that you see what you think about that And what it...

Welcome!Welcome!

l k k ll lk h h• Please take a quick gallery walk through your copy of the Arts Integration Starter Toolkit of resources.

• As you skim through, complete the organizer y g , p gwith your thoughts about something….– that you seethat you see– what you think about that

And what it makes you– And what it makes youwonder

Please turn to the back of your half page handout and complete the first half of the Headlines Routine

If you were to write a headline* for a presentationheadline for a presentation on Arts Integration that captures the most importantcaptures the most important thing you hope to discover, what would that headline be?what would that headline be?

* Headline= one line/phrase that captures the gist of the article.

Arts Integration

POETRYPOETRYPOETRYPOETRY

The Bates Way: Integrating the Arts• Arts Integrated lessons in EVERY

classroomf l d l

The Bates Way: Integrating the ArtsDepartment of Education

• Professional development opportunities

• Support for collaborative planning(including Artful Thinking) i l t ti d d t ti

AEMDD GrantSAILSS Supporting Arts

d i fimplementation, and documentation• Availability of the Arts teachers as

specialists and co‐teachers• Artists in Residences

Integrated Learning for Student Success

l• Field Trips• Opportunities to make AI visible

Pat KlosArts Integration Specialist

Pat Klos

Jennifer CarlsonESOL Teacher

Student Work Sample, Get SmArt Through Art, Bates Middle School, Annapolis MD

Learning Goal: Participants will be able toLearning Goal: Participants will be able to identify and implement Arts Integration and Artful Thinking strategies to motivate and engage students toward critical thinking and deeperstudents toward critical thinking and deeper understanding of content.

Today’s JourneyToday s Journey•Warm up & Priming: I see, I think, I wonder (A)•Introduction to Arts Integration (T)•Introduction to Artful Thinking (T)g ( )•Examples from AI lessons(T)•Practice with selected routines (T, S, P)•Closure: Headlines (A)

T: Total Group A: Alone P: Partner S: Small Groupp p

Staircase Group (Portrait of Raphaelle Peale and Titian Ramsay Peale)

SAILSS Supporting Arts Integrated Learning for Student Success Bates MS/P.Klos

1795Charles Wilson Peale, American, 1741 ‐ 1827

Art in the ClassroomArt in the ClassroomThree formats• about the arts (by studying an artist such as Picasso), • with the arts (using songs to signal transition to another activity drawing illustrations to accompanyanother activity, drawing illustrations to accompany their writing,) or

• through the arts ( students use drama to show what g (they know about the dangers encountered while traveling along Underground Railroad).

Teaching through the arts (using an artistic medium for learning) is our goal! In this way, the arts b h h d l h f l ibecomes the methodology, the process for learning.

SAILSS: Supporting Arts Integrated Learning for Student Success/ Bates MS‐PKlos

What is Arts Integration?What is Arts Integration?an APPROACH to

TEACHING TEACHING in which students

construct and demonstrateUNDERSTANDINGUNDERSTANDING

through anART FORM.

Students engage in aStudents engage in a CREATIVE PROCESS

which CONNECTS an the art form and

another subject area and meets

EVOLVING OBJECTIVESin both where they

naturally fit. SAILSS: Supporting Arts Integrated Learning

for Student Success/ Bates MS‐PKlos

In an Integrated Arts ClassroomIn an Integrated Arts Classroom

C li b i l d i f h

Students …

• Visual Arts

• Music

•Create contour line observational drawings of the parts of a flower in their SCIENCE sketchbooks.

C t f ti b i ti i l i ¼Music

• Drama•Create fraction songs by using equations involving ¼ , ½ , 1/8 and whole notes in MATH class.

•Perform a tableau (frozen moment) to demonstrate• Dancing

• Puppetry

•Perform a tableau (frozen moment) to demonstrate the character’s point of view or present/past and future tense in FRENCH.

• Puppetry

• Poetry•Demonstrate MATH rotations, reflections and translations with a hip hop dance along a coordinate grid taped on the floor.grid taped on the floor.

