GALILEO, University System of Georgia GALILEO Open Learning Materials Education Open Textbooks Education Summer 2018 Arts Integration in Elementary Curriculum: 2nd Edition Molly Zhou Dalton State College, mzhou@daltonstate.edu David Brown Dalton State College, dobrown@daltonstate.edu Follow this and additional works at: https://oer.edu/education-textbooks Part of the Art Education Commons Recommended Citation Zhou, Molly and Brown, David, "Arts Integration in Elementary Curriculum: 2nd Edition" (2018). Education Open Textbooks.edu/education-textbooks/3 This Open Textbook is brought to you for free and open access by the Education at GALILEO Open Learning Materials. It has been accepted for inclusion in Education Open Textbooks by an authorized administrator of GALILEO Open Learning Materials. For more information, please contact affordablelearninggeorgia@usg.
Arts Integration in Elementary Curriculum Molly Zhou David Brown 2 Arts Integration in Elementary Curriculum edited by Molly Zhou Dalton State College David Brown Dalton State College May 2018 Dalton, GA This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4. Cite the source: Zhou, M. Arts integration in elementary curriculum. Retrieved from (URL) 3 Permission for Use Acknowledgements Grateful acknowledgement is made to the following sources for permission to use through creative commons licenses, author(s) or proper copyright holder(s): Chapter One Source: Silverstein, L.
What is arts integration? Retrieved from http://artsedge.org/educators/how-to/arts-integration/what-is-arts-integration Chapter Two Sources: Isenberg, J. What are some sources for research and current thinking about arts integration? Retrieved from http://artsedge.org/educators/how-to/arts- integration/why-arts-integration/why-relevant-literature Silverstein, L. Creating a rationale for arts integration. Retrieved from http://artsedge.org/educators/how-to/arts-integration/why-arts-integration/why-explaining-why Silverstein, L.
Why arts integration? Retrieved from http://artsedge.org/educators/how-to/arts-integration/why-arts-integration/why-two-big-reasons Chapter Three Sources: Music. Retrieved from https://en.org/wiki/Music Sarrazin, N. Fundamentals and educational roots in the U. Sarahzon, (2016), Music and the Child, Chapter 2.
Open SUNY Textbooks. Retrieved from https://milnepublishing.edu/music-and-the- child/chapter/chapter-2/ Sarrazin, N. Sarahzon, (2016), Music and the Child, Chapter 12. Open SUNY Textbooks.
Retrieved from https://milnepublishing.edu/music-and-the-child/chapter/chapter-12/ Chapter Four Sources: Calligraphy. Retrieved from https://en.org/wiki/Calligraphy Origami. Retrieved from https://en.org/wiki/Origami Papercutting. Retrieved from https://en.org/wiki/Papercutting Visual arts.
Retrieved from https://en.org/wiki/Visual_arts Chapter Five Sources: Cinquain. Retrieved from https://en.org/wiki/Cinquain Haiku.) Retrieved from https://simple.org/wiki/Haiku Poetry. Retrieved from https://en.org/wiki/Poetry Chapter Six Sources: Acrobatics. Retrieve from https://en.org/wiki/Acrobatics Ballet.
Retrieved from https://en.org/wiki/Ballet Children’s Theater (2018, March 15). Retrieved from https://commons.org/wiki/Category:Children%27s_theatre Clown. Retrieved from https://en.org/wiki/Clown Glossary of ballet.) Retrieved from https://en.org/wiki/Glossary_of_ballet List of circus skills. Retrieved from https://en.org/wiki/List_of_circus_skills Magic.
Retrieved from https://en.org/wiki/Magic_(illusion) Mime artist. Retrieved from https://en.org/wiki/Mime_artist Music. Retrieved from https://en.org/wiki/Music Opera. Retrieved from https://en.org/wiki/Opera Performing Arts.
