C105 - Visual & Performing Arts
Vygotsky's Sociocultural Theory and Arts Integration
Unlike Piaget who thought you should just wait for a child to be ready, Vygotsky believed it was good to intervene and use some scaffolding to bridge a gap from where a student was at and where they could be so long as they were within the Zone of proximal development (ZPD). In this zone, the theory is that the child just needs a little nudge essentially ( a cue, tip, suggestion, some steps, or maybe just some additional encouragement). Re AI there is definitely a need for scaffolding in certain projects, for even a teacher would likely need some scaffolding from a question of just create a dance, song... Working in groups with a team to solve problems such as these (i.e. making a dance) whether it be in pairs, trios, quads, or whole groups, when working together with peer scaffolding, new perspectives are reached, connections made, and so long as the task is within the ZPD, many bridges may be built.
Where are some places to get art for lessons?
Virtual tours of places like the Louvre websites for an artists, art form, art style, ar period
Integration - what do we want to integrate in education with arts?
We want to integrate it whenever possible. In fact, we want to integrate subjects together along with art. Science, Math, English, Art all interwoven into a meaningful lesson. It can create synergy - the wholes are more than the separate parts.
What are some good questions to help get to personally relevant big ideas?
What did you learn? What was this mostly about? What did this tell you about people or the world? What will you remember forever from this book or song?
How does Art integration help with creating meaning?
When using AI learners can be involved in work that is contributing to their own happiness and others. It also can be relevant as it taps into their interests, which will connect to their background experience. Meaningfulness can be extended further when the projects are in authentic contexts for problem solving and if the end result can be shared with an audience.
What are some of the Processes of the Arts?
While not always true, CPS(creative problem solving) often is the process that drives a decision about what and how to communicate. It is often a self-chosen path to create new meaning and is a self-motivating journey. Generally artistic thinking is born from imaginings, so a process might be considered one of imagination ;) The wonderful "what if...? " and "why not..." type of questions can often spring forth divergent answers. A common process is thinking w/o words, such as forming mental images of a situation, place, person/character.
What are some reasons for explicitly teaching some arts concepts (e.g. elements and symbols) and skills forming the language of each art form?
Without a basic symbolic vocabulary art remains impenetrable. Plus, students lacking arts literacy become frustrated, along with the teacher, when they try to "read" art, even in picture books.
What positive relationships were found with arts engagement (7)?
academic achievement cognitive/higher order thinking literacy/math affective /motivational changes social growth learning environment diverse learners
What are the different types of needs that students have that AI tries to tie in together?
cognitive needs - the need to know and self-monitor emotional needs - to need to feel pride in one's efforts social needs - the need to belong physical needs - the need to move
Directed hands-on examination of ____ is one stepping-stone to understanding the values and lifestyles of any group.
cultural aritifacts
What are some of the competitive advantages that arts provide according to The National Governors Association?
flexibility, interpersonal skills, and problem solving, The Impact of Arts Education on Workforce Preparation (2002) describes how 21st-century workplaces demand such assets as flexibility, interpersonal skills, and problem solving, common to work in the arts. Schools cannot remain lodged in the last century where memorizing facts and applying rigid formulas paved the way to lucrative careers. Jobs that require formulaic decisions are rapidly being lost to outsourcing and automation (Hetland, 2008). According to the Partnership for 21st Century Skills, "many of the fastest growing jobs and emerging industries rely on workers' creative capacity—the ability to think unconventionally, question the herd, imagine new scenarios, and produce astonishing work"
Arts Products as Texts - what can be considered 'texts'?
products that simply preserve a culture or history or really learning to read art and make art that also tell a story is also art as text. Students who may have difficulty in reading text may be able to read art with a few tips (e.g. lighter colors vs darker colors...) and tell you what an artist may be trying to tell you. https://www.youtube.com/watch?v=esUawrdkxEo
What are some examples of concepts and skills that have relevance across disciplines?
shapes and forms in art and math patterns and cycles in dance and science change and constancy in social studies and literature
Where are some places you can get some examples of big ideas?
the National Standards for Social Studies Virginia Dept of Education (www.pen.k12.va.us) Michigan Dept of Ed (www.michigan.gov/mde) Not sure where these are on the site or how to search for them, but book says they are there, so just creating little starter links.
What does arts integration research say about graduation rates?
they tend to help prevent it Often schools lose students who are creative thinkers who dismiss science and math when they are taught as dismal piles of facts, dates and graphs. Art can allow for meaningful connections to enjoy learning/understanding. 90% of the participants in the Boys Choir of Harlem go on to college.