•Retell a folktale by writing a script, creating shadow puppets and performing for their peers in p pp p g pESOL/Language Arts.


photostory

Integrated Arts in the ClassroomIntegrated Arts in the ClassroomIncreases motivation, engagement, and challenge for diverse learners from delayed to• Visual Arts challenge for diverse learners from delayed to gifted

Facilitates differentiated instruction

• Visual Arts

• Music ac tates d e e t ated st uct o

Connects to brain research: students make more connections by incorporating the multiple

• Drama

D i intelligences

Increases rigor through critical thinking

• Dancing

• PuppetryMakes the curriculum more authentic, hands‐on and project based, interdisciplinary

ll b b h d

pp y

• PoetryFosters collaboration between teachers and content areas

Creates opportunities for varied assessmentCreates opportunities for varied assessment

From: David Sousa's "How the Arts Develop the Young Brain" in The School Administrator, Dec. 2006

We did it!

Arts Integration in action"We've worked very hard

Arts Integration in actionReading 2006 2007 2008 2009 2010 2011

teaching our content standards through the arts," said Bragdon, who has been an educator for 29 years and

All 54.8 55.2 64.7 74.1 72.7 82.5

Af Am 44.7 40.9 54.8 69.9 64.6 76.5

Asian 70.6 81.3 84.6 92.3 93.3 76.9

Hisp 36.9 32.1 43.5 54.2 52.3 65

Whi 89 6 90 8 91 1 96 9y

is in her 10th year as a principal, seven of those at Bates.

"The arts have raised

White 80.4 86.1 89.6 90.8 91.1 96.9

ELL 4 8.6 10.7 28 15 46.8

Farms 39 35.4 53 63.2 58.4 73.3

SpEd 19.4 14.3 30.4 45.3 33.3 59.1

The arts have raised engagement and motivation in our students," Bragdonadded. "It's a very effective way to teach the core

MATH 2006 2007 2008 2009 2010 2011

All 44.9 55.5 64.9 63.8 63.4 75.1

Af Am 33.1 41.8 52.8 53.2 47.3 59.9

Asian 65 82.4 100 84.6 80 76.9 way to teach the core subjects. We've started to feel validated about that, because our rise in test scores is very solid now "

65 82.4Hisp 16.7 33 48.4 47.9 52.2 69.9

White 80.4 86.2 90.2 86.8 87.4 91.9

ELL 2.1 13.3 15.4 34 25 53.1

Farms 28.3 36.5 52.7 53 48.3 63.3scores is very solid now.

The Baltimore Sun, August 25, 2011SpEd 11.3 14.6 28.6 35.8 19.6 48.5

AI: It works!AI: It works!Grade Arts Integration Activity Content Standard Pre‐test Data Post‐test

DataData

6thMonochromatic Mapping/Value

2.C.1.a . Identify reasons why people migrate, such as economic opportunity, climate, and

political reasons

32% 88%

6 b 4 f E l i h t i t di tl t t d i7th Cooperative

Poetry/Resistance

6.b.4.f . Explain what is not directly stated in the text by drawing inferences

7th E i / C ti4.B.1.a Examine how different economic t t diti l d k t d 31% 74%7th Economies/ Creative

Comparisons/Dancesystems, traditional, command, market, and mixed answer the basic economic question of

what, how, and for whom to produce

31% 74%

b l d h l8th Federalism/ Visual Arts

1.A.1.b Explain and summarize the principles of federalism, and how they protect individual

rights and impact the functioning of government

22% 81%

8th War of 1812/ Musical Expressions

5.C. 2.a. Explain why the US adopted a policy of neutrality prior to the War of 1812.

