HET AND THE ARTS:
A Great Partnership
Sue Pearson
Webinar: July 15, 2010
H.E.T. LEARNING PRINCIPLES
Support the Arts
Intelligence is a function of experience.
Learning is an inseparable partnership
between the brain and body.
There are multiple intelligences.
Learning is a two-step process of
pattern detection and program building.
© Exceeding Expectations, by Susan Kovalik & Karen D. Olsen, p. xiii
Absence of Threat/
Nurturing Reflecting Thinking
Mastery/
Application
Enriched
Environment
Movement
BODYBRAIN Compatible
Elements Support the Arts
Choices
Immediate
Feedback
Adequate
Time
© H.E.T. 2007
Collaboration
Meaningful
Content
Why Include the Arts?
Each one of the bodybrain compatible elements can be
supported by participation in the Arts!
The Arts help to develop the LIFELONG GUIDELINES
and LIFESKILLS (organization, curiosity, effort, creativity,
initiative, patience, pride, problem solving, perseverance,
courage to name a few).
Verbal Linguistic
Logical/Mathematical
Bodily Kinesthetic
MULTIPLE
INTELLIGENCES
Intrapersonal
Product-Producing Problem-Solving
Preferences
Interpersonal
Musical
Naturalist
Spatial
Arts and the Brain
The arts develop neural systems that often take months
and years to fine-tune.
The benefits, when they appear, will be sprinkled across
the spectrum, from fine motor skills to creativity and
improved emotional balance.
The Arts as a Brain Developer
The arts
reach students not ordinarily reached (especially those not excelling in
LA/math)
help students connect to one another better
create an environment of discovery/creativity
provide challenges for students at all levels
connect learners to world of real work
lead students to become sustained,
self-directed learners
enhance learning for students of lower socio-economic status whose
families may not be able to afford much exposure to the arts.
Silence the Critics of the Arts!
The “arts” are not EXTRA or disposable-they are a core curricula
unto themselves.
The hard-to-reach students used to drop out (7,000 a day in US).
Now we are committed to keeping them in school and helping
them. The arts are the best vehicle to do that job.
Knowledge is NO longer “key” now that everyone has access to it.
The arts incorporate wonder, truth, flexibility, fairness, dignity,
curiosity, contribution, justice, creativity and cooperation.
U.S. Department of Education
“The arts are also important to American
students gaining the 21st century skills
they will need to succeed in higher
education and the global marketplace –
skills that increasingly demand creativity,
perseverance, and problem solving
combined with performing well as part of
a team.”
Arne Duncan, Secretary of Education
June 15, 2009
Musical Arts
Visual Arts
Kinesthetic Arts
SEE ~ Imagination
Seeing something in
the mind’s eye
THINK ~ Creativity
PRODUCE ~Innovation
Applying creative ideas
and implementing
solutions
Using imagination
to solve problems
MUSICAL ARTS
The musical arts are composed of
Playing or listening to music
Singing, rapping, and producing music
Composing, reading, analyzing, arranging, notating, and
creating music.
MAKING A CASE FOR MUSIC
Music enhances biological survival.
It has predictable development periods.
Cognitive systems are enhanced.
Emotional systems are positively affected, including the endocrine,
hormonal, social, personal skills, cultural and aesthetic appreciation.
Perceptual motor systems are enhanced.
Stress response system is enhanced
Memory systems are activated.
HOW TO IMPLEMENT MUSICAL ARTS
Schools should test for both hearing and listening skills.
Making music is better than listening to it but don’t let that stop you from
humming to singing to listening to CD’s.
Do action research with music-if allowed, play the same music during test that
was playing while you taught material.
Match psychological states; play music in major key.
Silence is golden-anything can be overused (10-40% of time)-individual choice of
students
Think TECHNOLOGY
Practical Implementation of Music
Play music during the day (variety ~ theme, content, skill,
classical, emotional, energizers, fun)
Make/design instruments
Design inquiries that incorporate music-compose a song,
write new lyrics, create poetry, chants, & raps; propose
movements to music that will support key points.
Sample Inquiries
1.
Participate in singing our two community songs. Learn the words. Add
movements to help remember important parts. Practice singing the songs
with our class. Perform them at our Celebration of Learning. (BK, S, L,
M)
2.
