ARTS INTEGRATION

By, Kim HuffstetlerNovember 20, 2013EDN 595Dr. Christine Liao

A Reflective Summary of Things I Have Learned

INTERCULTURAL COMMUNICATION Throughout this project, I learned many things about the

Taiwanese culture and also about the similarities and differences between theirs and our own.

I learned that their classes and group sizes are larger but work well.

I learned the students are very dedicated to their work and use planning strategies to execute their work.

I learned that their homes and household items are not very different from our own.

I also learned that art can unite us across cultures! By sharing ideas and communicating with the students, I was able to see them respond and become engaged in the multi-cultural learning experience!

Arts integrated curriculum project

But I also learned more from this class.

I learned how to integrate the arts into every day classroom lessons which might normally be confined to textbook reading and filmstrip watching.

I learned how to add arts objectives into traditional lesson plans and how to create easy and fun activities which support both the content and the arts.

I learned how to create fun individual and group activities which make the learning experience that much more real and meaningful for students!

For my unit, I chose the following first grade objectives for science and art:

ContentStudents will illustrate the five needs of plants by creating a collage showing all five needs. Students will demonstrate various animal needs by creating a short skit and later writing about an animal and its particular needs.

ArtsStudents will perform improvisation to demonstrate a flower getting its needs met from its environment.Students will create a collage using outdoor and indoor materials creatively.Students (as a group) will create a short dance phrase in which they demonstrate the needs of a flower using creative movement.

The unit encompassed the following NC standards:

1.L.2.1 Summarize the basic needs of a variety of different plants (including air, water, nutrients, and light) for energy and growth.

1.L.2.2

1.C.2.1 

1.V.3.3

1.CP.1.3

Summarize the basic needs of a variety of different animals (including air, water, and food) for energy and growth.

Use improvisation to communicate activities in a variety of settings.

Use the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, and ceramics to create art.

Construct dance phrases which illustrate beginning, middle, and ending.

 

For this unit, students would learn about animal needs and use a short, improvisational skit to be an animal in his environment, demonstrating his particular needs through movement and drama.

Later students would look at artwork of animals in their habitats and write a short story or poem describing all their animal’s needs as well as something from the artwork they observed.

For the plant part of the unit, students would demonstrate a flower having it’s needs being met by constructing a short dance phrase.

Finally, students would collect outdoor materials to bring indoors to create a collage of a plant with all it’s needs being met.

***I was not able to teach this so I have no student samples***

CRITIQUE:

Since I had no class to teach this unit to, I could not conduct a proper reflection. Instead, I opted to critique the following two units:

• American Symbols for first grade, integrating the arts with social studies, created by Felicia Eggie

• A Monster Meal for second grade, integrating the arts with literacy, created by Kristin Sellars

American Symbols

This was an interesting lesson about various American Symbols for first graders to learn about. The suggestions I would have for Felicia include:

• Make objectives measurable or observable• Choose content standards that more closely align with

objectives• Incorporate more art throughout the lessons rather than

saving it for the last day – maybe have students draw the symbols in their notebooks rather than just writing about them

• Allow them to create a more unique drawing at the end rather than providing them a master sheet

Other than that, this lesson sounds like fun!

Monster Meal

This lesson was a short little character development activity written for second graders. Kristen has the students reading text that is already broken into parts (or roles) and has students making masks from plates and other materials the following day to perform. Here are the only suggestions I have for this lesson:

• Model the characterization first• Make objectives more observable or measurable• Create a checklist or rubric for student performances• Make assessment guidelines more clear so that all

students can be successful

Other than those few things, Kristen has created a fun and engaging lesson that allows students to have a lot of fun while learning!

Since this class, I have learned so many interesting and effective techniques for integrating the arts into my future classroom.

* How to integrate drama through role pay, improvisation, and dramatic interpretation* How to use creative movement and dance to enhance content* How to incorporate visual art (both created and observed) to help students more effectively communicate* How to use music to stimulate HOTS and help students retain content knowledge

CONCLUSION