5.C.2.b. Explain how the continuing conflict between Great Britain and France influenced

27% 86%

the foreign policy of the United States

Targeted Standards‐Language Arts Grade 8 Unit 1 Standards Score All AA Hispanic LEP/ELL SpEd Caucasianp / p1.D.3.b Use word structure to determine the meanings of words 59.31% 55.22% 46.42% 25.00% 47.91% 73.14%

1.D.3.c Use resources to confirm definitions and gather further information about words 50.76% 42.78% 46.42% 16.66% 44.44% 64.19%1.E.4.c Draw inferences and/or conclusions and make generalizations 70.80% 68.15% 64.28% 50.00% 55.55% 78.39%3 A 3 b A l th t f th l t 50 14% 47 54% 45 91% 35 71% 35 71% 55 82%3.A.3.b Analyze the events of the plot 50.14% 47.54% 45.91% 35.71% 35.71% 55.82%

3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that advance the plot 59.15% 55.97% 41.07% 12.50% 45.83% 72.22%3.A.3.h Analyze the author's approach to issues of time in a narrative 69.60% 61.19% 58.92% 50.00% 41.66% 86.11%

Grade 7 Unit 1 Standards Score All AA Hispanic LEP/ELL SpEd Caucasian1.D.3.b Use word structure to determine the meanings of words 55.06% 48.24% 41.07% 42.85% 40.00% 66.02%3.A.3.b Analyze the events of the plot 70.53% 57.68% 60.00% 40.00% 52.00% 84.87%3.A.3.c Analyze details that provide information about the setting, the mood created by the setting and ways in which the setting affects characters 94 62% 95 65% 84 37% 83 33% 85 00% 97 56%created by the setting, and ways in which the setting affects characters 94.62% 95.65% 84.37% 83.33% 85.00% 97.56%

Grade 6 Unit 1 Standards Score All AA Hispanic LEP/ELL SpEd Caucasian1.D.2.b Explain relationships between and among words 46.07% 40.54% 32.00% 41.66% 33.33% 57.69%1.D.3.b Use word structure to determine the meanings of words 66.32% 64.18% 54.00% 33.33% 50.00% 74.03%

1.E.4.c Identify and explain what is not directly stated in the text by drawing inferences 48.76% 47.29% 30.00% 27.77% 22.22% 60.57%3.A.3.b Analyze the events of the plot 63.28% 58.68% 53.14% 44.44% 42.85% 70.87%

3 A 3 A l d t il th t id i f ti b t th tti th d t d b th3.A.3.c Analyze details that provide information about the setting, the mood created by the setting, and ways in which the setting affects characters 88.42% 93.24% 66.00% 72.22% 66.66% 96.15%

3.A.3.g Analyze internal and/or external conflicts that motivate characters and those that advance the plot 81.40% 85.13% 74.00% 77.77% 50.00% 83.65%

BasicProficientAdvanced

Cohn, Owens, Snyder‐May 31, 2011

Targeted Standards MathematicsTargeted Standards‐Mathematics

Student Attendance and BehaviorStudent Attendance and Behavior

• Number of discipline referrals

decreased by 31% from 2009‐2010decreased by 31% from 2009 2010 to 2010‐2011. This year has seen the same decreasethe same decrease.

Cohn, Owens, Snyder‐May 31, 2011

The Starting PointThe Starting Point

A f l h kArtful Thinking Routines: Connecting Critical Thinking and Arts Integrationg g

• TheArtful Thinking Routines were designed• The Artful Thinking Routines were designed by Project Zero at Harvard University to help K 12 teachers regularly use works ofhelp K‐12 teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking andways that strengthen student thinking and learning.

• There are 2 goals for the program:• There are 2 goals for the program:– Teachers create rich connections between works of

art and music and curricular topicsp– Teachers use art as a force for developing student

thinking


What’s going on/happening in this painting?What do you see that makes

Breaking Home Ties

you say that?

Thomas Hoveden, 1890

SAILSS Supporting Arts Integrated Learning for Student Success P.Klos & D. McNeely

The Artful Thinking RoutinesThe Artful Thinking RoutinesThese “thinking routines” are simple patterns or structures, used over and over again, that support and scaffold specific thinking moves or actions, just like Think‐Pair‐Share (TPS) or KWL (Lyman, 1981).

– Students are engaged in interesting activities

– Teachers see students as more thoughtfulTeachers see students as more thoughtful

– Students respond more critically

– Allows teachers to assess because the studentsAllows teachers to assess because the students thinking is made visible

– Incorporates RIGOR into the curriculum by p ymotivating and engaging students in critical thinking activities


RIGOR EVALUATIONRIGORMEANS

EVALUATION

SFRAMING SYNTHESIS

LESSONS AT THE HIGH END

ANALYSISTHE HIGH END OF THE APPLICATIONKNOWLEDGE TAXONOMY COMPREHENSIONTAXONOMY.

