEGRATION Connecting Content Standards with Arts Standards3. Consider the various avenues for learning and using CPS that each art discipline may present, then determine which one(s) you feel would be most germane. a) determine which art discipline could be incorporated at each step b)think through how the particular discipline and activity will make that step of the lesson more memorable, concrete and /or understandable for the students c) consider how the particular discipline and activity can provide differentiated instruction
ARTS INTEGRATION Connecting Content Standards with Arts Standards4. Review the art standards for [each] discipline you choose to employ. Determine and choose/ incorporate the pertinent and appropriate standard(s). a) choose the product or products you expect the students to create within the process and as a ﬁnal product b) identify the relationship between the content standard(s) and the art standard(s) youll be using
ARTS INTEGRATION Connecting Content Standards with Arts Standards5. Gather your materials, tools and any other supplies you will need to effectively present and follow through with your lesson • make a list of the materials, tools and other supplies youll need • consider what materials and resources you have readily available • consider parents (and others) who may be able to contribute - provide that list to them. It is wise to plan for these lessons ahead of time, if possible, depending on how much help you may need rounding up supplies • consider garage sales, thrift stores and dollar stores as places to look for supplies
ARTS INTEGRATION Connecting Content Standards with Arts Standards6. Plan for assessment • Determine your assessment strategies, both informal and formal • create these tools as needed • Formulate your plan for informal assessment and know when and how you will do these. Be sure that your informal evaluations assess whether or not students are using CPSand if their activities are progressing toward the lesson goal(s) • Inform the students of your goals and/or expectations for the lesson before they begin the ﬁnished product • it is preferable to provide them a written copy of your formal assessment tool
ARTS INTEGRATION Arts Integration Resource List A Compilation of Online Resources for Integrating the Different Art Disciplines “One can compare art education to the solid foundation for a house -once its built properly, it will hold any shape or form you will place on it.” - Igor Babailov -
ARTS INTEGRATION Integrated Lesson Plan1. As we discussed previously, it is important to start by selecting the concept(s) and content you plan to teach. In this example, I’ve chosen to teach the concept, “Our perception of others and the world around us is affected by our cultural background and our experiences.” and to integrate the arts into my language arts curriculum.2. Next, I looked at the standards I wished to implement based on the concept and content I’d be teaching.3. Once I knew which standards best met my concept: “Our perception of others and the world around us is affected by our cultural background and our experiences.”, I was ready to move on.
ARTS INTEGRATION Integrated Lesson Plan 4. Based on this idea, I chose the following content area standards: • Reading Comprehension: LA.2.1.7: The student uses a variety of strategies to comprehend grade level text. The student will identify important details (e.g., who, what, where, when) that relate to the author’s purpose in read-aloud stories. • Literary Analysis: LA.126.96.36.199: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts). The student identiﬁes, analyzes, and applies knowledge of the elements of a variety of ﬁction and literary texts to develop a thoughtful response to a literary selection.
ARTS INTEGRATION Integrated Lesson Plan5. Content area standards (continued): • Listening and Speaking: LA.188.8.131.52: The student will interpret information presented and seek clariﬁcation when needed. The student effectively applies listening and speaking strategies.6. Next, I determined which art or arts disciplines I thought would best exemplify the goals of my lesson. In determining this, I researched the arts standards. The visual arts seemed most appropriate for my goal. I determined that the student would create a mask that would: a) visually represent the culture we’d be learning about b) be used as part of a dramatic reading
ARTS INTEGRATION Integrated Lesson Plan 7. With this in mind, I chose the following arts standards: • Historical and Global Connections: VA.2.H.3.1: Describe connections made between creating with art ideas and creating with information from other content areas. The student will learn how to analyze text and visual imagery, make inferences and create masks that demonstrate their understanding of the story and it’s characters.• Critical Thinking and Reﬂection: VA.2.H.3.1: Describe connections made between creating with art ideas and creating with information from other content areas. The student will discuss the imagery of the book and culture, make inferences and decisions to create their masks and other art pieces demonstrating an understanding of the culture and the characters in the story.