What are some AI teaching strategies?
water color mural timeline of artists' birthdays blank book book nook Arts for Live journals learning centers arts-based literacy routines (some examples): composer of the day art docent poem a day (PAD) sing in Unit Questions - arts routines take about 15mins and is sued to reinforce lit skills asking about phonic patterns in poems and songs. Then comes the science unit questions - work is focused around learning center, learning circles, independent inquiry work and guided groups. Learning is often done through literacy "Why Flowers have Colors (Sylvia Johnson) Miss Rumphius (Barbara Conney) All units use lit arts, visual art, drama, dance and music to intro and offer response options to unit content. People Focus. Every unit has a focus on scientitst, composers and poets who have wrestled with the questions the unit addresses. Van Gogh is part of the plant unit (all his expressive plant paintings). Vivaldi's compositions on seasons - connecting seasons on plants. Assessment A portfolio of work I - Music and plants: songs and pieces ii - art and plants : artists and their artwork iii - drama and plants : scripts and drama workshops iv - danc/movement and plants v - lit and plants - fiction and nonfiction vi - writing about plants - info and creative writing At unit end there may be Portfolio Performances - where friends and family may attend Day's End: some student-led routines to wrap up a day. Students sing and tell what they like learning. 'Book ads' to advertise ' must-reads' A pantomime where students assume the roles as seeds and grow into tall irises.
What are some ways to help ensure an activity is appropriate for students with diverse needs?
• Increase concreteness. Add pictures, props, labels, charts... Example: Post charts of arts concepts with symbols for line, shape, and color. • Move from easy to more difficult, shorter to longer. Example: Teach pantomime before verbal improvisation. • Repeat activities and plan time for exploration. • Teach key points explicitly, especially abstract concepts. Increase amount of labeling, modeling, examples, and practice. • Use more hands-on activities for those lacking verbal skills. Examples: art making, pantomime, use of rhythm instruments (e.g., home-made shakers and found sounds). • Design challenge so students feel successful. The arts liberate so children can surprise teachers with insights and show more concentration. • Instead of praising work, use "I see ..." statements. • Provide mixed group work in the arts to use "peer power."•
Dr. Seuss, "Say what you think and be who you are. .... "
"...Those that mind don't matter, and those that matter won't mind" (Ashley River Creative Arts, February 2005).
What are some academic achievements seen via test scores from arts integration?
1 Arts-involved students score higher than other students 2 Greater arts involvement yields higher test scores 3 Academic achievement builds over time 4 Arts experiences especially benefit "under-educated" students
What are some Creative thinking boosters
1 Brainstorming steps: Go for quantity! List all ideas, even way-out ones. Set a time limit. 2 Reverse brainstorm. Squeeze out nonexamples - opposites instead of examples. 3 Word association (like brainstorming): List or web ideas connected to a word. Use to introduce any lesson. Example: Associate ideas for foundations for "The Three Little Pigs." 4 Question frames: Prompt with stems: "How might we __?" "What if ___?" "What are all the ways ___?" "An idea nobody would think of is __" 5 Stumped or stymied? Take a time-out. Listen to music or do something physical: stretch, bend, dance. 6 Turn mistakes into opportunities. Make lemonade! Be open to surprises. See the Big Orange Splot by DM Pinkwater (1993) 7 Gather data. Read observe, discuss, use the internet for different perspectives. Look at past work, reread, examine others' ideas. 8 Don't take the first idea. Sleep on it. Generate lots of possibilities. the best idea may come right after you think you've run out. 9 Mind meld. Open an encyclopedia, dictionary, or magazine, and pick an idea (noun, verb). Combine it with the one you are trying to develop. 10 Thinking hats: Get with four people. Each person "wears a hat" or takes a perspective: Hat 1 describes what is known. Hat 2 give feelings about the problem Hat 3 tells what is not known Hat 4 thinks of associations or images Hat 5 lists ideas not all related - opposites or nonexamples. --similar to cubing (1) Describe it. List its parts. (2) Tell how it feels. (3) What do you associate with it? (4) Use or apply it. (5) Compare or tell what it is like. (6) Argue for or against it. 11 SCAMPER Explicitly teach CPS using mini-lessons on each aspect Plan regular time for students to do choice CPS
What should integrative teaching do?
1 Engage students in rigorous, in-depth study 2 Address reading,writing, and other fundamental skills in all stujbect areas 3 Enhance critical thinking, decision making, and creativity. 4 Require students to reflect on their learning experience 5 Enable them to apply content and skills to their daily life 6 Cultivate multiple intelligences and students' individual learning styles.
When working with Primary students (5-7 yrs of age) What are some suggestions?
1 Frequently call children by name and give feedback 2 Use concrete examples and activities. Show rather than tell 3 Ask children to show (arts), not just tell 4 Limit focus of discussions (e.g. target arts elements) 5 Use humor. Play with words, terms, and labels. Sing and chant. 6 Limit lessons to 20 minutes and use variety 7 Ask children to get a "personal space" 8 Make connections to children's lives: "Raise your hand if..." 9 Refrain from discussing time periods and using the passive voice. 10 Ask children to pretend or "be" (drama/role-play) 11 Ask about sizes of objects and nearness and fairness 12 Allow movement choices and ask the reasons for choices 13 Write and recite poetry and paint pictures that depict themes such as nature, school, and family. 14 Encourage discussion 15 Exhibit children's artwork so it is easily seen 16 Make portfolios to keep favorite stories, photos, and artwork. 17 Encourage children to select favorite musical recordings. 18 Encourage Improvisations and storytelling using imaginary props.