Retrieved from https://en.org/wiki/Performing_arts Public speaking. Retrieved from https://en.org/wiki/Public_speaking Puppetry. Retrieved from https://en.org/wiki/Puppetry Theatre. Retrieved from https://en.org/wiki/Theatre Ventriloquism.
Retrieved from https://en.org/wiki/Ventriloquism 4 Chapter Seven Source: Watson, A. Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14, 114-127. Retrieved from https://pdfs.org/1f8c/a3aa898a2f5600072a7113508aaa7bb4cda3.pdf A big “Thank You” to Educ3214 students for permission to include their work examples and art work in this textbook.
5 TABLE OF CONTENTS CHAPTER ONE ARTS INTEGRATION. 12 CHAPTER TWO ARTS INTEGRATION AND THREE RS. 21 CHAPTER THREE MUSIC. 43 CHAPTER FOUR VISUAL ARTS.
60 CHAPTER FIVE LITERARY ARTS POETRY. 86 CHAPTER SIX PERFORMING ARTS. 123 6 CHAPTER ONE ARTS INTEGRATION SELECTED READING Background: Arts in Schools Many teachers, schools, and arts programs benefit from knowing the different ways the arts can be present in schools. Without making a distinction, opportunities can be missed, programs can lack clarity, or the arts can seem like something too unwieldy to incorporate.
Making a distinction among the approaches can help narrow or focus objectives as well as help educators select the most appropriate approach based on their objectives. Ultimately, students are best served when all three variations-Arts as Curriculum, Arts- Enhanced Curriculum, and Arts-Integrated Curriculum-are part of their education (Figure 1. The arts find their way in to elementary, middle, and high school classrooms every day in a variety of ways. The variations can be distilled into three main categories: Arts as Curriculum Arts-Enhanced Curriculum Arts-Integrated Curriculum All three variations are important, needed, and valid.
All benefit from being supported by arts experiences- where students attend performances and exhibits by professional artists to engage in authentic experiences that deepen and broaden their arts understandings. Arts in Schools While the three variations naturally link and support each other, there are reasons why teachers and schools target one or more approaches. Understanding the differences in the approaches can help teachers and schools make informed choices about the programs they offer. Art as Curriculum If a school has a music, art, drama, or dance teacher, their approach is most likely and primarily Arts as Curriculum.
Students develop knowledge and skills in a particular art form. Often referred to as “arts learning” or “art for art’s sake,” the programs are guided by national, state, or local standards for each of the art forms. For example, in visual arts, students learn the content, processes, and techniques for two- or 7 three-dimensional work. They learn how the visual arts developed and changed throughout history and engage in creating and analyzing works created in a variety of media.
Arts-Enhanced Curriculum When the arts are used as a device or strategy to support other curriculum areas, but no objectives in the art form are explicit, then the approach is called Arts-Enhanced Curriculum. For example, students sing the ABCs as a means to other ends-remembering the letters and sequence of the alphabet. However, students are not usually expected to learn about melody, song structure, or develop specific singing skills. Arts- Enhanced Curriculum acts as a “hook” to engage students in learning content.
Additionally, teachers need little or no training in the art form. Arts-Enhanced Curriculum is often mistaken for Arts-Integrated Curriculum or a distinction is not made between the two. Arts-Integrated Curriculum In Arts-Integrated Curriculum, the arts become the approach to teaching and the vehicle for learning. Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both.
For example, students meet objectives in theater (characterization, stage composition, action, expression) and in social studies. The experience is mutually reinforcing-creating a dramatization provides an authentic context for students to learn more about the social studies content and as students delve deeper into the social studies content their growing understandings impact their dramatizations. For Arts-Integrated Curriculum to result in deep student understanding in both the art form and the other curriculum area, it requires that teachers engage in professional development to learn about arts standards and how to connect the arts to the curriculum they teach. Arts Integration 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. Inside the Definition Arts Integration is an APPROACH to TEACHING. approach (n)-a path, road, or other means of reaching a person or place This definition begins with the assertion that arts integration is larger than an activity. Rather, arts integration is an approach to teaching that is embedded in one's daily practice.