Create a rap or write lyrics (to the tune of Old MacDonald or Twinkle,
Twinkle, Little Star) using the highlighted words from our CKP. Be
prepared to share it with others and explain what these words mean and
how they teach about change. (M, L)
1. Karen Hime-Blounty County 2. Loxy Bell-Blount County
VISUAL ARTS
The visual arts include design, art production, paper and canvas work,
photography, drawing, illustration, and painting.
They are also demonstrated by technical theater work: costume design, makeup, lighting, props and scenery.
Today many directors are using technology (film making, video stories,
visualizing, print-making, shooting, editing, and computer-based graphics
design.
Add to this impressive list architecture, visual thinking, graphic organizers,
mindmaps and galleries.
Think TECHNOLGY
MAKING A CASE FOR VISUAL ARTS
Visual arts seem to be strongest when used as a tool for for academic
learning.
Making art is a highly cognitive process that involves critical thinking,
problem-solving, and creative thinking..
Involves critical periods of development.
Visual arts enhance our aesthetic judgment and appreciation of other
art.
The arts curriculum enhances teamwork and community building.
Child Prodigies
Akiane, age 8
http://www.artakiane.com/
Jay Greenburg, age 12 Julliard-5 symphonies
HOW TO IMPLEMENT THE VISUAL ARTS
Use as motivational tool to grab attention.
Students with disabilities, emotional problems, or cognitive deficits
can be served by the visual arts.
Use as an emotional thermometer (reflective).
Provide for 30 minutes of visual arts within content area.
Use visual thinking tools (graphic organizers, agendas, mindmapping,
techie programs).
Include in math, science, social studies, Language Arts and other Fine
Arts whenever possible.
Ways to Get Started
Ask students to collect examples of
visual arts and respond to them
using a self-designed rubric or a
journal (e.g., CD cover)
Give students an assignment to
complete only as visual art.
Use as a goal setting strategy as
students create a blueprint for their
lives.
Use graphic organizers which in
turn will teach shapes,
sequencing, visual memory, size
differentiation, letter and number
recognition, following directions,
color recognition and spatial
relationships.
Sample Inquiries
Select one family of owls to research. Construct a threedimensional mural from torn construction or butcher paper for
a presentation. Include the following:
Size of owl drawn to exact size including wingspan
Habitat where it lives
Type of prey – drawn to size
Other items you can include might be:
Sample of song; sung or written (Internet search)
Hunting method – acted out*
VISUAL ARTS ~ A FINAL THOUGHT
More and more tasks in the 2000’s will become automated.
What can’t be turned into a computer chip or software
program will become highly prized. That includes
creativity and emotional expression.
Occupations: dentists, graphic artists, repair persons, movieproducers,
science illustrators, and neurosurgeons!
KINESTHETIC ARTS
The kinesthetic arts include:
1. Dramatic (dance, puppetry, drama, mime, theater,
musicals)
2. Industrial (sculpting, auto repair, design, electronics,
engineering, architecture, metal or wood working,
experiment)
3. Recreational (sports, dance, games, exercise)
MAKING A CASE FOR THE KINESTHETIC ARTS
The brain is a system of systems,
and a strong kinesthetic arts program
will activate multiple systems.
Explicit (videos, lectures, pictures, dialog) vs. Implicit (hands-on,
trial and error, habits, role play, life experience, drama,
experiential, games and active learning.
Cross-cultural, intelligence independent.
1. Making a Case for DRAMATIC ARTS
Facilitates the maturation of the brain’s cortical systems
Enhances creativity
Improves self-concept
Movement and theater improves learning (Champions of Change,
Fiske, 1999)
Dance develops vestibular activation (balance)
Following directions
PRACTICAL SUGGESTIONS
Use more drama, theater, roleplays, charades, pantomime,
commercials to present or review
content (daily and weekly basis).
Use dramatic arts as a vehicle for
math, SS, science, LA.
Get students to dance.
Use Dyna-Bands on a daily basis.
Take students to professional
performances.
Bring in guest performers to share
their life experiences with children.
Pair older students/
younger/mentors.
Sample Inquiry
Learn the three major cloud types (stratus, cumulus and
cirrus). Identify each cloud’s appearance and how it forms.
