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Integrating Arts and Movement

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kelly klemens

on 4 March 2016

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Transcript of Integrating Arts and Movement

Why Should We Integrate Movement?
The Arts
Why Should We Integrate Arts?
One of the intriguing characteristics of the human brain is its ability to integrate disparate and seemingly disconnected activities going on in specialized areas of the brain into a unified whole
Impact on Academics
Students have greater emotional investment in their classes.
"Numerous research studies show that well-designed arts experiences produce positive academic and social effects as well as assist in the development of critical academic skills, basic and advanced literacy, and numeracy" (Sousa, 2011, p.222).
EDU 547
Sunday, February 28, 2016
Kelly Klemens
What is Art Integration?
It is Crucial that Schools Continue Integrating Arts & Movement Into Daily Teaching
Impact on Academics
Studies show that increased physical activity in school leads to improved student performance, even though schools are reducing and eliminating recess, which is the very activity that could improve cognitive performance on tests (Sousa, 2011, p.34).
Exercise increases blood flow to the brain and throughout the body. The additional blood in the brain is particularly effective in the making of long-term memories (Sousa, 2011, p.34).
Exercise also triggers BDNF, which is a protein that supports the health of young neurons and encourages the growth of new ones (Sousa, 2011, p.34).
Integrating Arts and Movement
Into the Weekly Curriculum
Concordia University, Irvine
Professor Sandra Mercier
What is Movement Integration?
Incorporating arts into daily lessons, assignments, investigations, and core curriculum (Sousa, 2011)
Incorporating movement into daily lessons, assignments, investigations, and core curriculum (Sousa, 2011)
"The Arts" can include:
Drama (Performing Arts)
Visual Arts
Various forms of art are incorporated across all content and subject areas.
Multiple skills from each area are included.
"Movement" can include:
Physical Education/Exercise
Brain Breaks
Various forms of movement are incorporated across all content and subject areas.
Multiple skills from each area are included.
Impacts disaffected students, students with different learning styles, personal and interpersonal connections, school and classroom climate, gifted/talented students, EL students, and connections to every day life (Sousa, 2011).
Impacts disaffected students, students with different learning styles, personal and interpersonal connections, school and classroom climate, gifted/talented students, EL students, and connections to every day life (Sousa, 2011).
The arts play an important role in human development, enhancing the growth of cognitive, emotional, and psychomotor pathways (Sousa, 2011,p.217).
Sousa's Arguments:
Researcher's/Studies Arguments:
The arts should be a fundamental curriculum area - not optional.
Learning the arts provides a higher quality of human experience
The skills that the arts develop are creativity, problem solving, critical thinking, communications, self-direction, initiative, and collaboration (Sousa, 2011, p.218). These skills are essential in order for students to survive successfully as an adult.
Sousa, 2011,p.217-218
Students work more diligently and learn from each other.
Cooperative learning groups turn classrooms into learning communities.
Parents become more involved.
Teachers collaborate more.
Art and music teachers become the center of multi-class projects.
Curriculum becomes more authentic, hands-on, and project-based.
Assessment is more thoughtful and varied
Teachers' expectations for their students rise.
Sousa, 2011, p.222
There is not enough unstructured play time for students. They are getting tired due to the increased stress and pressure that they are under to perform (Kopetman, 2016).
There is a decline in children's freedom to play and an increase in depression, anxiety, and suicide (Kopetman, 2016)
Schools want to cancel recess in order to increase test prep time. For some students, recess is their favorite part of the day because it allows their brain to "take a break" (Kopetman, 2016).
According to David Sousa, " Physical activity increases the amount of oxygen in the blood, which the brain needs for fuel and needs to carry out certain tasks. Studies confirm that higher concentrations of oxygen in the blood significantly enhance cognitive performance in healthy young adults. They are able to recall more words from a list and perform visual and spatial tasks faster. Moreover, their cognitive abilities vary directly with the amount of oxygen in the brain, which directly relates to physical exercise" (Sousa, 2011, p.238)
Movement increases cognitive function and helps students use up kinesthetic energy ("the wiggles") so they calm down and focus on the task at hand (Sousa, 2011, p.238).
Recess "not only gives students a much needed boost to blood circulation, but it provides opportunities for developing communication, social, and gross motor skills as well. Through these social interactions, students also learn to listen, share, and cooperate, which ultimately leads to fewer behavior problems" (Sousa, 2011, p.239).
Impact on Behavior
Impact on Behavior
Examples of Lessons Using The Arts and Movement
Left Hemisphere
Right Hemisphere
The Human Brain
Students learn best when teachers use strategies that engage the whole brain.