An "approach to teaching" refers to how something is taught rather than what is taught. Every teacher has an approach to teaching, whether or not they are aware of it. Approaches fall along a continuum from traditional, teacher-centered instruction to more progressive, student-centered instruction. Ultimately, our approach is based on our beliefs about how students learn.
As an approach to teaching, arts integration relies heavily on the progressive, student-centered end of the continuum. This approach to teaching is grounded in the belief that learning is actively built, experiential, evolving, collaborative, problem-solving, and reflective. These beliefs are aligned with current research about the nature of learning and with the Constructivist learning theory. Constructivist practices that align with arts integration practices include: 8 Drawing on students’ prior knowledge; Providing active hands-on learning with authentic problems for students to solve in divergent ways; Arranging opportunities for students to learn from each other to enrich their understandings; Engaging students in reflection about what they learned, how they learned it, and what it means to them; Using student assessment of their own and peers' work as part of the learning experience; Providing opportunities for students to revise and improve their work and share it with others; Building a positive classroom environment where students are encouraged and supported to take risks, explore possibilities, and where a social, cooperative learning community is created and nurtured.
Students Construct and Demonstrate UNDERSTANDING… understand-(1) to get or perceive the meaning of; to know or grasp what is meant by; comprehend (2) to gather or assume from what is heard; to infer 3) to know thoroughly; grasp or perceive clearly and fully the nature, character, functioning, etc. of 4) to have a sympathetic rapport with Constructing understanding of one's world is an active, mind-engaging process. Information must be mentally acted upon in order to have meaning for the learner (Brooks & Brooks, 1999). Arts integration provides multiple ways for students to make sense of what they learn (construct understanding) and make their learning visible (demonstrate understanding).
It goes beyond the initial step of helping students learn and recall information to challenging students to take the information and facts they have learned and do something with them to build deeper understanding. "In the arts students have central and active roles as meaning makers. This role demands that they not only acquire knowledge but they develop the capacity to reflect on what they are learning and to use it as they interpret and create works of art” (Stevenson & Deasy, 2005, p. Students' visible demonstrations of learning serve as both formative assessments to guide instruction and summative assessments to determine what students have learned.
For example, when students are challenged to work as choreographers to create a dance that demonstrates how the seasons change, they must build their understanding of the vocabulary and concepts shared by science and dance (such as rotate, revolve, cycles, patterns, and change). Their dance will reflect their understandings and provide teachers with a quick, effective means to determine whether individual students know the difference between rotate and revolve, if a group understood the cyclical nature of the seasons, or if the class has mastered how to demonstrate the concept of change through physical movement. …Through an ART FORM art form (n)-any branch of creative work in the arts (visual arts, dance, drama, music); the products of creative work Students can construct and demonstrate their understanding in many ways. Traditionally, they are asked to communicate their learning through a report or on a test.
However, when they are involved in arts integration, their learning is evident in the products they create, such as the dance, painting, or dramatization. 9 Students can-and should-have opportunities to construct and demonstrate their understandings in various ways. Nationwide, classrooms have become, and continue to become, more culturally, economically, and academically diverse. And yet, a great deal of instruction relies primarily, and sometimes exclusively, on speaking and writing as the way for students to show what they know.
Today's research points to the power of learning through a variety of senses or modalities. Teachers are encouraged to plan instruction that engages students in visual, aural, and kinesthetic learning modalities so that students can actively process what they are learning. The recognition of the arts as powerful modalities for learning is embedded in this part of the definition. By their nature, the arts engage students in learning through observing, listening, and moving and offer learners various ways to acquire information and act on it to build understanding.
They also offer a natural way to differentiate instruction as the arts offer multiple modes of representation, expression, and engagement (Wolf, 2008). Additionally, the arts provide an authentic context in which students solve problems such as those encountered by professional artists. Students Engage in a CREATIVE PROCESS. The heart of arts integration is engagement in the creative process.