ARTS INTEGRATION Integrated Lesson Plan• Skills, Techniques and Processes: VA.2.S.1.1: Experiment with tools and techniques as part of art-making processes. The student will apply what they understand from the text to make choices about tools and techniques most appropriate for creating their masks and/or other art objects as they work through this lesson. 8. Once I had made these determinations, I was ready to set the lesson in motion!
Finally, you need to be prepared to assess student learning in a method other than a paper and pencil instrument.
ARTS INTEGRATION Integrated Lesson PlanThe arts can be assessed individually and formally through the use of a rubric.Whether you are assessing an art product such as a visual art piece or aperformance, there are speciﬁc things you want the child(ren) to demonstrate. Tocreate an assessment tool you need to familiarize yourself with the components thatmake up each of the art disciplines as well as your content area. From there you willbe able to create assessment tools as needed. There are some great online sitesthat can help you do this. There are even some templates you can work from.The lesson plan and assessment can be adapted to meet the needs of diverselearners. For example: • simply by using AI, the lesson plan can be adapted to meet the needs of diverse learners • goals of the lesson can be modiﬁed • the rubric can be modiﬁed based on the student’s needs
ARTS INTEGRATION Integrated Lesson PlanMost likely you will need resources that aren’t readily available in your classroom.As I mentioned early, there a many ways to go about getting them. Don’t let theneed for materials, tools or other supplies hold you back! Start by making a list of the materials, tools and other supplies youll need, then: • consider what materials and resources you have readily available • consider parents (and others) who may be able to contribute - provide that list to them. It is wise to plan for these lessons ahead of time, if possible, depending on how much help you may need rounding up supplies • consider garage sales, thrift stores and dollar stores as places to look for supplies • consider local businesses who may be willing to contribute things • look for internet sites that may provide alternative ways to enhance your lesson
ARTS INTEGRATION Integrated Lesson PlanAs you all know, the use of technology is fairly common-place in our classroom’sthese days. One of the ways I like to use technology to introduce or visuallystimulate students during a lesson is to create presentations that contain links to theinternet and sites that are useful for reaching a wide variety of learners and learningstyles in my classroom.In this lesson, I integrated music and visual imagery through a presentation. Iincluded hyperlinks to provide a wider range of diverse examples to peak mystudents’ interests in what we would be learning about.During the progression of this lesson, I use music indigenous to the culture alongwith images to inspire and help in the creative process of drawing out the faces oftheir characters for the masks.
ARTS INTEGRATION Integrated Lesson PlanThere is also a site I like to use to show the students real African animalsso that they can get a better sense of their beauty and majesty. As part ofthis lesson, I want the students to have the opportunity to create realconnections to these real, living animals and to understand theimportance of respecting and saving these animals. That site is for thephotographer, Nick Brandt.I also use images from the National Geographic site and their educationalresources.
ARTS INTEGRATION Integrated Lesson Plan At times I have also allowed students who have limited motor skills to create imagery for this project through online drawing or photography editing sites. Listed below are a few sites that could be helpful for integrating technology in AI lessons.Some other ways to integrate technology could include: • letting students learn to create music through online tools. Many are free. Some of those available can be found at Free Technology for Teachers. • allowing students to create images with a digital camera and manipulate those images for effects relating to a lesson. There are many free online sites for this. I like Pixlr and Foto Flexer. • letting student use online drawing sites that are age appropriate such as: Sketchfu, Pixie 3 for creating projects or Glogster, an online “interactive poster” site, to name just a few. • there are also lots of interactive online sites with learning games your students would love. One of my favorites is Animalia. I use the book to teach and enjoy letting the students play the games on the site.
APPROPRIATE ASSESSMENT for Integrated LessonsRUBRIC revised from a template available for usethough The Incredible Art Department, Art TeacherToolBox: http://www.princetonol.com/groups/iad/links/toolbox/rubrics.html.CLICK on this image (left) and you can download anexact replica of the template as I made it.