What are 12 different strategies that can be used to help with Multiple Intelligences activation/integration/ practice.
1 Getting an informal intelligences assessment 2 MI Planning - get it on a chart and get them in each week! 3 Eight-minute energizer 4 Assessment criteria - make clear criteria for quality work so they are free to explore various ways to meet the criteria. 5 Inform parents - doe a short MI overview at a PTO meeting or include short ideas in newsletters. 6 Explicit teaching and goal setting - invite students to goal set for each intelligence as it is studied - try to get them to achieve a goal in different ways. 7 MI people resources - use authors, artists, athletes or fictional characters (Charlotte in Charlotte's Web - verbal/kinesthetic). Or use the exemplars for Creating Minds (1993a) Or even find peer examples. 8 Apprenticeships - get local artists in to potentially pair with those of a similar propensity 9 Choice and interest - from group-to-individual work, to type of submission (stories, poems, songs, make games, charts, draawings, sculptures, pictures, create dances) 10 Co-planning - with other teachers / art specialists 11 Field-based learning (go to a symphony for music, art museum for art, library for verbal, dance concert for body) 12 MI schools -
What are they kinds of thinking and work skills needed in the workplace of the new millennium that arts delivers for?
1 Higher order thinking (analysis, synthesis, evaluation) 2 Imagination and creativity 3 Prudent risk taking and experimentation 4 Teamwork that relies on collaborative problem solving 5 Technological competencies 6 Flexible thinking and and appreciation for diversity 7 Self-discipline, persistence, and taking initiative
The principal at Lady's Island Elementary School utilized seven steps to infuse the arts at the school level. List these steps in your learning journal.
1 Identify Strengths (Discovered art classes had no discipline issues and were areas of interest) 2 Gather Research (Discovered how art helps children in many ways confidence, read/write, self-esteem, leadership, overall academic performance) 3 Mission statement (http://web.beaufort.k12.sc.us/education/school/school.php?sectionid=21.) 4 Plan of Action (took a year to get an artist in and get art integrated into the curriculum) 5 Professional Development (visited nearby arts-based schools and brought in consultants to help with arts integration strategies) 6 Implementation (Got after school arts clubs and replaced PE with dance) 7 Maturation and evaluation (Students are happier - some don't want to be absent on art days - test scores up right away)
What are some effects on literacy and math from arts integration?
1 It complements basic reading instruction 2 It offers additional/new ways to understand and represent ideas and feelings 3 Increase communication leads to other effects. Students are more cooperative, have greater rapport with teachers, show more sustained focus, and are willing to perform and exhibit learning. 4 Music instruction develops math-related skills.
When thinking about artists what are a few characteristics that one might consider for problem-solving strategies?
1 Mastering something before then breaking the rules! "You can't break the rules until you've mastered them" Joan Templar. 2 They can be highly observant. Noticing fine details and patterns in everything. Spend adequate time looking and relooking at something. 3 Build upon others. Sometimes starting with what another artist is doing first and then building from there essentially adapting from their style, technique, materials used. 4 Using strategies to get started and to get unstuck. (such as reworking a piece over and over or just expanding on something, refining...) 5 They often will start back up where the left off and simply tweak ideas. As well as twist an idea (e.g. Sleeping Ugly) 6 Put something down for a while and come back to it to get a fresh perspective. 7 Very persistent and resilient - Theodore Geisel/Dr Seuss for example was rejected 43 times before finally getting his first book published. The path to success is interesting, long, and rocky and students aren't alone in their struggles.
What are some of the effects on Motivation and affect from arts integration?
1 Self-esteem, flexibility, and willingness to take risks, experiment, and tolerate uncertainty increases 2 Fewer at-risk behaviors were found (especially for Music) 3 Empathy for other increased (Drama in particular had this effect) Stereotypical views toward minority cultures decreased when arts instruction focused on Native American music and culture. 4 Students stay in school longer and have more positive attitudes
What are some Creative thinking inhibitors
1 Tests: too often, too soon, or too long 2 Positive evaluations and successes: can inhibit risk taking 3 Hovering: students feel overly monitored as they work 4 Extrinsic reinforcers: focus on getting things rather than learning for its own sake (grades, points, stamps, praise) 5 Worry and fear 6 Competition 7 Products : overemphasis on final product vs learning 8 Choice: little or no choice about assignments 9 Overemphasis on order, neatness, and following directions 10 Preponderance of questions that are literal or have "right" answers 11 Time: lack of incubation or wait time to think 12 Data: insufficient information, skills, or materials 13 Rush to judgment: "that won't work right ofo the bat. 14 Learned helplessness 15 Lack of time to pursue interests 16 Solemnity: taking things too seriously 17 "One-way" thinking - dictated art that emphasizes "staying in the lines" 18 Predigested activities: focus on following directions or copying models
What are the 10 Best Teaching Practices for Arts Integration?