KNOWLEDGE

COMPREHENSION

KNOWLEDGESAILSS: Supporting Arts Integrated Learning


A LESSONWITHArtful A LESSON WITH Artful Thinking ASKS STUDENTS TO:Thinking ASKS STUDENTS TO:

EXAMINE PRODUCEEXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESSGENERATE ASSESS

CREATE PRIORITIZECREATE PRIORITIZE

SCRUTINIZE DECIDESCRUTINIZE DECIDESAILSS: Supporting Arts Integrated Learning


Artful Thinking RoutinesArtful Thinking RoutinesHeadlines I See, I What Looking 10 Listening

Think, I Wonder

Makes You Say That?

x 2 10x 2

Beginning,Middle, End

Creative Questions

Claim/Support/ Question

Think / Puzzle/Explore

Perceive,Know, Care AboutS i hEnd Question Explore About

Elaboration Game

Colors, Shapes

CreativeCompari‐

Connect / Extend/

Start with Artful

hi ki dGame Shapes, Lines

Compari‐sons

Extend/ Challenge

Thinking and build towards

A I i !Arts Integration!


What do you SEE?

What do youTHINKTHINKabout that?

What doWhat do you WONDERaboutabout that??

Carmen Lomas Garza Barbacoa para cumpleaños 1983


Carmen Lomas Garza, Barbacoa para cumpleaños, 1983.

1Variations on I See, I Think, I Wonder

2

3

,•I hear, I think, I wonder•I hear, I feel, I picture

3

LOOKING 10 x 2LOOKING 10 x 21. Look at the

image quietly for at least 30 seconds. Let your eyes wander.

2 In one minute2. In one minute, list 10 words or phrases about any aspect of the picture.

3. Share your words with the class.

4. Repeat Steps 1 & 2: Look at the image again andimage again and try to list 10more words or phrases to your

Carmen Lomas Garza La Feria a Reynosa 1987SAILSS: Supporting Arts Integrated Learning


list.

LOOKING 10 x 2LOOKING 10 x 21. Look at the

image quietly for at least 30 seconds. Let your eyes wander.

2 In one minute2. In one minute, list 10 words or phrases about any aspect of the picture.

3. Share your words with the class.

4. Repeat Steps 1 & 2: Look at the image

Sea of Ice aka Polar SeaCaspar David FriedrichStyle: Romanticism

the image again and try to list 10more words What kind of thinking does

Style: RomanticismLived: 1774 ‐ 1840 Nationality: Germany

or phrases to your list. SAILSS Supporting Arts Integrated Learning

for Student Success Bates MS/P.Klos

this routine encourage?

AgendaCooperative PoetrygVocabulary

Vocab post‐itsC i

Cooperative Poetry

•You will be assigned to one artwork along with several Warm Up: Vocab review with 10x2

Choose 4 words from your vocabulary lists•Seasons

Cooperative Poetry:Write a poem in

ti

other participants. •You will need a marker and a sentence strip•Individually contemplate the artwork for at least 30Seasons

•Clothing •Colors•Weather

cooperative groups

•Individually, contemplate the artwork for at least 30 seconds silently.

•What does the art say to you? What do you see, a does e a say o you a do you see,feel? •Write a sentence, phrase, series of words in

Cooperative Poetry:Read the poem

Double BubbleDraw illustrations

Exit tickets:Which of your vocabulary words

response to the artwork on your strip.•Cooperatively, arrange/order your sentence strips on a desk to create a poemp

with emotion. illustrations

did you use in the poem? How were they reflected in

a desk to create a poem. • Tape the strips onto the poster paper once you have reached consensus on the best order.

the artwork?SAILSS: Supporting Arts Integrated Learning


•Select a participant to read your poem dramatically!

BEGINNINGMIDDLE or END

Is this painting theBeginningMiddleorEnding of the story?