ARTS INTEGRATION Appropriate Assessment for Integrated LessonsIntegrated lessons can and should be assessed • informally during the various stages of the lesson. • individually and formally through the use of a rubric.Other Assessment Avenues • an event or performance • an exhibit • a portfolio Even if the lesson produces a product, the event or exhibit would be assessed through the use of a rubric . Over the course of time, integrated lessons can be compiled into a portfolio and a formal assessment can be made by evaluating the students growth in learning over time. Whether you are assessing an art product such as a visual art piece or a performance, there are speciﬁc things you want the child(ren) to demonstrate.
ARTS INTEGRATION Appropriate Assessment for Integrated LessonsAn assessment tool can and may vary somewhat depending on the how theobjectives for the content curriculum and the arts combine. To create anassessment tool you need to familiarize yourself with the components that make upeach of the art disciplines as well as your content area. From there you will be ableto create assessment tools as needed.There are some great online sites that can help you do this. There are even sometemplates you can work from. The following list will give you a few assessmentresources to get you started!
ARTS INTEGRATION Appropriate Assessment for Integrated Lessons Online Assessment Resources• Rubrics, Creating and Scoring Rubrics, Templates, Samples, etc: http:// www.princetonol.com/groups/iad/links/toolbox/rubrics.html• Assessing Student Learning in the Arts: http://www.hawaiiartsalliance.org/images/ uploads/13_Appendix_2.pdf• Art Assessment Compendium. Various links to a variety of assessment tools for use in the arts: http://www.ccsesaarts.org/content/assessmentClassroomTools.asp• ArtsEdge and Portfolio Assessment: An article with information on what to assess in portfolios: http://artsedge.kennedy-center.org/educators/how-to/supporting-individual-needs/ portfolios-assessment-through-the-arts.aspx• ArtStart: On Integrating Theatre Arts: This resource includes “How to Design A Great Arts-Integrated Rubric”: http://ascartsintegration.org/documents/ASC_UniversityParkLP- D1.pdf• About Assessments: A valuable resource on assessment: http://www.artfulassessment.org/ assessments/• Ten Principles for Assessing Learning: This resourece provides help in understanding assessment: http://www.artfulassessment.org/wp-content/uploads/2009/02/ten_principles.pdf
ARTS INTEGRATION “Arts education aids students in skills needed in the workplace:ﬂexibility, the ability to solve problems and communicate, the ability to learn new skills, to be creative and innovative, and to strive for excellence.” Joseph M. Calahan, Director of Cooperate Communications, Xerox Corporation
ARTS INTEGRATION The Power of the Arts in EducationIn order for our nation and society to thrive, and not just survive in the 21stcentury and beyond, our citizens must be able to create and innovate. Our childrenmust learn to think critically and communicate their understanding. The arts are anatural springboard for critical/creative thinking; the ability to problem solve andcome up with unique or innovative solutions. When students are immersed inlearning situations involving the arts as an integral component to teaching subjectmatter, creative problem solving becomes a natural part of the process. When thisoccurs students are being prepared to take a productive place in our nation and onthe world stage.“The arts deliver precisely the kinds of thinking and working skills needed in theworkplace of the new millennium: analysis, synthesis, evaluation, and criticaljudgment. The arts nourish imagination and creativity while focusing deliberately oncontent and end products. The workplace demands collaboration and teamwork,technological competencies, ﬂexible thinking, an appreciation for diversity, and self-discipline—all of which are integral to arts learning.” (Cornett, C.E., 2007, p. 24).
ARTS INTEGRATION The Power of the Arts in EducationThe instructional strategy of Arts Integration ﬁts the needs of our students more preciselybecause it requires that the students engage in CPS and reaches multiple intelligences. TheTheory of Multiple Intelligences, authored by Howard Gardner, a noted developmentalpsychologist and professor of Cognition and Education, reveals that human beings have atleast eight different forms of intelligence which we can bring to bear in order to creativelyproblem solve.In the past, teachers have used instructional strategies that limited engagement to thelogical and verbal intelligences. Gardner’s theory “introduced our community to theconcept that the arts are more than an extra; they are vital to the balanced developmentof a child, cognitively as well as affectively.” (Bolak, K., Bialach, D. & Dunphy, M., 2005., p. 11).When we use teaching strategies that engage multiple intelligences, we should engage all ofour students and ensure real learning.In Arts integrated classrooms, teachers do not dominate the lesson with talk. Instead,“students are quickly set to work to solve problems. They learn to take turns, share ideas,and actively listen to others as they brainstorm solutions. Students learn to question,clarify and reﬂect.” (Cornett, C.E., 2011, p. 34). And, of course, these skills are ones weknow to be necessary in the workplace.
