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Arts Integration

Arts Integration. Sandy Barfield Mary Beth Williamson. Public Education in the United States, Setting a Context for Arts Integration. http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/what-is-arts-integration-beta.aspx#historical-context. Arts Integration.

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Arts Integration

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  1. Arts Integration Sandy Barfield Mary Beth Williamson

  2. Public Education in the United States, Setting a Context for Arts Integration • http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/what-is-arts-integration-beta.aspx#historical-context

  3. Arts Integration The 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.

  4. Arts integration is an APPROACH to TEACHING… • An approach to teaching refers to how something is taught rather than what is taught • Grounded on the belief that learning is actively built, experiential, evolving, collaborative, problem-solving, and reflective.

  5. …in whichStudents construct and demonstrateUNDERSTANDING… • Constructing and demonstrating 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.

  6. …through an ART FORM. • When in involved in arts integration, student learning is evident in the products they create, such as the dance, painting, or dramatization. • Today’s research points to the power of learning through a variety of visual, aural, and kinesthetic learning modalities so that students can actively process what they are learning.

  7. Students engage in a CREATIVE PROCESS… • The heart of arts integration is engagement in the creative process. Arts integration requires that students do more than repeat(a song), copy(an art project), or follow directions. They must create something that is original and of value. • If teachers are overly concerned with a “neat” process and product, they tend to make the creative choices for students and direct the outcome. In these cases, the creative process is present, but only for the teacher. It is the teacher’s or teaching artist’s responsibility to set a creative problem or challenge for students to solve, but not to take over and solve the challenge for the students.

  8. …which CONNECTSan art form and another subject area… • A distinguishing aspect of arts integration is its interdisciplinary connections. Connections are made between a specific art form and a specific curriculum. • For example, the arts can connect to school concerns such as character education, bullying, collaboration, habits of mind, or multiple intelligences.

  9. …and meets EVOLVING OBJECTIVES in both. • Arts integration requires teachers to set objectives in both the art form and the other subject area. • Students are accountable for significant learning in both art form and the other subject.

  10. Arts Integration checklist

  11. The Arts in Schools

  12. Video of example of arts integration Deepening Comprehension: Math and Science • http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/arts-integration-in-practice-beta/science-beta.aspx Martin’s Big Words http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/arts-integration-in-practice-beta/language-arts-beta.aspx

  13. Documenting learning through Arts Integration • Documentation is • capturing and sharing of the process(how) and the product(what) of the thinking and learning that occurred during a lesson or unit. • communicating how students have engaged in a creative process to construct and demonstrate their understandings. • visual and narrative. • presented in various formats depending on the intended audience. • reflective. • a way to inform instruction. • complex because the arts are often multimodal.

  14. Documentation: Presentation formats • Display(Banners, boards, posters) • Publication(Documents for easy copying and distribution) • Technology(Digital stories, electronic media, recordings, PowerPoint)

  15. Reminders for documentation • Documentation has a narrative quality-it tells a story, the journey of learning. • Documentation does not need to be restricted to a lengthy project; it can be equally effective when focused on brief moments of learning.

  16. Introduction to ARTSEDGE website http://artsedge.kennedy-center.org/educators.aspx

  17. Resources • Kennedy Center Arts Integration Conference June 2012 • ArtsEdge Website

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