Winslow Homer , American. The Gulf Stream 1899 Oil on Canvas Metropolitan Museum of Art, New York

What kind of thinking does this routine encourage?

Lesson Title:

Bringing Mulan to Life with Shadow Puppets. ppAfter introducing topic with and Artful Thinking Routine, Beginning, Middle, End as a pre-writing activity, students write skits and create shadow puppets to perform the legend of Mulan

Content Standards: Fine Arts ESOL1.5 (Listening): Comprehend and apply academic and non-academic information

Standards: Theater3.0: Apply theatrical knowledge, principles, and

presented orally.2.7 (Speaking): Participate in discourse using verbal and non-verbal communication t t i i t

p p ,practices to collaborative theatre.Visual Arts 1.0; 2b Interpret and strategies on a variety

of social and academic topics4.3 (Writing): Use pre-writing strategies to compose text for a

Interpret and communicate the meaning of artworks.

compose text for a variety of purposes4.4 (Writing): Compose text to express personal ideas and academic information in order to information in order to inform, to describe, to explain, and to persuade

Paris Street, A Rainy Day1877by Gustave Caillebotte

What kind of thinking does this routine encourage?encourage?

PERCEIVEWhat can the person or thing

KNOWWhat might the person or thing know

CARE ABOUTWhat might the person or thingWhat can the person or thing

perceive? Step inside the role of the person or thing.

What might the person or thing know about or believe?

What might the person or thing care about?

Tableau:Tableau: F�� P��Tableaux are silent groups of people in frozen

l

Tableaux are silent groups of people in frozen action: students use bodies to crystallize a key

moment or to represent an idea.

• As a group, you must cooperatively discuss, negotiate and decide upon the image you will communicate or represent.

• Using body language you create an image a• Using body language , you create an image, a canvas, or “human statue” that communicates an idea or a single moment of action from a story or an event.

• Tableaus are shared in complete stillness and silence. • Your expressive faces and body positions suggest

what the characters are doing, how they are g, yinteracting with other characters and how they are feeling about the situation. The audience should be able to tell if the character is sad, happy, depressed or any other emotion from the tableau

34

or any other emotion from the tableau.

SAILSS Supporting Arts Integrated Learning for Student Success/ PKlos Bates Ms

Considerations for a GOODConsiderations for a GOOD T ��

Thi k f h ill bl iThink of the space you will construct your tableau in as your “canvas”—just as an artist does. You will want to fill up the space!to fill up the space!

• LEVEL: Make your poses multi‐leveled. Try to incorporate high (standing reaching tall) mediumincorporate high (standing, reaching tall), medium and low (crouch, on ground) levels. Remember to fill your canvas horizontally as well as verticallyyour canvas horizontally as well as vertically.

• BALANCE: Consider the relationship of your pose to others to make it balanced in your space.others to make it balanced in your space.

• FOCAL POINT: What is the scene’s focus of attention? Use eye contact wisely.attention? Use eye contact wisely.

35SAILSS Supporting Arts Integrated Learning

for Student Success/ PKlos Bates Ms

Actor’s ToolsActor s Tools �� T��

I i ti Y t i i h t it l k lik d h t it• Imagination – You must imagine what it looks like and what it feels like to be the character.

• Focus – You must be able to focus only on portraying the y p y gcharacter and tune out all other distractions. You have to control your body, face, voice, and mind.

• Concentration‐ You must be able to concentrate on one thingConcentration You must be able to concentrate on one thing only; the tableau requires you to remain in a frozen position for a period of time.

• Neutral position You must start from a position of standing• Neutral position‐You must start from a position of standing straight up with hands limp at your side and be ready to spring into an action pose.

• Cooperation – You are only one of 3 or 4 actors working together so it its important to cooperate to make the audience see the ideas and/or feelings you are trying to

36

/ g y y gcommunicate as a whole.

SAILSS Supporting Arts Integrated Learning for Student Success/ PKlos Bates Ms

In a market economyeconomic decisions are made by individuals and are based on e change or trade

Traditional economies rely on habit, custom, or ritual to decide what to produce, how to produce it, and to

on exchange, or trade.

