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In a world...

You DO have the time for arts in your classroom!

Leanne Shultz

on 20 November 2013

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Transcript of In a world...

"But... who has the TIME?"
One strategy...
Applying the Arts
What can I do, say, TOMORROW?
Music and language involve similar comprehension reading processes. Try incorporating a listening activity in your classroom.

* Math: ask students to listen to the rhythms in a popular song, and identify/graph any patterns they hear.
* English: ask students to explain the emotions they feel when listening to a popular song, complete with any visualizations they have.
* Social Studies: ask students to study the lyrics of a popular song, and analyze the message of the lyrics against the mood/tone of the music, itself.
* Electives: ask students to choose a song that fits with your particular unit of study, and share it with the class, explaining the connection they made. Do a few each day.

Listening to minimal instrumental music during quiet work time may also be an effective classroom management strategy, along with providing your students' brains with the additional stimulus they require.
In a world...
Sousa, D. A. (2011).
How the brain learns.
4th Ed.
Thousand Oaks, California:
Corwin - SAGE.
... where students are met with daily academic rigor...
... and they just can't seem to make themselves care about "Beowulf" OR the Pythagorean theorem...
... and their teachers are fed up with standardized test scores and "teaching to the test..."
... has the POWER to make a difference.
Elliot Eisner (2002) of Stanford University identified eight skills (all higher-order thinking) that are improved by THE ARTS:

* perceptions of relationships (between ideas/processes/etc.)
* attention to nuances (details)
* multiple solutions to complex issues
* ability to shift goals while in process (adaptability)
* academic/strategic risk-taking (personal judgment)
* visualization of plans and goals (predict outcomes)
* ACCEPTANCE of rules! (learn to think "inside the box")
* an open mind (see the world in new ways; an aesthetic
... has the POWER to foster the Einsteins of tomorrow.
Careers in the arts AREN'T just for the "starving artist" anymore.

* Artists are employed by NASA to design accurate,
easy-to-understand satellite data.
* In biochemistry, protein folding visually resembles the
weaving in cloth.
* Computer engineers encode messages to follow a
specific song's patterns (the decoder must
know that song to "understand" the message)
* Genetic researchers turn their data into
musical notation to help them analyze
complex sequences
... has the RESEARCH to back it up.
*Brain scanning (EEG) studies show that more areas in the brain are
stimulated when performing creative activities than when
performing conventional activities.
*Creative thinking has shown increased communication among brain
regions that do not normally interact.
*fMRI scans show the different brain areas activated by different
types of musical activities:
1. memorized performances showed more inhibition and self-
regulation (restraint)
2. improvised performances showed a decrease in focused
attention, which led to individualized, creative/out-of-the-
box behaviors (hey, it CAN be a good thing!)
"But, who has the TIME?"

* The THS World Language Department regularly
incorporates music as a learning technique
* The THS Science Department has students create
colorful posters depicting major concepts
Juniors are expected to be familiar with for
the ACT
* I ask my English students to draw a simple
picture to help them visualize a text,
including a verbatim quote AND their own
"YOU have the time!"
Using music, visual art, multimedia, or other artistic forms in your classroom will engage reluctant learners and students with learning disabilities.
* "Boring!" - not any more
* Help struggling learners find their "voice"
* Increase their choices for responding to assignments by allowing
creative projects within certain parameters
* Allow access to parts of the school they might not otherwise have
had (resources, challenges, new forms of curriculum)

A Canadian study of low-income students showed that, over the course of three years, the new arts programs implemented seemed to have a relationship to significant gains in social and artistic skills, and a significant reduction in emotional problems.

When students don't feel safe, they can't learn because their
brain is in "fight or flight" mode. Incorporating arts in the
classroom may overcome this barrier for our "bottom 30%."
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