"Although each hemisphere has specialized functions, both usually work together while learning"
Both Hemispheres
Both Hemispheres
"An Apple A Day..." : Daily Newspaper for Teachers
Students have greater emotional investment in their classes. (Sousa, 2011, p.222)
Curriculum becomes more authentic, hands on, and project-based. (Sousa, 2011, p.222)
Students work more diligently and learn from each other. (Sousa, 2011, p.222)
The arts enhance instruction in math, reading, writing, science, and social studies. It gives the brain more opportunities to connect what children are learning. And the more opportunities that children have to have tactile, physical, or kinesthetic responses, the better they learn. (Edutopia, 2009)
All students, especially EL learners, benefit from the arts. They are able to connect to what they are learning, no matter what language they speak (Edutopia, 2009).
"At the first quarter, I had over half my class not be able to write a word. And since we've been doing this regularly, I have sentences on papers now. I have punctuation. I have not just one sentence, but maybe 3 or 4 sentences. I am amazed."
Great increase in vocabulary and creativity (Edutopia, 2009).
- Evelyn Fretz, 1st Grade Teacher
Independent research confirms that reading, writing, and math test scores have dramatically improved (Edutopia, 2009).
Researchers are finding that exercise can do more than keep you fit; it can also make you smarter. (CBS:
Pumping Up The Brain
, 2009)
New learning programs across the country are finding that movement can increase brain function and forms new brain cells that last longer (CBS:
Pumping Up The Brain
, 2009).
Students are not engaged when sitting for long periods of time. Getting students up and moving keeps them energized, focused, and able to pay attention
Kids say that exercising before class and moving during class makes the school work seem easier (CBS:
Pumping Up The Brain
, 2009).
The Arts
Students have a greater emotional investment in their classes (Sousa, 2011,p.222).
Students work more diligently and learn from each other (Sousa, 2011, p.222).
Research notes that some students can become behavioral problems if conventional classroom practices are not engaging them. Therefore, success in the arts is a bridge to successful learning (Sousa, 2011, p.223).
Improves behavior for all students, especially EL learners and gifted/talented students. They are not bored, engaged, and eager to learn.
Teacher expectations for students increase (Sousa, 2011, p.222).
Physically fit kids make for better students. As fitness rates rise, absentee rates and reports of discipline problems dropped (CBS:
Keeping Kids In Shape
, 2009).
Officials believe that the more they can push students to become more physically fit, the harder the students will push themselves in the classroom (CBS:
Keeping Kids In Shape
, 2009).
Giving students the opportunity to move around the classroom enhances social and emotional interactions with peers.
Differentiating instruction for kinesthetic learners gives them the movement they need to stay focused, process new information, and share information with peers (Sousa, 2011, p.240).
"At some point in most lessons, students should be up and moving around, talking about new learning" (Sousa, 2011, p.240).
Movement helps students use up some kinesthetic energy, otherwise known as "the wiggles," so they can settle down and concentrate" (Sousa, 2011, p.238). This helps decrease distraction, which ultimately increases overall behavior.
(Sousa, 2011, p.176).
Monitors areas for speech in most right-handed people (Sousa, 2011, p.178).
Understands the literal interpretation of words, and recognizes words, letters, and numbers written as words (Sousa, 2011, p.178).
Analytical (Sousa, 2011, p.178).
Evaluates factual matter in a rational way (Sousa, 2011, p.178).
Perceives the detail in visual processing (Sousa, 2011, p.178).
Detects sequence and is time-sensitive (Sousa, 2011, p.177).
Processes positive emotions (Sousa, 2011, p.178).
Processes external stimuli (Sousa, 2011, p.177).
Connected to right side of body (Sousa, 2011, p.177).
Seeks explanations for why events occur (Sousa, 2011, p.177).
Does invariable and arithmetic operations (Sousa, 2011, p.177).
Generates spoken language (Sousa, 2011,p.177).
The Human Brain
Science, math, and language (Sousa, 2011, p.177).
Gathers information more from images than from words (Sousa, 2011, p.178).
Looks for visual patterns (Sousa, 2011, p.178).
Interprets language through context - gestures, body language, emotional content, and tone of voice (Sousa, 2011, p.178).
Specializes in spatial perception (Sousa, 2011, p.178).
Recognizes places, faces, objects, and music (Sousa, 2011, p.178).
Focuses on relational and mathematical operations (Sousa, 2011, p.178).
Processes negative emotions (Sousa, 2011, p.178).
Connected to the left side of the body (Sousa, 2011, p.177).
Processes input more holistically and abstractly (Sousa, 2011, p.177).
More truthful in recall (Sousa, 2011, p.177).
Puts events in spatial patterns (Sousa, 2011, p.177).
Processes internal messages (Sousa, 2011, p.177).
Creativity, art, music (Sousa, 2011, p.177).