With your Learning club, create a cinquain poem* about one
cloud type. Choreograph a movement or shape to go with
each phrase in the poem. Add music to your performance and
demonstrate it for your class. (BK, M, LM)
Skill Key point/instruction required)
Sample Product ~ Types of Clouds
Stratus (all come together and make a flat stratus shape)
Layered flat (all melt to the ground) with arms making “layers”)
Spreading (all move away from each other);
Stretching ( stretch bodies wide)
Blanketing (all join hands in a line)
Warm and cool air meet. (all come together)
2. ROLE OF INDUSTRIAL ARTS
Hand speaks to the brain as the brain speaks
to the hand.
The most effective techniques for cultivating intelligence aim at uniting mind and
body.
Expose the brain to enrichment-challenging, meaningful, complex and novel
circumstances with feedback built in over time.
Learned helplessness (behavior inertia, passivity) has everything to do with
INACTIVITY. Industrial Arts increase ACTIVITY!
Enhances creativity.
ROLE OF INDUSTRIAL ARTS
Enhance ability to visualize accurately.
Encourages the development of mental maps that are
composed of complex motor schema that are dependent
on their position relative to our body.
It’s not just “hands-on,” it’s “brains-on” learning.
Personal pride in creating a product.
PRACTICAL SUGGESTIONS
Encourage design and
building-Legos, Lincoln Logs,
blocks.
Allow students to “fix” things
(use common sense).
Provide clay and materials for
sculpture designs.
Use kinesthetic
models/movements to explain
“KEY CONCEPTS.”
Allow students to
create/build/design their own
tools.
Encourage IA classes for girls
and boys.
3. ROLE OF RECREATIONAL ARTS
Survival Enhancement~Mammals play because it is an
activity that lets us learn without lethal feedback.
We become “smart” by eliminating bad choices.
Play may enhance emotional intelligence by facilitating
the encoding and decoding of social signals.
ROLE OF RECREATIONAL ARTS
Extensive decision making
Increases perceptual motor skills-reading, writing, drawing and other
detail work
A break from academics enhances academics-hippocampus easily
overloaded!
Promotes healthy lifestyle
More opportunity for implicit learning
Promotes better breathing-oxygen flow to brain
Increases auditory discrimination
ROLE OF RECREATIONAL ARTS
Increases self-esteem for all participants
May increase time spent in “real” daylight
Increase Phys. Ed/movement time, grades tend to go up!
Affects moral reasoning and sense of “fair play”
Reduces stress
Neurogenesis-development of new brain cells
PRACTICAL SUGGESTIONS
Support some kind of
physical education every day
Promote more movement and
less sitting in the classroom.
Use energizers
Use ball-toss for review of
content
Use Brain Gym activities daily
Increase use of stretching
between classes and during
breaks
Use movement to teach content
HOW TO ASSESS THE ARTS
KNOWLEDGE/CONTENT: List, name, discuss, identify,
describe
RESPONSES TO ART: Explain, analyze, record, compare,
share
PERFORMANCE-BASED: Create, perform, demonstrate,
learn, show
How to Implement the Kinesthetic Arts
Include specific times/activities during the day
Provide opportunities for debates
Prepare skits (e.g., Readers’ Theater)
Build in movement activities
Discuss curriculum connections with PE teacher (reenactments, representations (sound waves; rocks)
Civil War:
the Arts
Implementing
Thoughts to Ponder
Music:
 By composers of that time period
 Theme music (War of 1812 Overture)
 Songs of the time (popular-Dixie; patriotic-Battle Hymn of the
Republic); soldiering-Tramp, Tramp, Tramp; domestic-When
Johnny Comes Marching Home Again). instruments (CWdrums, fife, flute), message (Follow the Drinking Gourd),
 Emancipation songs-Glory! Glory!
Thoughts to Ponder
Art:
 artists/photographers-first war to be observed while it
happened;
 art work representing that period (Winslow Homer),
themes (battles, battlefields, camps), famous
soldiers/generals; popular in culture;
 illustrated newspapers (not Confederacy), different
North/South
 flags/posters
Thoughts to Ponder
Kinesthetic Arts: 19th Century balls and grand marches,
dances Polka, quadrille, waltzes, Virginia Reel),
performances expressing history of the time.
