Arts Integration and the MCCRS

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ARTS INTEGRATION AND THE MCCRS How the Arts are important and aligned with the MCCRS, regarding student achievement. Tamara Mills, Worcester County Public Schools Angie McCracken, Worcester County Public Schools Summer 2014

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Arts Integration and the MCCRS. How the Arts are important and aligned with the MCCRS, regarding student achievement. Tamara Mills, Worcester County Public Schools Angie McCracken, Worcester County Public Schools Summer 2014. Terminology. - PowerPoint PPT Presentation

Transcript of Arts Integration and the MCCRS

Arts Integration and the MDCCR Standards

Arts Integration and the MCCRS How the Arts are important and aligned with the MCCRS, regarding student achievement.

Tamara Mills, Worcester County Public SchoolsAngie McCracken, Worcester County Public Schools Summer 2014 Angie1TerminologyFor todays purposes, we will use Common Core State Standards, as they are the foundation of the MCCRS.

Turn-and-Talk to your elbow partnerWhat is the difference between:Arts EducationArts ExposureArts Integration

Tamara Elbow Partners: What is the difference between arts integration, arts exposure and arts education?Mentionmaintaining integrity of the arts2Today, we will be speaking of Arts Integration and Arts Exposure today. NOT Arts Education.

Terminology

The Elements of Visual Art

The Elements of Theatre

The Elements of Music

The Elements of Dance(Maryland Artist/Teacher Institute)Tamara Teaching students the elements of the arts will help with maintaining the integrity of the arts.4Why are we Talking about Arts Integration?A recent Adobe creativity study: 88% of U.S. professionals believe that creativity should be built into standard curricula.

Companies are looking for more than graduates who can do specific tasks, they want employees who can also think differently and innovate.

To be successful, students need an education that emphasizes creative thinking, communication and teamwork. According to Sir Ken Robinson (Creativity in Education expert), "Creativity is not an option, it's an absolute necessity.

(Adobe Education, Dec. 2012)Angie5

(Ready to Innovate: Key Findings, 2008)Why are we Talking about Arts Integration?Tamara6Assumption:With the implementation of the Common Core, I no longer have time to use art, music and other supplementary materials in my classroom. I teach reading and math.

Howeverwe know that the CCSS call for content knowledge as well as 21st century competencies! Angie7what if.we could show you that you can use a piece of music or artwork in order to teach that Common Core standard?

And that the students who usually struggle in your reading/math class, may (and often do) perform better?Tamara8Currently, in an arts classStandard 1.0 - Perceiving and Responding: Aesthetic EducationStudents will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.Standard 2.0 - Historical, Cultural, and Social ContextStudents will demonstrate an understanding of visual art as an essential aspect of history and human experience.Standard 3.0 - Creative Expression and ProductionStudents will demonstrate the ability to organize knowledge and ideas for expression in the production of art.Standard 4.0 - Aesthetics and CriticismStudents will demonstrate the ability to make aesthetic judgments.

(www.MDK12.org)Tamara9Soon, this Will look likeArtistic Process 1- CreatingGenerate and conceptualize artistic ideas, Organize and develop artistic ideas, Refine and complete artistic ideas and work. Artistic Process 2 - PresentingAnalyze, interpret and select artistic work for presentation, Develop and refine artistic techniques and work for presentation, Convey meaning through the presentation of artistic workArtistic Process 3 - RespondingPerceive and analyze artistic work, Interpret intent and meaning in an artistic work, Apply criteria to evaluate artistic workArtistic Process 4 - ConnectingSynthesize and relate knowledge and personal experiences to make art, Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

(National Coalition for Core Arts Standards, DRAFT, February 2014)Tamara10The common Core Shifts summed up:ELA has Anchor Standards that need to be mastered by the time students graduate high school in order to be ready for college and career.

Anchor Standards progress at each grade level.

The Common Core State Standards emphasize making connections across grade levels and disciplines.

The CCSS emphasize processes, rather than product.

Angie11How the CCSS are organized

(Common Core State Standards Initiative, 2012)Angie12MCCRS Reading and the ArtsAngie13(Common Core State Standards Initiative, 2012)

Lets take a look at how the arts can be integrated into the Reading StandardsAngie14

How is this possible?Everything taught in the READING standards involves TEXT!!Angie15So, are these texts?

(Vermeer, 1665, Hague, Netherlands)

Angie16How are they texts?Any medium (the art form and supporting materials/documents) that artists use to communicate and express ideas, thoughts and feelings that an audience can respond to, analyze, interpret, and evaluate, including works of art performed and created by Master artists, professionals, amateurs, and students.

(Maryland State Department of Education, 2012)

Angie17What are Texts in Fine arts?Turn-and-Talk to your elbow partnerWhat could you as a piece of text in your classroom in each of the fine arts?DanceMusicTheatreVisual Arts Media ArtsAngie18

Angie Put a star next to one or two text in each category that you could incorporate in your instruction.19I See,I think, I wonderWhat do you SEE?

What do you THINK about that?

What does it make you WONDER?

