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 ID: 569423
Download Presentation The PPT/PDF document "Intro to Arts Integration" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
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 DirectorSlide2
Please sign in and take a nametag
Presenter Introductions
Parking 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 learningSlide6
Arts EnhancementsSinging “Fifty Nifty United States”
Choral readingPoetry Coffee HouseIllustrating a reportSlide7
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.IntegrationSlide9
Enhancement or Integration?
Students memorize the ABC song while learning about the alphabet
EnhancementSlide10
Theory and Rationale
Arts engaged students are three times likelier to have excellent attendance recordsAt-risk students cite their participation in the arts as a major factor in staying in schoolThe arts have proven to close the achievement gap, especially for students in poverty
Arts integration keeps teachers committed and engaged in teachingSlide11
Theory and RationaleSlide12
The Actor’s ToolBox
Establishing the literacySlide13
Purpose and Goals of the Toolbox
Silent routine to reinforce the tools and skills required for acting…BODYVOICE
IMAGINATION
CONCENTRATIONCOOPERATIONA 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 reliefEstablishes clear and common vocabularyProvides behavior assessmentCreates a clear, unifying transition
Balances group energies
Provides a framework for reflectionAddresses bodily/kinesthetic and intrapersonal intelligences.Slide15
Key Pieces
Teacher
Observer, interpreter, and behavior responder
Consistency, results over timeEnduring 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 FocusSlide16
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 MovementStrategies 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-takingSlide20
Skill Building: Classroom Management
Finding an “EMPTY SPOT”Making a “FANTASTIC SHAPE”
Moving through the roomSlide21
Warm-Up Routine
The Brain DanceBreath – O2 to the brain, inner awareness
Tactile – Sensory integration
Core-Distal – Core awarenessHead-Tail – flexibility, nervous pathways
Side/ Upper-Lower – Balance, tracking
Vestibular – spatial awareness, coordinationSlide22
Differentiated ExperienceMiddle School with Cassie
Fractions and percentagesUpper 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 breakSlide25
Visual thinking strategiesCassie
KendzoraSlide26
VTS Overview
making complex observationsdrawing conclusions based on observationssupporting statements, evidential reasoningspeculative thinkingconsidering a range of possibilities
generating new ideas
revisionelaborationexpressing and articulating these ideas in discussions and in writingthe ability to accept multiple viewpointstransfer 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 ProjectSlide28
VTS Rules of EngagementWhen one person is talking the rest of us are listening (silent)
Students indicate that they have something to add by raising handsThere 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 EngagementSlide30Slide31Slide32
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?