Intro to Arts Integration
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Intro to Arts Integration

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Intro to Arts Integration




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Presentation on theme: "Intro to Arts Integration"— Presentation transcript:

Slide1

Intro to Arts Integration

EQ Professional Development Day

Ben

Heinen

, Arts Integration Specialist at

Cattell

and Oak Park

Cassie

Kendzora

, Arts Integration Specialist at Harding

Sarah Dougherty, Turnaround Arts Local Program Director

Slide2

Please sign in and take a nametagPresenter IntroductionsParking validation process

Welcome!

Slide3

Outcomes for the Session

Foundational understanding of the principles of arts integration.

Experience shared risk-taking through arts integration.

Make connections to classroom practices for future implementation.

Engage socially and professionally with TAI cohort colleagues.

Slide4

Norms

When addressing problems, we will focus on solutions.

We will put students’ needs first.

We will use professionalism when disagreeing.

Approach learning with an open mind.

Be fully present

.

We will take care of our personal needs.

Slide5

Definition of Arts Integration

In simpler terms…

Arts integration

is a strategy for

teaching and learning that uses the

arts

as primary pathways to learning

Slide6

Arts Enhancements

Singing “Fifty Nifty United States”Choral readingPoetry Coffee HouseIllustrating a report

Slide7

Enhancement or Integration?

During a lesson on homonyms/homophones, students learn about the basic elements of drama and then utilize mime in order to visualize and demonstrate the varied definitions of sets of homophones.

Slide8

Enhancement or Integration?

During a lesson on homonyms/homophones, students learn about the basic elements of drama and then utilize mime in order to visualize and demonstrate the varied definitions of sets of homophones.

Integration

Slide9

Enhancement or Integration?

Students memorize the ABC song while learning about the alphabet

Enhancement

Slide10

Theory and Rationale

Arts engaged students are three times likelier to have excellent attendance records

At-risk students cite their participation in the arts as a major factor in staying in school

The arts have proven to close the achievement gap, especially for students in poverty

Arts integration keeps teachers committed and engaged in teaching

Slide11

Theory and Rationale

Slide12

The Actor’s ToolBox

Establishing the literacy

Slide13

Purpose and Goals of the Toolbox

Silent routine to reinforce the tools and skills required for acting…BODYVOICEIMAGINATIONCONCENTRATIONCOOPERATIONA physical behavioral contract students sign to demonstrate their agreement and ability to control these things in the classroom.

Slide14

Benefits of the Toolbox

Provides kinesthetic review and relief

Establishes clear and common vocabulary

Provides behavior assessment

Creates a clear, unifying transition

Balances group energies

Provides a framework for reflection

Addresses bodily/kinesthetic and intrapersonal intelligences.

Slide15

Key Pieces

Teacher

Observer, interpreter, and behavior responder

Consistency, results over time

Enduring Understanding

BEHAVIOR IS A CHOICE (99%)

Essential Question

How can we help student become accountable for their own behavior

Music: Inner Space: Music for Concentration and Focus

Slide16

Essential Questions:

What are your initial thoughts as a learner and educator?

What benefits can you see for your students? Classroom?

How do you see these strategies fitting into your current practice?

What supports do you anticipate needing for implementation?

Slide17

Math, Meaning, and Movement

Strategies through dance.

Slide18

Quick Gut Check

Turn to a neighbor:

When you think about integrating dance into your classroom, what are your greatest fears/barriers?

How many of your answers were student concerns, how many were about you?

Slide19

Quick Gut Check

From

Dance

to

Movement and Shared Risk-taking

Slide20

Skill Building: Classroom Management

Finding an “EMPTY SPOT”

Making a “FANTASTIC SHAPE”

Moving through the room

Slide21

Warm-Up Routine

The Brain Dance

Breath – O

2

to the brain, inner awareness

Tactile – Sensory integration

Core-Distal – Core awareness

Head-Tail – flexibility, nervous pathways

Side/ Upper-Lower – Balance, tracking

Vestibular – spatial awareness, coordination

Slide22

Differentiated Experience

Middle School with Cassie

Fractions and percentages

Upper Elementary with Sarah

-Angles and triangles

Lower Elementary with Ben

Place value

Slide23

Essential Questions:

What are your initial thoughts as a learner and educator?

What benefits can you see for your students? Classroom?

How do you see these strategies fitting into your current practice?

What supports do you anticipate needing for implementation?

Slide24

“NOTE: INNER SPACE”

15 minute break

Slide25

Visual thinking strategies

Cassie

Kendzora

Slide26

VTS Overview

making complex observations

drawing conclusions based on observations

supporting statements, evidential reasoning

speculative thinking

considering a range of possibilities

generating new ideas

revision

elaboration

expressing and articulating these ideas in discussions and in writing

the ability to accept multiple viewpoints

transfer and application of these skills to other subjects without prompting.

Slide27

VTS Connections

“Students who received VTS for three years had significantly higher growth rates in visual literacy than comparison group students; there was a strong relationship between growth in visual literacy and growth in both reading and mathematics; VTS promoted good citizenship skills, cooperation, respect, and tolerance for the views of others; and VTS was especially effective with students with limited English proficiency. The study concluded that curriculum enhancements like VTS, may be the best test preparation the schools can provide.”

-

Artful Citizen Project

Slide28

VTS Rules of Engagement

When one person is talking the rest of us are listening (silent)

Students indicate that they have something to add by raising hands

There are no wrong answers!

as long as evidence is provided which supports a statement or inference

When one person is called upon the rest of us put our hands down

You will know that it is alright to raise your hands again when you hear the teacher say, “Does anyone see something else or something different

?”

Slide29

VTS Rules of Engagement

Slide30

Slide31

Slide32

VTS Procedures

“Take a quiet moment to just LOOK.”

“Now, can anyone tell me what they see or what is going on here?”

“What do you see that makes you say that?”

“Is there something in the picture that you can point to that gives you this idea?”

Restate what the student has inferred along with the evidence for that statement and then ask, “Do I have that right?”

“Does anyone else see something else or something different?” OR “Does anyone else see something that supports (Insert student’s name) idea?”

Slide33

Essential Questions:

What are your initial thoughts as a learner and educator?

What benefits can you see for your students? Classroom?

How do you see these strategies fitting into your current practice?

What supports do you anticipate needing for implementation?

Slide34

Final Feedback Piece

On your notecards:

Reflect on our experience today. Using your answers to the essential questions as a guide, provide some feedback to help us tailor supports for arts integrated teaching and learning.

Thanks for joining us.

Slide35

Essential Questions:

What are your initial thoughts as a learner and educator?

What benefits can you see for your students? Classroom?

How do you see these strategies fitting into your current practice?

What supports do you anticipate needing for implementation?