TRIO WORLD ACADEMY
IBDP VISUAL ARTS
Creating Connections:
Integrating the Visual Arts
with Social Studies
ART IS NOT EXTRA, IT'S INTEGRAL
Art IS NOT A SECOND THOUGHT
The best teachers are those who equip
students to THINK for themselves.
Curiosit
Awe
J
Lif
y
O
e
R
Y
Creativit
Students are full of POTENTIA
A
y
The
CArts provides students with opportunities to
identify, value and extend their academic,
O
personal and social capabilities by offering
U multiple pathways to learning.
G
E
L!
Emotio
What are the academic benefits of
having an arts- Rich ATLS?
The Arts, as a combination of play and creativity,
engages students in Higher Order Thinking!
Approaches to learning (5 elements)
Thinking skills
Communication skills
Social skills
Self-management skills
Research skills
(Explore the IB Lerner Profiles)
Why Integrate the Arts in Social Studies?
One of the ten major themes in the social studies
standards is culture.
Societies around the world express culture—their
identity—through the arts with dance, music, drama,
and visual products.
Making art is a way to express cultural norms and
perspectives. Using cultural anthropology as one lens,
teachers can show how different societies live and
evolve through their art.
Five elements in planning for Art and Social studies
1.Content areas. Choose a social studies content standard that will be the be reflected in your unit. It is
important to have clear goals in lesson plans for the social studies concepts, vocabulary, and skills you
want to cover.
2.Choose a visual arts content standard that
complements the concepts and skills you want to teach
in social studies.
3.Create learning objectives in the social studies and visual arts for your unit of study, then choose
substantive arts goals that either teach content, a skill, or a combination of both so the arts have equal
status with the social studies.
4.Teach academic content vocabulary in both subject areas.
Students need to learn the vocabulary that defines the
history-social science content, as well as vocabulary in
the visual- arts. Students will benefit from
treating both as forms of content area vocabulary that
conceptually support each other.
5.Create a performance-based assessment with clear criteria
in the social studies and the arts—one that measures
both social studies and arts concepts with real life tasks.
Teachers must create clear criteria to measure
both the social studies understandings in addition to how
students use the arts concepts or skills to understand that
content.
Credits-Joyce H. Burstein and Greg Knotts
Example PROJECT
From social studies unit, I can plan and teach based on themes in History to
provide context for future studies in the historical, Art and cultural heritage of the
Asian countries.
I will analyze the Asian countries Visual Arts Content standards and find one fit
perfectly with the cultural context. “Students learn to assemble a found
object/sculpture or a mixed media 2D composition that reflects unity and harmony
and communicates a theme”
This integration project will have 6 to 8 weeks lessons and it will help the students
to complete the visual art exhibition work. (Visual arts in methodsCommunicating visual arts)
The students will use the visual arts journal to start with the plans and record the
development stages of the work, this will cover the process portfolio task of
learning different cultural art studies(Visual arts in context-Visual arts in methodsCommunicating visual arts).
This project will cover the all the ATLs and also explore the IB learner attributes.
R Sheelvanth
The Arts provides students
with opportunities to
identify, value and extend
their academic, personal and
social capabilities by offering
multiple pathways to learning.
I believe that The Arts and Creativity are not
just an important part of successful
education.
They are the FOUNDATION
Images credits- Artsineducation, PPT done by R Sheelvanth(HOD Visual Arts)