Week 1

1. Week 1 Art Integration Professional Development

2. Agenda • Welcome • Introduction • Rationale • Unit Development • Observable Outcomes of unit • Objectives of PD (Overall and this session)

3. Welcome! • Welcome to this professional development session involving arts integration in the content area classroom. My name is Janell Lewis and I became interested in art integration while working on my thesis for Loyola University. I created a unit based on content from India and implemented art projects into the unit. Throughout the unit I found that my students were engaged, happy, involved, and able to comprehend a lot of the information that was presented. It is because of that that I thought it would be meaningful to share my knowledge with other teachers about art integration and the amazing benefits it can have in the classroom.

4. Art Integration--Introduction • Roland Park Elementary Middle School has had a slight decrease in arts integration in the past three years and I view this as a problem. I often times experience students that are off task and disengaged. I sometimes feel that my instruction needs improvement in order to have the students become more engaged in the material. •  I think that art plays a huge role in our society and that creativity is an important skill. It should be expressed and channeled in our students, I feel that the creativity (especially in the middle school) is taking a backseat to standardized test preparation, and this concerns me.

5. Rationale Current Art Integration PD in School Systems • In our current school system, there is a lack of quality art integration across the board. When talking with my friends from other schools and in classes here at Loyola I have discovered that barely any K-8 schools have a large focus on art integration in the content area. When I asked one teacher, Kathleen Dean why she does not use art in her classroom she replied, “I do not have time with all the reading and writing standards that I need to hit in a year.” While it is true that demands on teachers are at an all time high, I believe there is a way to put reading comprehension and art skills together in a way that students can reap the benefits of both.

6. Rationale • Current Professional Development in School is lacking in terms of art integration and art development in the classroom • Art integration is limited in the public school realm as well as in pre-service teacher education programs. • The Fresno County Office of Education has found that both elementary and middle school teachers are lacking in their PD for art integration in the classroom • This is why it is important now for us to make sure teachers are given the tools to implement this successfully in their classrooms.

7. Rationale • According to Marks, one of the reasons that students experience difficulty with engagement in the classroom is that lessons are not captivating and do not hold the students attention. Teachers need to explore new ways to deliver instruction and reach students and the arts are a concrete way and strategy to do this (Marks, 2000). • One way we can captivate the students attention is by increasing the hands on art based activities that are happening in content area classrooms.

8. Unit Development • I originally was writing my action research project on art integration in the classroom and assessing how it affected student engagement. As I thought about this action research project further, I realized that proving the effect on engagement could prove to be difficult in the classroom and that my expertise and research really led itself more to developing a professional development session.

9. Unit Development • The unit that I developed was done at Roland Park Elementary Middle School. I completed the unit with one of my ingenuity classes and I completed the art integrated unit with all of my students but focused on a focus group of 5 students specifically. • The unit took place in my classroom and I implemented the art into everyday activities. I integrated the art into my drills, assessments, classwork, and home assignments. This was a different type of unit than my students are used to having in my classroom and I could tell that they enjoyed it. • The participants in my unit were students from my ingenuity class. The ingenuity program at Roland Park is a Gifted and Talented program that students test into starting in the sixth grade.

10. Observable Outcomes of Unit • There are many characteristics that I observed throughout this unit. They are as follows: • happy outgoing children • Genuine excitement • Fantastic artwork • Increase in comprehension • Increase in retention • Increase in engagement

11. Observable Outcomes of Unit • The unit I used was Ancient India • Throughout the planning and implementation of art activities in the classroom, I discovered that art integration led to student participation and increased overall student engagement during social studies class. • Throughout the scaffolding and placement of the art activities I also realized and discovered that art integration helped students engage in class discussions, increased comprehension of social studies content, helped them make an emotional connection to the content, and helped them to become more engaged in student work and daily activities. • It is because of these positive observable outcomes that I wanted to develop a PD for teachers to use some of the same strategies in the classroom.

