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Making Meaning Many Ways

Making Meaning Many Ways. Carey, Gina, Alexis. Integrating Arts in the Classroom.

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Making Meaning Many Ways

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  1. Making Meaning Many Ways Carey, Gina, Alexis

  2. Integrating Arts in the Classroom • “We define the language arts broadly to include all of the various ways that learners make and share meaning… (including) art, music, drama, mathematics, and movement as well as the traditional four of language- reading writing, speaking, and listening” (Lynch p. 33) • What do arts-integrated lessons look like and sound like? • How is meaning-making supported and or constrained through integrated arts activities?

  3. “Meaning is crated, represented, and interpreted through the use of different semiotic, or sign systems, which learners naturally employ as they make sense of the world” (Lynch, p. 34). • Through trial and error students find ways to learn that work for them • It is easy to integrate art with other subjects in the classroom. In addition to formal learning it can help more students learn through a kinetic learning style

  4. What do you see? “Raspberries, Nasturtiums, and Goldfish” By: Janet I. Fish

  5. What do you see? “Oranges” By: Janet I. Fish

  6. Three Qualities of Arts Integration • Integrations allowed students to use their hands, bodies and voices in meaningful ways. - Typically “shush” students (quiet voices, hands/bodies still) - Now become tools for learning -Sense of freedom and responsibility - Sustain attention and encourage perseverance

  7. Three Qualities of Arts Integration 2. Making art allowed choices about how to interact with content. - Attentive, Deliberate, Thoughtful - Forming an idea and including important details

  8. Three Qualities of Arts Integration 3. Integrations were social events. - Student interaction permitted - No diversion from activity *Note: Carefully select subjects / lessons to integrate ex. PE scenario

  9. Supportive elements of learning • 1) Arts integrations allowed for multiple perspectives 2) Arts integrations helped crate a safe atmosphere for taking risks • 3) Arts integrations demonstrated that learning can be pleasurable experience4) The arts and regular classroom curriculum naturally complement each other

  10. Constraints of Arts Integration • Time • Knowing both discipline-specific standards as well as K-5 standards • Tons of planning • MAPA Arts Integration Video

  11. Activity • Create your own Integrative Arts Lesson • Each table given one subject, pick a focus or objective.. How would you incorporate this objective into Movement/Dance, Drama, Art, or Music? • math • science • reading/writing • spelling • social studies What materials do you need? What would the final product be?

  12. Conclusion • “Meaningful change in education will only come about through close examination and thoughtful reflection of current classroom practices that are dominated by written language. If public education is truly committed to having no child left behind, it would do well to consider bringing the arts along, too.” (Lynch, p. 38)

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