Angie I see very specific, face-value characteristics. (i.e. warm colors, curvy shapes, people, 3 men, 1 woman, lights, foreign words, trees, leaves, etc.)I think connect what they see to what they think. Their I thinks may not always be right but they should have a justification. If they dont justify why they say it, ask them Why do you think that? (i.e. because I see brown leaves, I think it must be fall or winter. Because I see foreign words, I think it takes place in another country. Because I see the people look at each other, I think they may know each other.)I wonder questions that the students have about the piece. (i.e. I wonder if the artwork is sending a message, I wonder what country it takes place in, I wonder what her expression means, etc.)20George Grosz Berlin Streetscene1930, watercolor, Ink, OilElegant lady in heels in fashionable districtDapper gentleman winkingInterested only in their own flirtationThreadbare suited man begging for moneyPolitical statement about the appalling social conditions in post-WWI GermanyA satire on selfish greed, depraved sensualityThe creepy qualities depict the artists disgust at decaying societyDepicts distorted morals, propaganda, self-indulgenceArtist vented anger through satirical caricaturesEventually led to the artists emigration to the USA

Angie21What is a Close Read?Turn-and-Talk to your OTHER elbow partnerAngie Discuss close reading. What is a close read? How was what we just did a close read?22Dont we do the same things?When students analyze a painting, they:When students analyze a traditional written text, they:Closely observeMake logical inferencesIdentify and study context, moodStudy artists choices of elementsMake and support conclusionsIdentify and study themesClosely observeMake logical inferencesIdentify and study context, moodStudy artists choices of elementsMake and support conclusionsIdentify and study themesAngie Make connections between I See, I Think, I Wonder and this chart. How was what we just did a close read?23So, now back to the standards

Specifically, (The College Board, 2013)Angie24

Tamara25Thats Reading, what about the other components of ELA?

(The College Board, 2013)Tamara26

Tamara27Speaking and Listening?

(The College Board, 2013)Tamara28

Tamara29Language?

(The College Board, 2013)Tamara30In Summary

(National Coalition for Core Arts Standards, 2013+Tamara31What does this integration look like in the classroom?Pre-Assessment:Class discussion on making choices when faced with 2 optionsWhat do they value?What does NOT weigh in?Engagement:Read the poemDivide students into four small groupsEach group synthesizes one stanza and says what it means to them in ONE sentencePicture yourself in a 7th grade English class. You are studying the universal theme of coming of age. The teacher is going to use Robert Frosts The Road Not Taken.(Education Closet, 2014)Essential Questions:When has their been a time in your life when you have had to choose between two things?How does what you value play a role in that decision?Angie32

Tamara33What does this integration look like in The classroom?Activity:Summarize all stanzas and decide on an overall understanding of the poem.Bring conversation back to their initial discussion on making choices.Activity:View A Day in the Life

https://www.youtube.com/watch?v=4qCDSPe2-uc&feature=youtu.beVideo on how museum curators make choices about what to include in their art collections.

(continued)

(Education Closet, 2014)Tamara34What does this integration look like in The classroom?Activity:Discussions:How do curators make their choices?Do they take the road less traveled, or opt for more well-known pieces?Why?Activity:Ask students to present (30 seconds 1 minute) to the class a choice that they made that represented forging their own path.They must use artworks from pre-selected museum websites to tell their story.

(continued)(Education Closet, 2014)Tamara35What does this integration look like in The classroom?Closing:Create an art galleryRoad Not Taken MuseumAssessment:Design a rubric that measures the students ability to synthesize details into an overarching theme.Apply the same rubric to their gallery.

(continued)(Education Closet, 2014)Which MCCR Standard did you teach/address?Which Arts Standard did you teach/address?MDCCR Standard RL.8.2MD VA 2.4.a.Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Compare ways in which themes, ideas, and issues in human experience are translated and expressed through the arts, humanities, and sciences.Tamara Again, discuss the idea of maintain the integrity of the arts 3621st Century Skills and the Arts Angie37

21st Century SkillsViewing multiple works of art, using criteria to describe, analyze, interpret and make judgments.

Students study an text, listen to a composers music which reflects that text. They create their own unique musical compositions in that composers style and relate back to the text.

Students use visual storytelling when viewing artworks to convey ideas, mood or personal meaning.

Students debate sides of an issue, get into groups and create dances to reflect their perspectives. Examples(Partnership for 21st Century Skills, 2011)Angie38Artful ThinkingTamara & Angie39Listening x 2

Tamara & Angie40

Angie41Questions?Discussion?Thank you so much for your attendance and participation!Tamara Mills, Worcester Co. [email protected] McCracken, Worcester Co. [email protected] References:Lichtenburg, James and Chris Woock and Mary Wright. (2008). Ready to Innovate: Key Findings. The Conference Board, Americans for the Arts, and American Association for School Administrators. New York, NY. McCaffrey, Marcia and Pam Paulsen. (January 2013). National Coalition for Core Arts Standards Leadership Team Presentation. State Education Agency Directors of Arts Education (SEADAE). New York, NY.Riley, Susan. (2012). Fifth Grade Arts Integrated Math Touchpoints. Anne Arundel County Public Schools. Annapolis, MD.Tucker, Jay. (2012). What are texts in fine arts?. Maryland State Department of Education. Baltimore, MD.Zuckerman, Sarah Reynolds. (2012). Learning to Look: How rigorous arts classrooms provide insight into teaching the Common Core State Standards. America Achieves. Washington, DC.

Education Closet: Professional Development for Integration and Innovation in Teachinghttp://educationcloset.com/arts-integration-lesson-plans/Edutopia: Arts Integration, how you can do it!http://www.edutopia.org/stw-arts-integration-resources-lesson-plansArtsEdge: The Kennedy Center. Connect, Create.http://artsedge.kennedy-center.org/educators.aspxTamara42