Arts Integration as a Model for Rigorous Instruction
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Transcript of Arts Integration as a Model for Rigorous Instruction
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Arts Integration as a Model of Rigorous Instruction
Connecting Arts Learning with the Common Core
Created by CCSESA Regions 2, 6, and 7
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Welcome & Logistics
• Housekeeping • Who is in the room?
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Experience with the Arts
• Tell about a positive experience you had with the arts as a youth or in school.
• What is your most recent positive arts experience as an adult?
• Describe a positive experience using the arts in your own classroom.
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Objectives • Understand the connections among arts processes, Visual
and Performing Arts Standards, and CCSS
• Construct and interpret art work that demonstrates understanding of foundational knowledge in the arts
• Identify and apply strategize for arts integration and performance based assessment
• Teach, document, and share a unit of study that integrates the arts with ELA or Math Common Core standards
• Analyze the effectiveness of arts integration on student learning by using both summative and formative assessment
• Determine arts resources that are available to teachers through technology, at school sites, and in the community
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Norms
• ENJOY and make the most of this time.
• ASK for what you need.
• Be a TENACIOUS learner.
• Please place technology in BUSINESS mode.
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Arts Education Quiz 1,500 CEOs surveyed by IBM ranked _______ as the most important leadership quality they are looking for in their workers.
CREATIVITY
“We need people who think with the creative side of their brains – people who have played in a band, who have painted, been involved in the community as volunteers. It enhances symbiotic thinking capabilities, not always thinking in the same paradigm, learning how to kick-start a new idea or how to get a job done better, less expensively.”
Are They Really Ready To Work?
Annette Byrd, Manager, Healthy Work Environment, GlaxoSmithKline
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Arts Education Quiz T F Student involvement in the arts is linked to higher academic performance, increased standardized test scores, greater involvement in community service and lower dropout rates.
TRUE Impact on Students
Arts integration and arts education, in various formats, have positively and consistently been linked to increased student engagement, motivation, and persistence… The arts can engage students who are not typically reached through traditional teaching methods.
Excerpt from Changing Education Through the Arts: Final Evaluation Report
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Arts Education Quiz T F A Harris poll shows that 60% of Americans consider the arts to be vital for providing a well-rounded education.
FALSE
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Arts Education Quiz T F Arts are more located in the right brain where the processing is more creative. FALSE*
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Arts Education Quiz T F Arts cannot be assessed because there is no right or wrong. FALSE
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Art & CC
So, how does this all relate to Common Core? "The standards are not the curriculum, they are the building code. They reflect important, desirable outcomes and we must meet them, but we don't cover them check-by-check ... we want to create an interesting, rich curriculum where teachers and students want to live," says Jay McTighe.
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4 C’s of 21st Century Skills
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Information Processing • Increasing in rigor
Performance Task
• Essay, story, script • Display, models, design
• Oral presentation • Scoring Rubric
Cognitive Demand
Design Elements
Item C
Item B
Item A
Stimulus • Text • Graphs • Photos, media • Artistic Presentation • Etc.
Low
Mid
High
Smarter Balanced Assessment Consortium
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Arts-Enhanced Curriculum
Arts-Integrated Curriculum
The Arts in Schools
Arts as Curriculum
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LESSON 1: Only Dance
LESSON 2: Only Science
Balance of Instruction
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LESSON 3: More Dance Than Science
LESSON 4: More Science Than Dance
Balance of Instruction
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LESSON 5: Dance and Science Balanced
Balance of Instruction
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DEFINITION
Arts Integration is… an APPROACH to TEACHING
in which students construct and demonstrate UNDERSTANDING through an
ART FORM. Students engage in a CREATIVE PROCESS
which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES
in both.
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VAPA – California State Frameworks
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Visual and Performing Arts Standards “Fandango” Puppet Style
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Performance Task
Collaborate in groups to construct Fandango puppet performances that demonstrate an understanding of the strands from the VAPA California State Frameworks.
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Disciplines Strands
Dance
Music
Theatre
Visual Arts
Artistic Perception
Creative Expression
Historical & Cultural Context
Aesthetic Valuing
Connections, Relationships, Applications
Visual & Performing Arts Framework
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APe
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Visual Arts Vocabulary
• Observational drawing skills. Skills learned while observing first hand the object, figure, or place.
• Line. A point moving in space. Line can vary in width, length, curvature, color, or direction.
• Shape. A flat area surrounded by edges or an outline. Lines meet to create shapes.
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CRocodile
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HIppopotamus
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Where/When Do These Puppets Come From?
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ASs
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Responding to, analyzing, and making cri5cal assessments about works of a given art form
Aesthe5c Valuing
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CRAb
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Disciplines Strands
Dance
Music
Theatre
Visual Arts
Artistic Perception
Creative Expression
Historical & Cultural Context
Aesthetic Valuing
Connections, Relationships, Applications
Visual & Performing Arts Framework
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• Build a “Fandango” puppet representing one of the VAPA strand
• Paper bags, construction paper, etc.