1 What you teach is who you are. 2 Inside-out motivation 3 Engagement and active learning 4 Creative problem solving 5 Explicit teaching 6 Apply-practice-rehearse 7 Aesthetic orienting 8 Process and product 9 Management: behavior, time, and materials 10 Independence and self-discipline
What does arts integration research say about young children?
1 arts-involved children are better prepared to start school. 2 hearing and singing nursery rhymes helps build a language foundation for reading and writing. 3 Exploring with materials and delight in the manipulation in color, line, shape... with chalk, paint, clay, collage, they learn to take risks, experiment and problem solve.
What are some (14) unique contributions of the arts making it the "fourth R"? (pg 11)
1 communication 2 content of the arts - there's a vast art treasury Intellectual contributions: 3 creative problem solving (CPS) - think sydney opera house 4 critical thinking 5 comprehension 6 composition Social contributions 7 Culture 8 Cooperation/collaboration 9 Community 10 Compassion Personal/emotional contributions 11 Commitment/interest 12 Concentration 13 Confidence 14 Competence/control
What are some examples of arts integration being used at Hand Middle School?
1 use of familiar melodies to learn the order of the planets and muscular system 2 focus on using descriptive adjectives first in art and then in writing 3 setting original poetry to music 4 drawing editorial cartoons in social studies 5 dance and drama performances of science content such as the laws of motion and rain forest destruction
What are 10 questions to ask when planning and implementing Arts Integration?
1. Philosophy of arts integration. What and how do students need to learn to be happy and successful in the 21st century? How does arts integration address these needs? 2. Arts literacy: Content and skills. What arts literacy do students need in order to effectively use each art form for communication? 3. Collaborative planning. What are the important overarching understandings (big ideas) and processes (e.g., thinking skills) students need? What concepts and processes are shared among disciplines? What unusual contributions do the arts make to learning/teaching? 4. Aesthetic learning environments. How can learning ecologies be created that (1) are low threat and high challenge, and (2) facilitate aesthetic attitudes toward learning? 5. Literature as a core art form. How can literature integration be used as a model for arts integration? How can the vast store of arts-based literature be used throughout the curriculum? 6. Best teaching practices. What teaching methods align with beliefs about AI? What pedagogy, both general and arts specific, is supported by research and professional wisdom? 7. Instructional design: Routines and structures. What organizational ideas support systematic implementation of AI? What lesson sequence works best? How is time organized? What are common routines and structures? 8. Differentiation. How can the arts be used to motivate and help meet the wide range of student needs? How can arts teaching be differentiated for strengths and needs? 9. Assessment for learning. How can arts-based assessments enhance learning and teaching? 10. Arts partnerships. Who are potential arts partners with teachers? What special knowledge and skills do artists bring to planning, teaching, and assessment? How can collaboration for AI be made to happen?
Gardner's Multiple Intelligences
4 are under the umbrella of arts domains - verbal(literary arts), visual/spatial(visual art), musical, and body/kinesthetic (dance/drama) The for others are linked - Logical, interpersonal, intrapersonal which are used during creative problem solving (including self-reflection/critiquing)
Mission statement - how to? why? links
A good way to create a mission statement is to use the 5 Ps as a base from which to jump and organize. This can be done at the school level or at a personal level. Some examples: http://hand.rcsd1.org/home.aspx.
The three "R"s reading, wRiting and aRithmetic. What's sometimes considered the "fourth R"?
Arts
How does art contribute to cooperation/collaboration?
Arts build cooperation in art projects, in choirs, troupes, ensembles, skits...
How does art contribute to comprehension
Arts stress making personal meaning making. It can help them make connections, visualize, take on a new perspective when paired with other content such as social studies. Even before children can read they can utilize art for comprehension. Looking at a picture one could be asked: What do you see here? How does it make you feel? What do you think is going on?... These invite higher order thinking.
What are some examples of getting Engagement First in?
Asking open ended questions - such as what do you think of when I say dance? Activities that involve solving problems using imagination, intellect, voice and body, and diverse materials. Giving them previews or cues before watching an arts performance. Something for them to keep an eye or ear out for such as a song, a line from a character or other to increase the chance that they will be actively engaged.
Piaget's theories on cognitive development involve assimilation and accommodation - what is the difference between these two?
Assimilation is when you take new information (i.e. like a new person) and bring it into an existing structure (e.g. the hive). Accommodation is where you are adjusting your original schema (cognitive structure) based on new information. For example expanding the idea that a chair can be a beanbag. The idea of a chair and furniture is expanded thus some accommodation to that schema is adjusted. Additionally, the beanbag is brought into the new schema and somewhat inherits the other properties of furniture, so some assimilation is also occurring in this situation. Essentially, accommodation occurs anytime new information is added to the schema base (category).