The Human Brain
(Sousa, 2011, p.179)
"The individual
from the integration of the processing done by both hemispheres and is afforded greater comprehension of whatever situation initiated the processing" (Sousa, 2011, p.179).
"During learning,
hemispheres are engaged, processing the information or skill according to their specializations and exchanging the results with the opposite hemisphere" (Sousa, 2011, p.180).
Incorporating arts and movement provides students with the opportunity to activate both hemispheres, which ultimately enhances the learning experience.
Activating BOTH Hemispheres
"Although the two hemispheres process information differently, we learn
when both are fully engaged in learning" (Sousa, 2011, p.199)
"Teachers should design lessons so that students can integrate the new learning into a
whole. In doing so, students get opportunities to develop both their strong and their weak learning style preferences" (Sousa, 2011, p.199).
(Sousa, 2011, p.201)
Guidelines for Teaching
Deal With Concepts Visually and Verbally
Design Effective Visual Aids
Discuss Concepts Logically and Intuitively
Avoid Conflicting Messages
Design Activities and Assessments for Different Learning Styles
(Sousa, 2011, p.199-200)
Brain Breaks
Concept Map/Mapping
Promote efficient classroom management
Create Relevant Bulletin Boards
Keep the Board Clean
Use Multisensory Approaches
Use Metaphors
Encourage Punctuality
Encourage goal setting
Stimulate Logical Thinking
Give Students Options
Use Visual and Auditory Representations
Help Students Make Connections
Encourage Direct Experiences
Allow for Student Interaction
Teach for Transfer
Incorporate Hands-On Learning
Give opportunities for movement within the classroom
Reader's Theater
is a website for brain breaks. Brain breaks are when the teacher and students stop throughout a lesson periodically to give the brain a "break." It incorporates physical movement, dance, and singing.
Reader's Theater
is an activity in which students create costumes, become a character, and act out scenes from stories. This activity incorporates drama (Performing Arts) and movement around the classroom.
Reader's Theater
Act out a social studies lesson
Use dance in a science lesson
(Sousa, 2011, p.201-202)
After researching the effects of the arts and movement within the classroom setting, I feel that it is
that the arts and movement continue to be incorporated into the daily/weekly curriculum.
As teachers, we need to make sure that we understand the benefits of the arts and movement in our curriculum and how
these strategies can have a profound effect on our students and their learning.
The combination of the arts and movement utilize both hemispheres of learning, which studies have proven is the
way to learn.
Utilizing the arts and movement have
effects on both academics and behavior, ultimately enhancing the overall learning experience for ALL students
"Playing the piano, writing a poem, or creating a painting sharpens observations, hones details, and puts things into context" (Sousa, 2011, p.221).
"More brain areas are stimulated when performing creative activities than during conventional activities" (Sousa, 2011, p.220).
"Listening to background music can enhance recall, visual imagery, attention, concentration, and dexterity" (Sousa, 2011, p.228).
Music enhances mathematical concepts such a patterns, counting, geometry, ratios and proportions, equivalent fractions, and sequences (Sousa, 2011, p.230-231).
Visual arts supports students' abilities to develop craft, engage and persist, envision, express, observe, reflect, stretch and explore, and understand the world (Sousa, 2011, p.236).
In this video, students use "drama" (the arts) to act out sequence of events of the story, "The Little Engine That Could." They incorporate acting and movement around the classroom while interacting with each other.
In this video, students utilize various aspects of the arts, such as painting, dramatic poetry reading, read the picture, listening to music, and creative movement to learn the parts of a flower.
(Palmer, 2012)
(Palmer, 2012)
CBS News. (2009, March 12).
Keeping Kids in Shape
[Video File]. Retrieved from http://
CBS News. (2009, February 4).
Pumping Up The Brain
[Video File]. Retrieved from http://
Edutopia.(2009, January 28).
Music and Dance Drive Academic Achievement
[Video File].
Retrieved from http://www.edutopia.org/arts-opening-minds-integration-video.
Sousa, D.A. (2011).
How The Brain Learns
(4th ed.). Thousand Oaks, CA: Corwin.
Palmer, M. (2012). Arts Integration Grade 1 The Little Engine Drama [Video File].
Retrieved from https://www.youtube.com/watch?v=CVXUqm9d_s/.
Palmer, M. (2012). Arts Integration Kindergarten Lesson: Parts of A Flower [Video File].
Retrieved from https://www.youtube.com/watch?v=X47zu0ou7b/.
Kopetman, R. (2016, February 4). It's a play date!.
The Orange County Register,
GoNoodle (2012).
Justin Bieber: Just Dance
. Retrieved from https://www.gonoodle.com
McCarney, M. (2015).
Fright Club Reader's Theater
[Video File]. Retrieved from https://
Pumping Up The Brain
, 2009).
Full transcript