• Write a script that demonstrates the meaning of a VAPA strand
• Sentence frames provided
• Share puppet “informances” following puppetry conventions
• Use a rubric to evaluate progress • Rubric developed by the class
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Puppetry Conventions
• Puppet moves when talking. • Puppeteer moves the puppet while an actor
reads the script. • Puppeteers may be visible or behind a
screen. • Some puppets have mouths that move;
others do not.
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Scripts
• (Animal Sound) “I am a(n) _____.
• I represent ____________________, which is when students____________________________.
• I am a good symbol for artistic perception because I like to _______________, and ________________.
• You can remember me because ______________.
• I always say ______________________________.
• I am a(n) _____.” (Animal Sound)
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Develop a Rubric
Category Criteria Fandango Puppet
Represents animal from the VAPA framework as portrait or profile
Puppet Script
Demonstrates understanding of concepts from the correlating VAPA strand
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• Build a “Fandango” puppet representing one of the VAPA strand
• Paper bags, construction paper, etc.
• Write a script that demonstrates the meaning of a VAPA strand
• Sentence frames provided
• Share puppet “informances” following puppetry conventions
• Use a rubric to evaluate progress • Rubric developed by the class
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Information Processing • Increasing in rigor
Performance Task
• Essay, story, script • Display, models, design
• Oral presentation • Scoring Rubric
Cognitive Demand
Design Elements
Item C
Item B
Item A
Stimulus • Text • Graphs • Photos, media • Artistic Presentation • Etc.
Low
Mid
High
Smarter Balanced Assessment Consortium
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DEFINITION
Arts Integration is… an APPROACH to TEACHING
in which students construct and demonstrate UNDERSTANDING through an
ART FORM. Students engage in a CREATIVE PROCESS
which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES
in both.
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Arts-Enhanced Curriculum
Arts-Integrated Curriculum
The Arts in Schools
Arts as Curriculum
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Martin’s Big Words
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Transitioning to Common Core Standards
with the ARTS!
Pecha Kucha Style
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I’m going to be a designer
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art
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X 49
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ELA Standards
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VS.
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2013-‐2014
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Students engage in a CREATIVE PROCESS an APPROACH to TEACHING
which CONNECTS an art form and another subject area and meets
UNDERSTANDING through an ART FORM. Arts Integration is…
EVOLVING OBJECTIVES in both. in which students construct and demonstrate
Unscramble the definition…
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DEFINITION
Arts Integration is… an APPROACH to TEACHING
in which students construct and demonstrate UNDERSTANDING through an
ART FORM. Students engage in a CREATIVE PROCESS
which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES
in both.
71
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Information Processing • Increasing in rigor
Performance Task
• Essay, story, script • Display, models, design
• Oral presentation • Scoring Rubric
Cognitive Demand
Design Elements
Item C
Item B
Item A
Stimulus • Text • Graphs • Photos, media • Artistic Presentation • Etc.
Low
Mid
High
Smarter Balanced Assessment Consortium
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A Short Walk through the Pyramids and through the World of Art
Isaacson, Phillip.. New York: Knopf, 1993
At Giza, a few miles north of Saqqara, sit three great pyramids, each named for the king – or Pharaoh – during whose reign it was built… Taken from Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks
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Creative Expression
• Using the blank sentence strips provided, each person will write at least one each of the following in a phrase or sentence. (5 min.) • A rich sensory description that captures an
observation of some aspect of the painting (S) • A reflection using one of the memorable words or
phrases in the informational text (!) • A thought-provoking connection between the
written text and the visual arts text (#)
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Performance Task
Using the sentence strips you have just read at your table, collaborate to arrange the phrases into a poem that expresses your group’s understanding of the two pieces of text. Next, use the theatre checklist to create a spoken word performance of your poem.
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Theatre Checklist • Use effective vocal expression, gesture, facial expression and timing. • Use two or more choral reading techniques
• whole group/small group/solo • echo words or phrases • montage or overlapping phrases and/or sounds • repetition of key words or phrases • sound effects
• Use two or more staging techniques • tableau (frozen stage picture) • pantomime (acting without words) • choral movement (same movements at the same time) • split focus (two important things happening at the same time • levels (high, medium, low)
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Spoken word ensemble
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Connections to Literacy Anchor Standards & DOK
Highlight 3 connections.
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6th Grade VAPA – Theatre Standards
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• CE 6.2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
• HCC 6.3.1 Create scripts that reflect particular historical periods or cultures.
• CRA 6.5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as a demonstration in history–social science of how persuasion and propaganda are used in advertising.
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Sharing of Arts Integration Resources
• Arts at the Core http://teacharts.org • CCSESA Arts Initiative http://ccsesaarts.org • Kennedy Center http://artsedge.kennedy-center.org/educators.aspx
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Synthesis of the Day
• Objective – What?
• Reflective – Gut?
• Interpretive – So What?
• Decisional – Now What?
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