Creative Problem Solving (CPS) Steps: Before: Get Ready (3) During/Drafting: Make sense by Connecting (7) After: Response and Solutions (3)
Before: 1 Set Purpose 2 Motivate 3 Propose solutions During 1 Gather data/find facts 2 Explore and experiment - SCAMPER 3 Question/clairify: utilize meta-comprehension 4 Focus: Zoom in to critique details. Out for patterns 5 Time-out: Relie incubation period 6 Insight: Infer Aa ha! conclusions 7 Connect and transform: Summarize, synthesize, organize using FFOE and metaphorical thinking After 1 Reflect and evaluate: What works? (present criteria) 2 Revise: Edit, reorganize, elaborate. 3 Publish: Make public or visible with performance, exhibits, etc.
How does art contribute to confidence/ courage?
Case studies have shown some disadvantaged students becoming more self-regulatory,increased sense of identity, which made them more confident. The arts can create more confidence as they start to problem solve. This in turn enables/emboldens them to take more risks thus more courage. *It can even bring problem students into high achievers when learning it arts based.
What are some books/summary findings that show the positive effect of AI integration?
Champions of Change (Fiske, 1999) Critical Links (Deasy, 2002) Third Space (Deasy & Stevenson, 2005) Arts Integration Frameworks, Research & Practice: A Literature Review (Burnaford, 2007)
What are some characteristics of Ages 7-9?
Characteristics • Understand past and present; can sequence/order • Egocentric (until about age 9) but can now see other viewpoints • Understand relationship between parts and whole • See a sharp line between good and evil and want justice • Can sort by function and dimension • Longer short-term memory, but still limited attention span • Beginning to perceive differences between the sexes • Need activity alternated with rest • Want to be independent; get annoyed at conformity • Accept defeat poorly; need encouragement and feedback • Want to excel and love to be challenged • Learning to abide by rules and play fair • Place high priority on friends • Interested in the artist's role in the creative process • Like to "show they know" (e.g., point out differences between themselves and representations in paintings) • Interested in textures, colors, characters, sports, humor, and trivia (e.g., Guinness World Records) • Like to find out why and how things work and collect things • Like to be physically active • Make believe and use imagination (e.g., what if) • Want attention, and all want a turn • Work in small groups
What are a few examples of research results from Arts integration?
Chicago schools implementing AI - increased 2x comparable schools Minneapolis - saw significant gains across all students grades 3-5. NC - Solid ganes in matematics & reading over a 3 year period. Also, student and teacher attendance, discipline, and parental involvement increased! - nice it even gets parents more involved as this can create a tipping point. Texarkana, TX - Once school (Trice Elem) nearly tripled the number 3rd graders of advanced level of literacy (2x 4th graders). In math, 3rd graderds doubled and 4th graders tripled to the advanced level (www.trahc.org) Canada - 3yr study of 6000+ elementary schools. 11 point increase in math for the 170 test schools. No increase in literacy, but students were happier and more engaged.
How does arts integration help drive independence? Why is this important?
Children from early on want to be able to do it themselves and in their own way. As students move towards independence through explicit teaching of problem-solving strategies, scaffolding practice, and time work independently followed by feedback, they begin to become more confident and competence to solve their own problems. Arts allows students to respond and express themselves in more ways and thus allows them more options and control to 'to do it their own way'
Children learn in an integrated way. What are the base areas that you want to address in lessons? (4)
Cognitive Emotional Physical Social
What are some educational implications of arts integration for primary and intermediate students?
Concrete experiences Engagement first Short explanations Rich experiences Exploration and Variety Higher Order Thinking Coaching Life-centered Learning
Constructivist state that the brain constructs meaning by?
Connecting new information to existing understandings. The ideas is that all knowledge, regardless of type (art, science...), is interconnected and dependent upon other connections to interpret new info and experiences.
What are some of the Principles regarding Arts Integration? (one of the 5 Ps)
Constructivism Communication Personal Meaning-Making Meaning at the core Ways of knowing Processing Wholes and Parts Response and Transformation Drive for independence Conscious and Unconscious learning Intrinsic Motivation/Depth of Learning Social Influences
What type of thinking is as the core of arts-based learning?
Creative thinking
What groups have proven to be the greatest beneficiaries of Arts integration reform strategies?
ELLs and low performing students
Research confirms that teachers are the single most important factor in raising student achievement. What are some characteristics of artful teachers?
Enthusiasm Desire to learn Passion Flexibility Openness Collaborative Creative problem solvers Optimism Humor Artistry Mentorship Relationships Courage/confidence
What are some ways that play may contribute to the development of a child?
Explore and Experiment - encourages? Fun in social setting
Where is the push for Arts Integration coming from?