ARTS INTEGRATION The Power of the Arts in EducationOver time, studies have become more deﬁnitive on this point, and others relating tostudent learning. In an article posted on The President’s Committee on the Arts andHumanities site, the writer shares research which has shown that “when studentsparticipate in the arts they are four times more likely to be recognized for academicachievement, have higher GPAs and SAT scores and show signiﬁcantly higher levels ofmathematics proﬁciency by grade 12. They are also more likely to be engaged andcooperative with teachers and peers and are more self-conﬁdent and better able toexpress their ideas. These beneﬁts are particularly pronounced in high-poverty, low-performing schools.” (President’s Committee on the Arts and Humanities, n.d., para.4).Beyond the research and statistical data another truth remains: The arts are FUN!They make students want to learn; they are, by nature, engaging and they aremotivational. This truth is obvious when students persist in their work on a projector performance, when they experimenting without fear of mistakes and when theyare so focused that they don’t even realize the class period is over and it is time tomove on!
ARTS INTEGRATION The Power of the Arts in EducationStudents learning through the integration of the arts, "are learning through multiplelearning modalities, making creative decisions, adding to the direction of the lesson,and helping to sculpt its form and format. And they are learning in the way thatchildren have always learned best - they are enjoying the process." (Kelner, 2010. p.231, emphasis mine). As we prepare the next generation to take their place in this world, it behooves usto make every effort to prepare them to be both well-rounded and capable citizens.Even if the arts couldn’t boost test scores or lead to increased school attendance(though it does), education without the arts is an empty heritage. The arts are animportant part of our culture; of every culture and we impoverish our children whenwe do not engage them in it. When signing the National Endowment for the Artsinto existence, President Lyndon Johnson was noted as saying, “Art is a nation’s mostprecious heritage. For it is in our works of art that we reveal to ourselves and toothers the inner vision which guides us as a nation. And where there is no vision, thepeople perish.”
ARTS INTEGRATION The Power of the Arts in Education “Logic will get you from A to B. Imagination will take you everywhere.” – Albert Einstein –
REFERENCESBolak, K., Bialach, D. & Dunphy, M. (2005) Standards Based Thematic Units Integrate the Arts and Energize Students and Teachers. Middle School Journal, 36 (5). 9-19. Retrieved from http://www.amle.org/Publications/MiddleSchoolJournal/Articles/May2005/ Article2/tabid/122/Default.aspxCalahan, J.M. (2010). Useful Quotes for Art Advocates. National Performing Arts Convention. Advocacy. Retrieved from: http://www.performingartsconvention.org/advocacy/id=28Cornett, C.E. (2007). Creating Meaning through Literature and the Arts. (3rd ed.) Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.Cornett, C. E. (2011). Creating meaning through literature and the arts: Art integration for classroom teachers (4th ed.). Upper Saddle River, NJ: Pearson Education.Florida Department of Education. (2011). Next Generation Sunshine State Standards. Retrieved from http://www.ﬂoridastandards.org/Standards/FLStandardSearch.aspx.Gullatt, D.E. (2008). Enhancing Student Learning Through Arts Integration: Implications for the Profession. The High School Journal. 91(4). 12.Kelner, L.B. (2010). Miracle Moments: Tales of Art Integration. Teaching Artist Journal. 8 (4). 229.President’s Committee on The Arts and Humanities. (n.d.) PCAH Launches the Turnaround: Arts Initiative to Help Improve Low- Performing Schools. Retrieved from http://www.pcah.gov/news/pcah-launches-turnaround-arts-initiative-help-improve-low- performing-schoolsRohrer. K. (2012) Incredible Art Department. Rubrics Retrieved from http://www.princetonol.com/groups/iad/links/toolbox/rubrics.html