![Arts Integration lessons should be
balanced.
• “. . . [M]ust meet evolving objects in both
disciplines.”
• Rigor is important to all disciplines
Dance and Science Balanced](https://image.slidesharecdn.com/gmoonrbunnypresentation11-161107164217/85/G-moon-rbunny-presentation-11-03-16-11-320.jpg)
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G moon rbunny presentation 11.03.16
This document provides information from a professional development workshop on arts education. It discusses the different genres of visual and performing arts like dance, music, theater, and visual arts. It explains how arts education can help students feel good about themselves and develop skills like creativity, imagination, problem-solving, and stronger academic abilities. The document also outlines three types of arts education models used in schools and provides examples of lessons that integrate arts into other subjects like language arts, social studies, and science. It stresses the importance of balancing rigor across disciplines in arts integration and considering students' abilities when designing lessons.
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G moon rbunny presentation 11.03.16
- 1. Professional Development Workshop November3rd, 2016 3:30-6:30 pm The Gallo Center for the Arts Amy Zschaber azschaber@stancoe.org
- 2. What is ArtsEducation? • 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. 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.
- 4. Student Art-Making • Developslanguage 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
- 5. 3 types ofArts Education in Schools
- 6. Arts as CurriculumExamples:TAB 1 1-3
- 7.
- 8. Arts Integration Example:TAB1 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. 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. Arts Integration lookslike 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
- 11. Arts Integration lessonsshould be balanced. • “. . . [M]ust meet evolving objects in both disciplines.” • Rigor is important to all disciplines Dance and Science Balanced
- 12. There are Visualand Performing Arts Standards in California California Visual & Performing Arts Standards Artistic Perception Responding to art; using vocabulary of the arts Creative Expression Applying artistic processes and skills Historical Context Analyzing the role of arts in past and present cultures Aesthetic Valuing Derive meaning from art Connections & Applications Apply learning across subject areas https://goo.gl/tB9cBm
- 13. There are nationalVisual and Performing Arts Standards California has not yet adopted these standards. Create Make something Perform Fulfill a task Respond To reflect on creating, performing, or viewing art Connect To build personal meaning National Coalition for Core Arts Standards http://www.nationalartsstandards.org/
- 14. Always consider theabilities of students when designing arts integrated 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).
- 15.
- 16. How to designan arts integrated lesson?
- 17. How to designan 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)
- 18. How to designan Arts Integrated lesson?
- 19. How to designan Arts Integrated lesson?
- 20. How to designan Arts Integrated lesson?
- 21. How to designan Arts Integrated lesson?
- 22. Teacher’s Guide: SilhouetteBunny Amy Zschaber azschaber@stancoe.org
- 23. What do wedo before going to bed?
- 24. Look at theBook Cover: Goodnight Moon
- 25. Ask. . . •Where is the story going to take place? • What time of day might it be? • Why do you think that?
- 26.
- 27. Ask. . . •Where does the story going to take place? • What time of day might is it? • What happens in the story?
- 28. What happens whenwe stand in the sun?
- 29. Look at the BookCover: The Black Rabbit
- 30. Ask. . . •Where is the story going to take place? • What time of day might it be? • Why do you think that?
- 31.
- 32. Ask. . . •Where does the story going to take place? • What time of day might is it? • What happens in the story? • What is the Black Rabbit?
- 33. Same / Different? GoodnightMoon The Black Rabbit Rabbit Rabbit Night time Day time Going to sleep Making friends Shadows from lamp Shadows from sun
- 34. Let’s Make Art! ARTMATERIALS • -Oil pastels (optional crayons) • -Black markers or crayons • -Scissors • -Glue (glue sticks or glue boxes) • -Sheets of 9x12 black paper (1 per student) • -3.5x3.5 in black paper (1 per student) • -2x2 in black paper (1 per student) • -2x3 in black paper (2 per student) • -4x9 in black paper (1 per student) • -2x2 in pink paper (1 per student) • -Coffee filters (1 per student)
- 35. 1. Make white “stars”using a crayon or oil pastel
- 36. 2. Make curvylines and squiggles on a coffee filter with a water-based marker, crayon, or oil pastel
- 37. 3. Glue your coffeefilter “moon” to your star-paper
- 38. 4. On thesmaller black pieces of paper draw circles and ovals and cut them out (as shown)
- 39. 5. Put an“x” on each item you just drew and cut out. This is where you will put the glue.
- 40. 6. Glue the biggestcircle down at the bottom of your moon
- 41. 7. Glue thesmall circle on top of the big circle
- 42. 8. Glue thetwo ears on top
- 43. 9. Draw acircle on the pink paper. Cut it out and glue it down on the head (the pink circle is the nose)
- 44. 10. Get the4x9 in strip of paper
- 45. 11. Draw a horizontalline on the paper
- 46. 12. Cut lines perpendicularto the white line. Do not cross the white line
- 47. 13. Roll upthe cut edges to make “fringe”
- 48. 14. Glue down yourfringe to make grass
- 49. 15. (optional) use theblack oil pastel to add some texture to your bunny
- 50. 16. Add extra starsas needed
- 51. 17. (Optional) add studentname in white oil pastel at the bottom
- 52. Student Reflection • Howdid you make this art? • What shapes did you use to make this art? • How is your art like Goodnight Moon? • How is your art like The Black Rabbit?
- 55. How would youchange / customize this lesson to better suit your classroom culture(s)?
- 56.
- 58.
- 59. What is the storyabout?
- 60. Who are thecharacters in the story?
- 61. Who is tellingthe story?
- 62. How do thepictures help you know more about the story?
- 63. How do youthink the pictures in The Runway Bunny were made? Why do you think this?
- 64. Are the picturesin The Runaway Bunny realistic (true to life)? Do the pictures look just like a real bunny? How are they alike? How are they different?
- 65. We use linesto make art. Do you see any lines in this artwork? Where? What types of lines do you see?
- 66.
- 67. What is the storyabout?
- 68. Who are thecharacters in the story?
- 69. Who is tellingthe story?
- 70. How do thepictures help you know more about the story?
- 71. How do youthink the pictures in Rabbityness were made? Why do you think this?
- 72. Are the picturesin Rabbityness realistic (true to life)? Do the pictures look just like a real bunny? How are they alike? How are they different?
- 73. We use linesto make art. Do you see any lines in this artwork? Where? What types of lines do you see?
- 74. Artwork like lookslike a photograph is called, realism
- 75. Artwork that doesn’tlook like anything is called, abstract
- 76. Does Rabbit inRabbityness make abstract or realism paintings?
- 77. How are thestories Rabbityness and The Runaway Bunny alike and different? The Runaway Bunny Rabbityness Rabbit Rabbit Day time Day time Going on adventures Trying new things
- 78. What type ofsounds does Rabbit make with this instrument?
- 79. Rabbit makes musicusing a Didgeridoo • A didgeridoo is an instrument from Australia • Didgeridoos are made from wood • Watch a video about digeridoos https://goo.gl/Iq4YrS
- 80.
- 100. Listen to the musicof the digergidoo https://goo.gl/ON7EUq Draw different music notes as you listen!
- 105. Listen to the musicof the digergidoo https://goo.gl/ON7EUq Paint what the music sounds like No splatter painting!
- 112. How would youchange / customize this lesson to better suit your classroom culture(s)?
- 113. Questions / Reflections AmyZschaber azschaber@stancoe.org