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Arts integration and education for the non art classroom

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Arts integration and education for the non art classroom

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Arts integration and education for the non art classroom

  1. 1. Identifying, Defining, Designing, and Using Arts Integration in the Classroom Amy Zschaber azschaber@stancoe.org
  2. 2. What is Arts Education? • Dance – Movement – Genres of – Choreography – Sometimes PE • Music – Band – Chorus – Orchestra – Sound mixing • Theatre – Play writing – Acting – Public speaking • Visual Arts – Studio arts – Media arts – Digital arts Often referred to as “VAPA” - Visual and Performing Arts
  3. 3. Arts Education experiences. . . • Help students – Feel good about themselves as individuals – Develop abilities to observe and respond sensitively – Develop skill, creativity, and imagination – Develop understanding of the arts – Become appreciative of music, art, and dance from their own and other cultures, times, and places. –develop stronger academic skills across multiple non-arts subjects. Slide compiled from information from Dr. Carla Piper in development of ARTU 450 at Brandman University
  4. 4. Student Art-Making • Develops language and vocabulary • Develops problem-solving strategies • Enhances social skills • Enhances artistic and creative development • Develops motor control and perceptual discrimination • Develops aesthetic awareness and appreciation for the arts Slide compiled from information from Dr. Carla Piper in development of ARTU 450 at Brandman University
  5. 5. 3 types of Arts Education in Schools
  6. 6. Arts as Curriculum Examples:TAB 1 1-3 
  7. 7. Arts-Enhanced Examples:TAB 1 1-3  I found the cutest craft on Pinterest!
  8. 8. Arts Integration Example:TAB 1 1-3  Edgar Allen Poe Raven Craft to align with ELA study of The Raven & gothic literature Edgar Allen Poe Gothic Art Project to align with ELA study of The Raven & gothic literature
  9. 9. Arts Integration Is. . . • An approach to teaching in which students construct and demonstrate understanding through an art form. • Students engage in a creative process which connects an art form and another subject and meets evolving objects in both. From Kennedy Center for the Arts
  10. 10. Why is Arts Integration valuable? • Address multiple intelligences • Builds literacy skills across subjects • Develops the Whole Child • Engages community • Encourages differentiated instruction • Encourages culturally relevant curricula • Develops 21st century skills • Engages students in authentic activities • Students become peer teachers • Overlaps with – Project Based Learning (PBL) – Universal Design for Learning (UDL) • Powerful tool for demonstrating understanding
  11. 11. Arts Integration addresses multiple intelligences
  12. 12. Arts Integration builds literacy skills across subjects
  13. 13. Arts Integration develops the “Whole Child” Human Brain at Birth 6 Years Old 14 Years Old
  14. 14. Arts Integration engages the community
  15. 15. Arts Integration encourages differentiated instruction
  16. 16. Arts Integration encourages culturally relevant curricula
  17. 17. Arts Integration requires student creativity, which builds 21st Century Skills Creativity is linked to problem solving and 21st Century Skills
  18. 18. Arts Integration engages students in authentic learning
  19. 19. In Arts Integration lessons, students become peer teachers
  20. 20. Arts Integration overlaps with PBL and UDL Project Based Learning (PBL) Universal Design for Learning (UDL)
  21. 21. The Arts are a powerful tool for student demonstration of learning • For example, – Perform a skit about the how Native Americans felt about European settlers – Compose a dance about the butterfly life cycle – Using Incredibox.com write a song about Wuthering Heights – Create a portrait of a famous American. Be sure to use key details to help the viewer identify your subject
  22. 22. Arts Integration. . . Encourages a culturally relevant, student- centered curriculum that authentically engages students and allows them to apply content learned to their own lives in a relevant manner.
  23. 23. Arts Integration looks like a conversation • Sometimes the arts subject speaks • Sometimes the non-arts subject speaks • Sometimes the arts subject and the non-arts subject overlap Art Science
  24. 24. Arts Integration lessons should be balanced. • “. . . [M]ust meet evolving objects in both disciplines.” • Rigor is important to all disciplines Dance and Science Balanced
  25. 25. There are Visual and Performing Arts Standards in California https://goo.gl/tB9cBm
  26. 26. There are national Visual and Performing Arts Standards California has not yet adopted these standards. http://www.nationalartsstandards.org/
  27. 27. Educators always consider the abilities of their students when they design lessons • Students under the age of 8 generally are more interested in the process of art-making than they are in the product of art-making. • Most VAPA educators of students in grades 3 and younger agree that when it comes to learning, process is more important that the product. • This principle applies to any kind of student art-making (dance, music, theatre, & visual arts).
  28. 28. Process vs. Product
  29. 29. How to design an arts integrated lesson?
  30. 30. How to design an Arts Integrated lesson? Tasked with: -a Visual Arts integrated lesson (Visual Arts standards) -History of American West (Social Studies standards) -Incorporate writing (CCSS Writing standards)