From the inside (i.e. teachers) as they see the body of research as well as personal experience with it. From the outside Bill Clinton stated that arts helped him tremendously with motivation and self-discipline. Also, most standard jobs of the past requiring memorization and formulaic thinking are being automated and outsourced. New jobs require the ability to think unconventionally, question the herd, imagine new scenarios, and produce astonishing work. Big Money and Big Jobs - often require creative skills. It is estimated that 1/3 of today's children will be employed in arts based occupations.
How does art contribute to personal/emotional capacity?
Full brain and body engagement is key to academic success. Art can often be tapped to integrate the personal and emotional into learning. They can turn on emotional levels to uplift, give hope, a good laugh, a beautiful song... Fun - which is fundamental to learning.
When using Multiple Intelligences theory one of the strategies is to get an informal intelligences assessment to help a teacher understand their students' strengths and preferences. What are some questions you can ask to get at this?
Have students stand in a line or circle and ask the following questions and check off students on an MI list: Draw? Make mental pictures? Enjoy TV or movies, look at pictures, make art? (visual) Read? Write? Listen to stories? (verbal/word smart) Play sports? Dance? Make things with your hands? (body/kinesthetic) Do math or science experiments? (logical/math) Listen to music, sing, or play an instrument? (musical) Be with groups of people? (interpersonal/people-person) Work along? Think about your own ideas and dreams? (intrapersonal) Be outside? Be around animals and nature? (naturalistic)
When you use exhibits and performances as a way to assess at the end of a unit, what is one of the powerful motivating factors that is drawn upon?
Having an intended and actual audience
Maslow's Hierarchy of Needs
Highest levels: Self-fulfillment Aesthetic need for beauty and order Knowledge an intellectual needs Approval and recognition from others Belonging, love, acceptance by others Physical and psychological safety Low level: Survival needs, including food, clothes, water, shelter *Maslow believed that some of the high levels such as need for beauty is never filled and always sought after.
Beyond increased scholastic and arts aptitudes, what are some other traits that students saw increases in? (NYC research pg2)
Increases in Confidence Positive risk taking cooperation expression of ideas and feelings ownership of learning
How does art contribute to community?
It can help people delight in others contributions and help create respect for others. It can make school a happier place and create a sense of belonging. Seeing others art allows you to connect to them. Them seeing/hearing your art makes you feel appreciated and part of the community.
How has arts-based education been correlated with crime?
It has been correlated with a reduced juvenile crime rate and recidivism rates (i.e. repeating crime) It also has positive effects on school attendance
Art as communication Literacy - redefined
Just learning to read and write leaves out a large part of the way we communicate as beings. Children respond to dance, music, and color before they even learn to speak. Using AI to balance literacy curriculum it more properly reflects our 21st century communication (digital and media literacy). Redefining to include all means people use to communicate ideas, feelings...
Some connection tactics. Categories to prompt connective thinking: LWL IQU EPC A tool that helps with connections FFOE
LWL - Learned-Wonder-Like IQU - Interesting-Questions-Useful EPC-Exciting-Puzzling-Connecting FFOE - Fluent - generate many possibilities Flexible - change POV and organize differently Original - make unique connectiond and don't take the first idea Elaborate - add details and examples/nonexamples
What is one of the integral connections between Math and the Arts?
Math - using symbols to solve math problems. Visual Arts - geo shapes, proportions, relationships are all used. In the process of creating a painting or sculpture, spatial relationships, shapes, patterns, measurement... Drama/Theatre - Math principles are used to stage and to design and construct scenory are the same as those used in geometry, algebra, and physics. (e.g. designing a flat - measure space, angle of view...) Dance - in the creation and execution of dance a variety of math concepts are used - sequencing, symmetrical/asymmetrical shapes, geometric forms, organizing skills, patterns (rythm/movement), measurement (movements and space) Music - composing and performing requires concepts of proportions (fractions) and skills like counting.
How does art contribute to commitment and interest?
Often art can be addicting. Often an artist will come back to their work feeling it is never quite done - deeper learning. It can even become the primary reason a student wants to come to school (e.g. choir, recorder, band...)
How does art contribute to culture?
Often art is a culture vault and a connection to our past and perspectives of diverse people. It transcends language.
What are the 5 P's of the arts integration philosophy?
People Places Program Principles Pedagogy
What are some questions to help with planning an AI unit?
Planning Page 3.6 Questions for AI Unit Planning • What do we want students to know, do, and be by the end of the unit (Drake & Burns, 2004)? • How can we target important understandings that are "secrets of the universe" (e.g., patterns, questions, themes) so students will be motivated to investigate? • What are overlapping standards in different disciplines that apply to this unit? • How can lessons be introduced to pique student interest? • How could the unit be made more appropriate for particular students? How can the concept of diversity be advanced? • How will the unit create new perspectives, that is, cause students to make meaning? How would an artist view the problems/questions? A scientist? A mathematician? • How will the integrity of each discipline be maintained during integration? In what meaningful ways might the arts contribute to unit foci? • What authentic arts materials and methods would be appropriate for this unit? • How can student learning best be assessed and evaluated in both the arts area and nonarts area?
