Info+Collection+for+Arts-Integration+Course

COURSE OVERVIEW FOR USING THE ARTS TO TEACH CORE CURRICULUM

Learning Outcomes

- Teachers need to understand how making art promotes general learning. - Teachers need to know the elements of an art making process. - Teachers need to be able to identify opportunites in the art making process that connect with academic knowledge or skill (i.e. playwrighting offeres the opportunity to apply reading and writing skills; costume design offers the opportunity to apply mathamatical reasoning)

1) **What does current practice for integration of core curriculum look like?**

a) [|The Curriculum Mapping Planner: Templates, Tools, and Resources for Effective Professional Development] by [|Heidi Hayes Jacobs] and Ann Johnson ( Paperback - Dec. 31, 2009) See also: [|Interdisciplinary Curriculum: Design and Implementation] by [|Heidi Hayes Jacobs] ( Paperback - Nov. 15, 1989); [|Mapping the Big Picture: Integrating Curriculum & Assessment K-12] by [|Heidi Hayes Jacobs]  ( Paperback - June 1997)

b) Organization and Philosophy of middle school education c) Development, Cognition and Learning (Adolescent development and learning theory)

i) Social and Higher Order Thinking Skills

d) Interventions: Responsive to the needs of individual students

e) Diversified Learning (differentiated instruction?)

f) Lesson Plans: Sequencing of Learning Activities (etc.) Madeline Hunter’s Developmental Lesson; Grant/Wiggins backward mapping and Other Models

g) Assessment Practices and Tools

h) Classroom Management Models


 * 2) How does art making bring added value to the equation?**

a) Education Theory/Value of the Arts: i) [|**Mind** in **society**: the **development** of **higher psychological** processes] Lev Semenovich Vygotskiĭ, L. S. Vygotsky ... - 1978 - Psychology - 159 pages In these essays Vygotsky outlines a dialectical-materialist theory of cognitive development that anticipates much recent work in American social science. ii) Dewey, iii) Brain Research, etc.

b) The Arts as a teaching and learning tool. (E.g. --Engaging students, improving performance, invigorating learning, raising achievement, etc.) i) Review of Schools where Arts-Integration has been successful: North Carolina, OK, New York, Chicago, MN ii) Review of schools which integrate arts and the sciences; arts and math, etc. iii) Arts Integration Research and Best Practices (1) //Arts Integration and Meaningful Learning (See Burnaford, Aprill, & Weiss’ book).//


 * 3) Knowledge of the elements and principles of at least two art making processes; art-making experiences**

a) Demonstration lessons from Art, Theatre, Music and Media departments.

a) Learning Objectives: Academic Content Areas and Arts Content Areas b) Standards: //Reading, Writing, Speaking, Listening// c) Standards: Arts and Humanities d) Standards: Math, Science, History, etc. e) Curriculum Building (Aligned with State Standards) f) Materials and Resources for instruction
 * 4) Creating and Implementing Arts-Integration Units:**

a) Creating of a Community of Learners: Teacher and Student roles, Effective Classroom Management Skills, etc. b) Becoming a Reflective Practitioner c) Differentiated Instructional Strategies (//Reaching all students//) d) Partnerships: Teacher and Teaching Artist; Schools and Art Organizations
 * 5) Using artistic process to enhance standard practice**


 * 6) Challenges: Testing, Planning Time, etc.**


 * 7) Field Experience: Hands-0n Experience; Reflection; Sharing; Observation; Assessment**

Coursework: See Renee’s course description

THANKS!