  31. 31. 1.0 Artistic Perception • Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts • Students perceive and respond to works of art, objects in nature, events, and the environment. • They also use the vocabulary of the visual arts to express their observations. 4th GradeVisualArtsStandards
  32. 32. 1.0 Artistic Perception Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe contrast and emphasis in works of art and in the environment. 1.2 Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art. 1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood. 1.4 Describe the concept of proportion (in face, figure) as used in works of art. 4th GradeVisualArtsStandards
  33. 33. 1.0 Artistic Perception Analyze Art Elements and Principles of Design 1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment. 4th GradeVisualArtsStandards
  34. 34. 2.0 Creative Expression • Creating, Performing, and Participating in the Visual Arts • Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. 4th GradeVisualArtsStandards
  35. 35. 2.0 Creative Expression Skills, Processes, Materials, and Tools 2.1 Use shading (value) to transform a two- dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere). 2.2 Use the conventions of facial and figure proportions in a figure study. 2.3 Use additive and subtractive processes in making simple sculptural forms. 2.4 Use fibers or other materials to create a simple weaving. 4th GradeVisualArtsStandards
  36. 36. 2.0 Creative Expression Communication and Expression Through Original Works of Art 2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting. 2.6 Use the interaction between positive and negative space expressively in a work of art. 2.7 Use contrast (light and dark) expressively in an original work of art. 2.8 Use complementary colors in an original composition to show contrast and emphasis. 4th GradeVisualArtsStandards
  37. 37. 3.0 Historical and Cultural Context • Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts • Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists. 4th GradeVisualArtsStandards
  38. 38. 3.0 Historical and Cultural Context Role and Development of the Visual Arts 3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture). 4th GradeVisualArtsStandards
  39. 39. 3.0 Historical and Cultural Context Diversity of the Visual Arts 3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage. 3.3 Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in California both past and present. 4th GradeVisualArtsStandards
  40. 40. 4.0 Aesthetic Valuing • Responding to, Analyzing, and Making Judgments About Works in the Visual Arts • Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 4th GradeVisualArtsStandards
  41. 41. 4.0 Aesthetic Valuing Derive Meaning 4.1 Describe how using the language of the visual arts helps to clarify personal responses to works of art. 4.2 Identify and describe how a person's own cultural context influences individual responses to works of art. 4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art. 4th GradeVisualArtsStandards
  42. 42. 4.0 Aesthetic Valuing Make Informed Judgments 4.4 Identify and describe how various cultures define and value art differently. 4.5 Describe how the individual experiences of an artist may influence the development of specific works of art. 4th GradeVisualArtsStandards
  43. 43. 5.0 Connections, Relationships, Applications Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers • Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts. 4th GradeVisualArtsStandards
  44. 44. 5.0 Connections, Relationships, Applications Connections and Applications 5.1 Select a nonobjective painting, work in small groups to interpret it through dance/movement, and then write a paragraph reporting on the arts experience. 5.2 Identify through research twentieth-century artists who have incorporated symmetry as a part of their work and then create a work of art, using bilateral or radial symmetry. 4th GradeVisualArtsStandards
  45. 45. 5.0 Connections, Relationships, Applications • Visual Literacy 5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event. • Careers and Career-Related Skills 5.4 Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture. 4th GradeVisualArtsStandards
  46. 46. How to design an Arts Integrated lesson?
  47. 47. 4th Grade Social Studies & Arts Integration VAPA Standards Artistic Perception 1.4 Describe the concept of proportion (in face, figure) as used in works of art. Creative Expression 2.2 Use the conventions of facial and figure proportions in a figure study. 2.5 Use accurate proportions to create an expressive portrait or figure drawing in a work of art. Aesthetic Valuing 4.2 Identify and describe how a person’s own cultural context influences individual responses to works of art. CCSS Writing Standards 1. Write opinion pieces on topics or texts, supporting a point of view reasons and information. A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped together support the writers purpose. B. Provide reason that are supported by facts and details. C. Link opinion and reasons using words and phrase (e.g. for instance, in order to, in addition). D. Provide a concluding statement or section related to the opinion presented. History Standards History 4.3.3 Analyze the effects of the Gold Rush on settlements, daily life, politics, and the local environment (e.g. use of biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
  48. 48. How to design an Arts Integrated lesson?
  49. 49. How to design an Arts Integrated lesson?
  50. 50. How to design an Arts Integrated lesson?

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