12. Objectives of Professional Development • At the end of this professional development session participants will be able to… • 1. Know and learn about art integration • 2. Identify elements of art integration • 3. Be able to describe reasons why art integration is important in the classroom • 4. Understand elements of a successful art integration program that they could use at their school • 5. Be able to implement strategies into their own content area classrooms

13. PD-Organization • Art integration is a priority, it is standards based, aligns with the common core, aligns with state and district needs and standards, a forming of partnerships in the community, integrates world culture and art, interdisciplinary , educator “buy in,” provide teacher with content knowledge in the arts, research based, classroom management, assessment and data driven, student achievement should be addressed, technology integration, leadership (all stakeholders and administration, parents etc on board), provides strategies for art integration in the content area, classroom focus for real world teaching application, Saturday/after school/summer opportunities, and guidance with unit mapping and planning. These are the core items that will be elaborated on in my professional development plan for successful art integration in the secondary classroom.

14. Session One-Agenda • What is art integration? • Educator “buy in” • Art integration as a priority • Setting up a unit • Next Steps/Homework

15. Session One Objectives By the end of today’s session you should be able to… • Know and understand what art integration is • Understand why educator buy-in is important • Understand why it is important that art is a priority in our schools • Learn the color-code management strategy • Understand what your next steps and home assignment is for our next session

16. What is art integration? • Art Integration is the equal incorporation of an art form and another content area into lessons so that objectives in both subjects are addressed • Video-Successful Art Integration • It is important to note that students should gain knowledge and/or skills in both the content area AND art • There should be learning objectives in both the art form and the other content subject area (John F Kennedy Center for the performing Arts, 2003).

17. Educator “buy in” • It is extremely important that educators that are embarking on an art integrated unit, feel that it is important and have bought into the idea. • Without educator buy in, the strategies and possible success in the classroom will not be possible • According to Fresno County Community Schools that developed a successful art integration PD roadmap, if the teacher does not see the importance of art in the classroom than the activities will not be genuine and authentic and therefore not creating as positive as an outcome as possible for the students.

18. Educator “Buy-In” • This video shows the importance of art in a successful school and success stories of art integration • Art Integration

19. Break-Out Groups • Get into groups with other members from your content area • Discuss the following. Once we are done discussing, “blue” will share out. • Do you think it is important for students to experience art in school? Why or why not? • Do you think it is important for students to experience art in content area classrooms such as history, LA, math, and science? • Do you have any success stories where you have experienced art in a content class or you have created an art experience in your content area class?

20. Group Share-Out Time! • The person with the blue poker ship will share out with the group.

21. Color-Codes • By this time, you have noticed that you were each given a different color poker chip in your groups. Throughout the following PD sessions, I will be modeling strategies to use when dealing with art in the classroom. • The color code strategy is two-fold. It is a way to help with management so you are in control of who will be sharing, moving, getting supplies, acting, drawing, etc • It brings in art content elements such as primary colors, secondary colors, famous artists, mediums, or other art content you wanted to bring into the classroom.

22. Color-Code Strategy • It is important that in true art integration, student learn art content as well as the subject area that is being taught. The color-code strategy is an excellent way to not only manage student but also to bring in art content. On the next slide, you will see examples that could be used in order to manage groups as well as bring in art content.

23. Color-Code Strategy Examples • Pass out poker chips to teach the colors (younger grades) • Pass out primary/secondary color poker chips to teach about the color groups • Pass out “famous artist” cards to teach about famous artists. You would then say for example, Picasso is going to share out and the student with the Picasso biography card would share out • Pass out dance vocabulary cards with words such as locomotor, shape, parts, focus, self space, etc on the cards • Pass out cards with different art mediums on them to teach about the many art mediums • Can you think of any other example that could be used to help with management as well as art content?

24. Art as a Priority • Art integration in the school needs to be set as a priority in order for it to work in the school. • It needs to be a priority for the classroom teachers to make the art objectives also a priority in their classrooms • This means holding the students accountable through daily activities as well as assessments • Both the content and the art should be a priority • Art education needs to be a priority in the school as a whole

25. Setting up the Unit • Setting up an art unit can be difficult and feel like it will take a lot of time • Tips for this are to backwards unit plan • I think about what I want my end goal to be first, it is then easier to think about ways I need to get my students there • I then create a rough map of how I want the unit to look • I then think about content the students must achieve and ways I can teach them this content • I then think about the different mediums of art (painting, drawing, dance, theatre, sculpture, clay, water colors, graphic design, etc in order to envision activities that could fit the content that I am teaching the students.

26. Homework/Next Steps • Read Chapter 1 of Dr. Hardiman’s Brain Targeted Teaching • This is the book that introduced the concept of Brain Targeted Teaching to me and lays a lot of the foundation groundwork for connecting the arts and content area classes. • See you next week!