What is one of the integral connections between Reading and the Arts?
Reading is: Decoding symbols in order to comprehend a text (print or nonprint) Connections: Visual Arts - similar to reading word-based print text. Reader/viewer must perceive the work as a whole and then look at subordinate parts and discover relationships and make meaning. Drama/Theatre Arts - Comprehension is similar - first read for big ideas and visualizing the setting and then zero in on literary elements to create meaning (esp. the conflict/problem). Actors read to understand their characters' motives and relationships to other chars and the plot. Dance - Requires comprehension strategies similar to text. Typical dance compositions are created about the same themes and ides at the core of literary arts. Music - reading music is virtually identical (i.e. decoding symbols). Listening to music requires thinking (albeit aesthetic-oriented to comprehend/understand)
piage's stages of cognitive development
Sensorimotor (Birth to 2 years) - Explores using sense. Realizes objects exist when not seen. Gains control of body actions. Preoperational (2 to 7 years) - starts to think with images and symbols, rapid language and concept growth, difficulty seeing other points of view(egocentric) cannot understand how objects can change shape but remain the same object. Concrete Operational (7 to 11 years) - basic concepts of objects, number, time, space, cause effect develop; needs concrete objects to draw conclusions. Formal Operational (11 to Adulthood) - Makes logical predictions, thinks hypothetically, can do meta-cognition.
Looking at some meta-analysis, what do dozens of studies say about arts involvement?
Significant arts involvement changes how children think and how they feel about learning. That fact is reflected in test scores and in vast quantities of survey, interview, observation, and anecdotal evidence.
The first building block for Arts Integration is the Philosophy of Arts Integration. What are some of the Central AI beliefs?
Strong values for diversity, creative inquiry, active learning (Heads-on, hearts-on, hands-on learning), and student independence. And the belief that students have the ability to construct personal meanings using a variety of communication tools.
What are some examples of AI with Music
Students can learn fractions by using eighth, quarter, and whole notes as examples. (provides a link for those inclined) Composing melodies or rhythms to express understanding and mnemonic power to boost memory. Exp: preposition lyrics to "Yankee Doodle" Out, from, under, inbetween, over, of, into, through (first line) Turkey in the Straw melody for bodily processes: "Oh, the bile from the liver it emulsifies the fats (3x), and it does it in the small intestine" Using music to study real people or literary characters. (e.g. thinking of melodies the spider Charlotte in Charlotte's web might have hummed or sung as she spun her web). Perhaps write a blues song or other for another character in history?
How does art contribute to Critical thinking
Students need to learn critical thinking to critique their own work as well as other students. It also allows children the opportunity to see how small changes can make large differences. (e.g. Small gestures can speak volumes)
SCAMPER
Substitute Combine Adapt Modify Put to another use Eliminate Reverse/Rearrange
What are the 6 T's of effective teaching?
Talk - small amounts of conversation can bring huge benefits. AI is not dominated by teacher talk (instead mini-lessons). Student talk is encouraged and they learn their own voice is valued. Tasks - major task is to actively engage them in constructing meaning. Ultimately to sustained inquiry and self-monitoring. Texts - this includes paintings, sculpture, architecture, music, dance. Time - different students need different amounts of time to learn the same thing. Instructional time and also incubation time - AI's long-term projects help deepen understanding and higher order thinking. Transfer - Significant arts involvement appears to narrow the gap between students of low-income and affluent. Arts promote curiosity, inquiry, persistence, experimentation, synthesis, and flexible thinking. Ultimate goal is 3 way transfer. arts-to-academics, academics-to-arts, and both-to-life. Tests - with AI students often externalize learning by creating dance, visual art, music, drama, and poetry to synthesize ideas vs. the traditional show it on paper tests. Students will ask "how am I doing?" which is a different mind set (i.e. to improve) rather than just get a higher grade.
What are the different levels of arts integration? (3)
Teaching with (used casually - like singing holiday/patriotic songs - not really keyed to standards) Teaching about and in (as teacher gain arts knowledge they can then plan and build with it. Mini lessons and some integration. There is effort to assess arts literacy along with the growth in linked curricular areas) Teaching through ( This is where art is prominent and daily and is used in learning a co-planned, standards based unit. CPS is explicitly taught and applied in science and social studies engaging in big ideas and asking important questions. Teachers become more selective and choose not to integrate some lesson - like the wouldn't have students producing 25 identical Kachina dolls from a pattern and would just having them dancing in geometric patterns to learn to calculate area and perimeter. Teachers often float through the 3 different levels depending on many things such as student needs and entry point, the curricular structure, materials and time constraints.