Drama: Fiction (Gone with the Wind);
historical
(Glory); recreations of famous battles/events;
Literature: Cecil’s Story, Pink and Say, (Polacco); Stonewall
(Fritz); Bull Run (Fleishman); Daily Life on a Southern
Plantation (Erickson)
Thoughts to Ponder
Industrial Arts
 Architecture(Antebellum, Victorian, mansions,
skyscrapers);
 2nd Industrial revolution (inventions-springboard to
modern technology-battlefield repeating guns),
 innovations (idea for transcontinental railroad), metalplates ships; newspaper/telegraph
 Inventions/Inventors
Thoughts to Ponder
Recreational Arts:
 Elite/masses
 Sports-baseball (returning soldiers); billiards, horse
racing, cockfights (south);
 Quilting parties, spelling bees, candy-pullings; metal
detecting
 Current museums: recreations of Civil War events
Integrated Arts ~ Example
Component: Keepers of the Earth (Iroquois Native Americans)
Conceptual Key Point: Interdependence
Music: Joanne Shenandoah, water purification ceremony, instruments, flute
music
Art: Eli Thomas of the Wolf Clan/hidden symbols
Dance: members of Onondaga Tribe
Recreational Arts: Lacrosse,
Industrial Arts: basket weaving
Culinary Arts: corn bread
Religion: Mass
Target Arts Grants
Target offers grants to schools and nonprofits that bring arts and
cultural experiences directly to K-12 students. These programs
must have a curriculum component.
Art and Culture in Schools grants are $2,000. Grant applications
are typically accepted between March 1 and April 30 each year,
with grant notifications delivered in September.
http://tinyurl.com/l8dqx9
Discover! Learn! Inspire!
Target invites you and your family to see more of the arts while
spending less. As part of our efforts to support education in the
communities we serve, Target sponsors free or reduced-price
admission to arts and cultural events nationwide.
Don't miss the Target Arts & Wonder Free Family Event, July 1618, at a museum or performing arts institution near you. Bring
your family and enjoy the arts with Target!
http://tinyurl.com/l8dqx9
National Endowment Arts Grant
The Arts on Radio and Television
Application deadline: September 2, 2010
This program provides support for the development, production,
and national distribution of radio and television programs on the
arts. Priority will be given to artistically excellent programs that
have the potential to reach a significant national audience,
regardless of the size or geographic location of the applicant
organization.
http://www.arts.gov/grants/apply/RadioTV/index.html
Resources
Dana Foundation:
• Article: “Learning, Arts, and the Brain”-free
http://tinyurl.com/ytr53m
• “Neuroeducation: Learning, Arts, and the Brain”-free
http://tinyurl.com/yhvq2yu
• Arts with the Brain in Mind- Eric Jensen
amazon.com
• Music with the Brain in Mind-Eric Jensen
amazon.com
Resources
Dana Foundation:
• Article: “Learning, Arts, and the Brain”-free
http://tinyurl.com/ytr53m
• “Neuroeducation: Learning, Arts, and the Brain”-free
http://tinyurl.com/yhvq2yu
• Arts with the Brain in Mind- Eric Jensen
amazon.com
• Music with the Brain in Mind-Eric Jensen
amazon.com
Books for Educators (www.books4educ.com)
8 Note Hanging Chime
Brain Gym
Paul
Denison
8 Kinds of Smart-CD Jeff
Pedersen
Hands-On: How to Use Brain
Gym in the Classroom
Car Chimes- Different charms
Resources
The Foundation Center
•
http://foundationcenter.org/
•
Click on “Newsletters”
•
Select “Funding for the Arts”
Dana Foundation-Brain Research
•
http://foundationcenter.org/
•
Click on News and Periodicals
•
Select “Arts education in the News”
FOOD FOR THOUGHT
“Creativity is as important
in education as literacy
and we should treat it with
the same status.”
Eric Jensen, Arts with the Brain in Mind, p.92
55
In a world enriched by abundance but
disrupted by the automation and
outsourcing of white collar work,
everyone must cultivate an artistic
Sensibility. We may not all be Dali or
Degas. But today we must all be
designers.
Daniel Pink, A Whole New Mind 2005
Schools Exceeding Expectations
S.E.E.
This year's theme:
"From Ordinary to Extraordinary!" Excellence in Education
April 27-30, 2011
Host Site:
Richland District Two, Columbia, SC