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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
Slide30Slide31Slide32
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?