Mixed economies are systems that combine tradition and the free market with limited governmentwhom to distribute it.

In a command economythe central government makes all decisions about th d ti d

with limited government intervention.

the production and consumption of goods and services.

Art provides a VISUAL PEGand inspires understanding

h h d d b d

The Dance of the Economies: Artful Thinking leads Dance Integration

An economic system is the method used by a society to produce and distribute goods and services.

T di i l i l h bi I k i d i i

Dance: 1.1.b. Incorporate the elements of dance to develop

Traditional economies rely on habit, custom, or ritual to decide what to produce, how to produce it, and to whom to distribute it.

I d h l

In a market economy economic decisions are made by individuals and are based on exchange, or trade.

Mi d i h bi

1.1.b. Incorporate the elements of dance to develop dance studies that interpret abstract ideas and concepts

In a command economy the central government makes all decisions about the production and consumption of goods and services.

Mixed economies are systems that combine tradition and the free market with limited government intervention.

concepts

MUSCLE Memory‐Kinesthetic learning!

Individually in your Ki h

Divide into groups as di t d

Create a circle map

ith

Create a dance phrase

ith 3 t 6

Practice and teach your d

MUSC Memory Kinesthetic learning!

Social Studies (7th Grade) Kinosphere:

Practice each Element of Dance as you

directed.Each group is assigned a type of economy

with as many words and examples of that economy that you can

with 3 to 6 movements that will visually represent your

dance phrase and to the rest of the class.

( )4.B.1.a Examine how different economic systems, traditional, command, market, and mixed answer the Dance as you are prompted

economy. that you can think of. Then, brainstorm movements that can be

represent your type of economy. Each group will be given two

, , ,basic economic question of what, how, and for whom to produce that can be

associated with the economy.

be given two dance elements to include.

p

Body Energy Space TimeParts: Dance can

focus on different body

Body Energy Space TimeThe use of energy

while moving: expressivity of

Pathways –patterns the dancer makes in the air or on the

TEMPO - the speed of the movement: fastdifferent body

parts: legs, fingers, toes, head, elbows, shoulders etc.

expressivity of the movement

WEIGHT: Heavy or Light

FLOW F

in the air or on the floor: curved lines, straight lines, zigzags, circles, figure‐eights, and many more

movement: fast, slow, moderate

DURATION - the length of the dance or

Body parts can be move in isolation or jointlyBody parts can

FLOW: Free or Bound, Sharp or Smooth, Tense or Relaxed

many moreShape ‐ straight lines,

curves, angles, free form, open, or closed; positive and negative space

phrase: short, long or something in between.

BEAT pulse of theBody parts can be open, closed or relaxed

Shape: the body can contort itself

RelaxedSPACE: Direct or

IndirectTIME: Quick or

Sustained

and negative spaceBalance ‐

symmetrical, asymmetrical, or centered

BEAT - pulse of the music

RHYTHM: a recurring pattern of accents

into different shapes (i.e., curves, angles)

SustainedLevel – vertical

distance from the floor: high, medium, low, or on the floor.

of accents ACCENT- a

movement or shape performed in

h tPlane: horizontal or vertical

Direction ‐ forward, backwards, diagonally

such a way as to give emphasis

diagonally, sideways, up, down, place middle 40

STARTING POINT for Arts Integrationg1. Decide what you want/need to teach

• Curriculum /Backward mapping looking for

– Opportunities for Arts Integration

• Connected objectives

• Where arts fit naturally

• Think about: Pre Formative and Post Assessment• Think about: Pre, Formative and Post Assessment

– Where are kids struggling?

2. Collaborate with Art colleagues if possible.

3. Teach the arts and the content standard3. Teach the arts and the content standard at the same time.

4. Evaluate student work.

Headlines!A routine for capturing essence

If you were to write a headline for this workshop right now that captured the most important aspect that should be remembered, what would that headline be?

Complete theComplete the Headlines

Routine part two.

Portrait of a Man With a Newspaper, Andre’ Derain

Remember!Remember!

Our Students Get

So Can Yours!!So Can Yours!!


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