Intro to Arts
Integration
EQ Professional Development Day
Ben Heinen, Arts Integration Specialist at Cattell and Oak Park
Cassie Kendzora, Arts Integration Specialist at Harding
Sarah Dougherty, Turnaround Arts Local Program Director
Welcome!
• Please sign in and take a nametag
• Presenter Introductions
• Parking validation process
Outcomes for the Session
• Foundational understanding of the
principles of arts integration.
• Experience shared risk-taking through arts
integration.
• Make connections to classroom practices
for future implementation.
• Engage socially and professionally with TAI
cohort colleagues.
Norms
• When addressing problems, we will focus on
solutions.
• We will put students’ needs first.
• We will use professionalism when disagreeing.
• Approach learning with an open mind.
• Be fully present.
• We will take care of our personal needs.
Definition of Arts Integration
In simpler terms…
• Arts integration is a strategy for
teaching and learning that uses the
arts as primary pathways to learning
Arts Enhancements
• Singing “Fifty Nifty United States”
• Choral reading
• Poetry Coffee House
• Illustrating a report
Enhancement or Integration?
During a lesson on
homonyms/homophones, students learn
about the basic elements of drama and
then utilize mime in order to visualize and
demonstrate the varied definitions of sets
of homophones.
Enhancement or Integration?
During a lesson on
homonyms/homophones, students learn
about the basic elements of drama and
then utilize mime in order to visualize and
demonstrate the varied definitions of sets
of homophones.
• Integration
Enhancement or Integration?
Students memorize the ABC song while
learning about the alphabet
• Enhancement
Theory and Rationale
• Arts engaged students are three times likelier to
have excellent attendance records
• At-risk students cite their participation in the
arts as a major factor in staying in school
• The arts have proven to close the achievement
gap, especially for students in poverty
• Arts integration keeps teachers committed and
engaged in teaching
Theory and Rationale
THE ACTOR’S TOOLBOX
Establishing the literacy
Purpose and Goals of the Toolbox
Silent routine to reinforce the tools and skills
required for acting…
–BODY
–VOICE
–IMAGINATION
–CONCENTRATION
–COOPERATION
A physical behavioral contract students sign to
demonstrate their agreement and ability to control
these things in the classroom.
Benefits of the Toolbox
• Provides kinesthetic review and relief
• Establishes clear and common vocabulary
• Provides behavior assessment
• Creates a clear, unifying transition
• Balances group energies
• Provides a framework for reflection
• Addresses bodily/kinesthetic and intrapersonal
intelligences.
Key Pieces
• Teacher
–Observer, interpreter, and behavior responder
–Consistency, results over time
• Enduring Understanding
–BEHAVIOR IS A CHOICE (99%)
• Essential Question
–How can we help student become accountable for
their own behavior
• Music: Inner Space: Music for Concentration and Focus
ESSENTIAL QUESTIONS:
What are your initial thoughts as a learner and educator?
What benefits can you see for your students? Classroom?
How do you see these strategies fitting into your current practice?
What supports do you anticipate needing for implementation?
MATH, MEANING, AND
MOVEMENT
Strategies through dance.
Quick Gut Check
Turn to a neighbor:
When you think about integrating
dance into your classroom, what
are your greatest fears/barriers?
How many of your answers were student
concerns, how many were about you?
Quick Gut Check
From Dance to Movement and Shared Risk-taking
Skill Building: Classroom Management
Finding an “EMPTY SPOT”
Making a “FANTASTIC SHAPE”
Moving through the room
Warm-Up Routine
The Brain Dance
1. Breath – O2 to the brain, inner awareness
2. Tactile – Sensory integration
3. Core-Distal – Core awareness
4. Head-Tail – flexibility, nervous pathways
5. Side/ Upper-Lower – Balance, tracking
6. Vestibular – spatial awareness, coordination
Differentiated Experience
• Middle School with Cassie
– Fractions and percentages
• Upper Elementary with Sarah
-Angles and triangles
• Lower Elementary with Ben
–Place value
ESSENTIAL QUESTIONS:
What are your initial thoughts as a learner and educator?
What benefits can you see for your students? Classroom?
How do you see these strategies fitting into your current practice?
What supports do you anticipate needing for implementation?
15 MINUTE BREAK
“NOTE: INNER SPACE”
VISUAL THINKING
STRATEGIES
Cassie Kendzora
VTS Overview
•
making complex observations
•
drawing conclusions based on observations
•
supporting statements, evidential reasoning
•
speculative thinking
•
considering a range of possibilities
•
generating new ideas
•
revision
•
elaboration
•
expressing and articulating these ideas in discussions and in writing
•
the ability to accept multiple viewpoints
•
transfer and application of these skills to other subjects without prompting.
VTS Connections
“Students who received VTS for three years had
significantly higher growth rates in visual literacy than
comparison group students; there was a strong
relationship between growth in visual literacy and growth
in both reading and mathematics;VTS promoted good
citizenship skills, cooperation, respect, and tolerance for
the views of others; and VTS was especially effective with
students with limited English proficiency. The study
concluded that curriculum enhancements like VTS, may be
the best test preparation the schools can provide.”
-Artful Citizen Project
VTS Rules of Engagement
• When one person is talking the rest of us are listening (silent)
• Students indicate that they have something to add by raising hands
–There are no wrong answers!
• as long as evidence is provided which supports a statement
or inference
• When one person is called upon the rest of us put our hands down
• You will know that it is alright to raise your hands again when you
hear the teacher say, “Does anyone see something else or
something different?”
VTS Rules of Engagement
VTS Procedures
• “Take a quiet moment to just LOOK.”
• “Now, can anyone tell me what they see or what is
going on here?”
–“What do you see that makes you say that?”
–“Is there something in the picture that you can point to that gives you this idea?”
• Restate what the student has inferred along with the
evidence for that statement and then ask, “Do I have
that right?”
• “Does anyone else see something else or something
different?” OR “Does anyone else see something that
supports (Insert student’s name) idea?”
ESSENTIAL QUESTIONS:
What are your initial thoughts as a learner and educator?
What benefits can you see for your students? Classroom?
How do you see these strategies fitting into your current practice?
What supports do you anticipate needing for implementation?
FINAL FEEDBACK PIECE
On your notecards:
Reflect on our experience today. Using your answers to the
essential questions as a guide, provide some feedback to help
us tailor supports for arts integrated teaching and learning.
Thanks for joining us.
ESSENTIAL QUESTIONS:
What are your initial thoughts as a learner and educator?
What benefits can you see for your students? Classroom?
How do you see these strategies fitting into your current practice?
What supports do you anticipate needing for implementation?