What did Johann Comenius argue back in the 16th century about how school life should be?
That it should change from being like a prison to a scholae ludus(play site), where ' curiosity is aroused and satisfied'. He urged teachers to reduce rote learning and 'engage the child's interest through music and games and through handling objects, through posing problems (project learning) and stirring imagination by dramatic accounts of the big world"
What are some misconceptions about constructivism regarding AI?
The constructivists view regarding AI is rooted in 30 years of psychological research. It is not brain research that has yielded the findings about memory and prior knowledge (i.e. it is not 'brain-based')
Arts instruction complements basic reading instruction. What have art lessons been found to enhance?
The learning of letter names and sounds, spelling, and decoding processes including phonics.
What is the point of collaborative AI Planning? (Building Block III)
The point is to seek connections across grade levels and disciplines and try to make your instruction more like life as well as more brain friendly. I allows for better communication when you do and more multi-directional transfer - and when paired with an arts specialist combining both the written and visual aspects learning can be compounded.
How does art contribute to composition?
The process of creating a composition begins with problem solving as you look to decide how to express yourself - word-based? art based? mixed? MM with a PPT? Young children often have art as the primary way young children can express ideas - pantomime, dancing, drawing all come before writing.
What are the aspects of arts literacy that a teacher is hopefully able to coteach as it relates to integration?
The why, how, who, what, what ;) Why - The purposes of the arts How - The processes of the arts Who - People What - Arts products as text What - Arts elements, skills, and concepts
How does art contribute to intellectual capacities?
There are four processes that come from it's cognitive contributions: creative problem solving, critical thinking, comprehension, and composition. No art is created or understood w/o higher level thinking informed by careful observation, pattern finding, taking new perspectives, making qualitative judgments, visualizing and using metaphors and symbols - it's like a mini mystery IMO
When planning arts integration what are some focal points? What is it frequently centered on?
There are many focal points : artworks, artists, art processes... They often center on science and social studies concepts and involve long-term inquiry projects (this makes sense as these are the other two major content areas) Reading, math, and ELA are primary skills used to process content.
What is a misconception regarding Windows of development?
There doesn't seem to be consensus on whether there is an age where children learn more quickly, easily. It is accepted there are critical periods for a few skills (seeing, hearing, acquiring first language) but these are the exception rather than the rule for development. It's also possible that we are more efficient learner post puberty when the brain is growing less and pruning is complete.
What is a misconception regarding left-right brain dichotomy?
There is no evidence the people do anything but use their whole brains (outside of a severing of te corpus collosum). They call such old models as "folk theory" when there is mention of using one hemisphere for a task such as spatial reasoning. It is true that different brain areas are specialized for different tasks, but this occurs at a finer level, both hemispheres are used in all activities.
What are visual mnemonics and how do they help?
They can be a number of things such as art element charts, word walls, banners, big books... Visuals can increase learning 400%! If you are tight on space - it is recommended to use the ceiling tiles, or pull down/roll-up shades!
How do the arts expand and help communication?
They expand the way people can communicate and express themselves. It indeed includes the standard language arts of listening, speaking, reading and writing, but extends to literature, visual art, music, dance, and drama. This increases options for both comprehension and expression through the curricular areas as well as life.
What are some cognitive gains seen via arts integration from what the research is showing?
They help engage and strengthen higher order thinking Critical thinking is developed through the arts Creativity as a "capacity for learning" is expanded Spatial reasoning, organization, planning, self-directions, and self-assessment improve.(Music, in particular, has been found to enhance spatial thinking)
Energizers and Warm-ups What do they do? What are some examples? What are some sources?
They help loosen students up for divergent thinking, give focus, attract attention, boost concentration, relax, and stimulate CPS. Some collections are Playfair(Weinstein) and books by Viola Spolin and David Booth. Of course the internet is a rich source as well. Focus Ball is an example: Leader holds up a ball. Students mirror. Leader moves ball, makes ball bigger, smaller...
What are two themes that can be pulled from Sarah, Plain and Tall (McLachlan, 1985)?
This book offers bug theme ideas such as: Families can be structured in a variety of ways The role of mother in a family is central
How does art contribute to Creative Problem Solving (CPS)
This is at the heart of how artists work, writers compose and how the intelligent people problem solve in all fields. For example science is all about solving problems by looking at evidence and creative insights.
What are some of the factors that go into the Place for Arts Integration? (one of the 5 Ps)
To attempt to get strong engagement the environment needs to be suited to this. A place that is low threat and high challenge is the goal. Creating an environment with sights, sounds, smells to stimulate the senses. A climate that celebrates risk taking, freedom of expression, and individual differences.
What is the purposes of the Arts?
To help people express thoughts and feelings. It includes many modes of communication from the standard language arts(verbal) we often focus on to dance, music, drama, poetry, and visual art. Each has its own language and rules such as color, shape, line for visual arts to express meaning.
