This document discusses how integrating visual art projects into other subjects can develop students' curiosity, creativity, and risk-taking. It provides examples of projects done in an elementary art class that incorporate language arts, social studies, and Spanish. The benefits mentioned are making interconnections between subjects, strengthening skills, and discovering individual abilities. Students go through phases of planning, working flexibly, and evaluating their work. The goal is to create inventive thinkers by allowing students' natural abilities to bloom through exploration without pressure.

1. Visual Art Other Subjects Project Based Learning Integration

2. One of the components of 21st Century Learning Skill currently focused, applied and practiced in the Elementary Visual Art Class, Lincoln School.

3. Inventive Thinking: CURIOSITY CREATIVITY RISK TAKING

5. Creativity to bring something into existence that is genuinely new and original

7. Where do I begin? Teaching Art and being a Creative Artist Language level Learning Stage Focus and interest Instructions, plans and flexibility Learning and developing technical skills Sufficient guidance and positive feedback Creating original work

8. Why through Visual Art? It empowers children to communicate ideas that words and numbers cannot always help them adequately to express. (Grade 2: Self- Portrait: Lines and shapes/ color contrast and interests)

9. Why is integration necessary? To create ‘out of the box thinkers’ to increase cognitive capacities of children to make connections to other subjects and relate to real life experiences. Grade 3: Integration Language Art/ Social Studies cover for the ‘Wild Island’ travel brochure . Art skills: Texture/ recycled paper collage/ overlapping/ contrast/ negative and positive space/ cut and paste/ Ref. Henri Matisse’s work - PowerPoint presentation

10. We can create Inventive Thinkers just by integrating a simple subject matter: Art History and Culture ‘Day of the Dead’ Mexican Mural Integration: High School Spanish Class

11. Benefits from curiosity, creativity and risk taking: We retain and learn by making interconnections. There is no guess work about whether the connections have been made by the students, the connections will be clear. It strengthens skills that the students encounter in one content area by practicing in another, while learning different skills and techniques enhance the subject matter. The students will know how to transfer their acquired knowledge to other contexts Individual abilities and interests are discovered

12. Students’ Phases: Plan work showing lines/ shapes and colors Techniques Believe in their abilities In the Process: Work to reach goals Flexibility is welcomed Interest in their work Teach themselves Help others Seek help when needed Upon Completion: Evaluate their work Understand that hard work is the success Have positive self-images of themselves as learners Use what they have learned to adapt to new situations

13. From the scraps ‘A Community’ Result: Curious + Creative + Risk Takers= Inventive Thinkers

14. What do the children say? Do you like art ? Yes. Why do like art? Because it is fun. Why do you think it is fun? You get to create what you want to. How do you create what you want to? (Thinking) From my mind.

15. Where does tech come in? Digital grayscale printouts to study value! Hope to collaborate technology in Visual Art in the future! MASKS FROM AROUND THE WORLD, FAMOUS ARTISTS, PAINTINGS AND MANY MORE: Technology makes the tasks easier.

16. Students Who Are Personally Creative: Exhibit Innovation and Risk-Taking Produce original, unique, and cogent ideas, phrases, and products Exhibit expertise in at least one domain Take risks and excel despite mistakes Are Intrinsically Motivated Exhibit curiosity, inquisitiveness, wonder, and excitement Are flexible and adaptable Become immersed in challenging learning for intrinsic reasons Tolerate ambiguity well and respond with spontaneity and ingenuity 2003 NCREL/Metiri Group http://www.metiri.com/

18. Students Who Are Risk-Takers: Are willing to tackle challenging tasks, even when success is uncertain Choose tasks involving reasonable or intermediate risk rather than excessive risk Share and advocate ideas they believe in, even when those ideas are unconventional Are willing to hold their work or thinking up to critical appraisal and amend thinking when successfully challenged Are willing to be incorrect and willingly take on tasks that might result in errors 2003 NCREL/Metiri Group http://www.metiri.com/

19. Evidence of Learning Taking Place

20. Just a beginning!

21. Reading: enGauge21st Century Skills Cheryl Lemke, CEO, Metiri Group Ed Coughlin, Senior Vice President, MetiriGroup Dr. VandanaThadani, Associate, Metiri Group Crystal Martin, Research Associate, Metiri Group Metiri Group 1801 Avenue of the Stars, Suite 426 Los Angles, CA 90067 http://www.metiri.com Video “Do schools kill creativity?”http://www.ted.com/index.php/talks/view/id/66

22. Creativity Linksby C. Osborne This page links to great resources on creative thinking. Creativity Pool This is a database of creative and original ideas. Submit your own or check to see if someone else has thought of the same thing. Creative Problem Solvingfrom Burris Laboratory School, Muncie, IN This page highlights six steps in creative problem solving. Creativity Webfrom C. Cave This page contains ideas on linking creative thinking to critical thinking and multiple intelligences.

23. Techniques for Creative Thinking Edward de Bono's Methods & Concepts of Lateral Thinking This page provides an overview of deBono's ideas about creativity. Here you can also learn about the Six Thinking Hatsby S. Labelle. Introduction to Creative Thinking by R. Harris from VirtualSalt This page compares critical and creative thinking and discusses the myths of creative thinking.

25. Writing Objectives for Lessons in Drama Class

26. Using the Cognitive Domain to Include Rigor

27. Teachers Can Improve Student Participation

28. Low-Prep Differentiated Activities

29. Guide for New Teachers