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Benefits & Challenges of Arts Integration
Transcript of Benefits & Challenges of Arts Integration
Professional Voices Kate Boyd ArtsEdge Website Bayles & Orland,
Fears about Creating Professional Voices Sir Ken Robinson:
& Arts in Schools TE 491-Section 740 American Alliance for Theater Education Website Sample Superstars Website Incredible Art Department Website -Finding ways around school systems forming their curriculum standardize testing.
-Being creative and allowing the students to use their own ideas without telling them they are wrong. Challenges with arts integration? -The role of imagination plays in the education system is “every school should be different and great built on diversity and conformity. This is to avoid leading us into the ‘fast-food’ category industry,” said Sir Ken Robinson.
-When allowing students to use their own internal creativity it allows them to be original and explore more opportunities.
-Not misdiagnosing students wrong at a young age because they did not meet the required state standards.
-Getting to teach students personal learning instead of practical core teaching. Benefits to arts integration? -Teachers misdiagnose students at a young age with a problem because they do not complete the ‘standardized’ testing goals.
-Began to impact and restrain children’s creativity at age 7 and 8 when they become more self-conscious.
-Cut backs in Art Education in schools.
-Incorporate the arts within my core subject areas. As well, creativity can be used in school systems in and outside the art education.
-Correcting our industrialized education and making it more personalized.
-Use a teaching style of “personalized learning,” were a child can use practical strategies using creativity in educational systems.
-“Nurture, not undermine creativity,” said Sir Ken Robinson.
-Stick to Sir Ken Robinson statement, “Creativity is important as literacy.”
-Example: A way to fire up imagination, allows students to choose what they want to read, and write. If they are geared towards something they want to do than they will be more willing to put more effort into it. -Sir Ken Robinson, “there’s a terrible tendency to confuse raising standards with standardizing.”
--Robinson said, “education is meant to be the process by which, we engage people in there fullness to give them a sense of who they are and there full capabilities to lead a life that means something to them and the rest of us.”
-Education is taking away students opportunity to use their own internal creativeness of whom they are.
-Students are not prepared to be wrong. They will never take chances to come up with something original because they have been told to stay on the same path all their lives.
-Student fear if stepping off the path they will lead to failure.
-According to Sir Ken Robinson intelligence has: diverse, dynamic, distinct characteristics. Narrowing the curriculum and conforming into certain areas that pressures the students to compete without interest. Why is this happening? -When I was a student in elementary up until the end of high school I was formed to take ‘standardized test’ required by the state.
-Teachers pressured me to reach certain goals in order for them not to lose their jobs.
-I lost passion for things I loved from being pressure to achieve higher levels in core subject areas.
-Lost some of my creativity and independence to be an internal thinker and morphed to becoming partial external thinker to my surroundings.
-Had to explore outside my school system to find internal interest not provided throughout my education.
-Example: Video Production. Taught myself the basic film techniques and editing skills. Explored outside opportunities to use my own creativity. No pressure, and I choose to do it. How does it relate to my past? -Creative expert who challenges the way we’re educating our children future.
-Wants to rethink our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
-“We are educating people out of their creativity,” said Sir Ken Robinson.
-If people personalize, customize, and engage children in imagination at any age you get much higher results, and deeper commitment in the process of education. What does he have to do with education? Creativity and Arts in School Sir Ken Robinson: -“Sir Ken Robinson, PhD is an internationally recognized leader in the development of creativity, innovation, and human resources in education and business,” (sirkenrobinson.com).
-Leading worldwide speaker.
-Fast Company magazine published, “one of the world’s elite thinkers on creativity and innovation.” Who is he? -Robinson, S. K. (2013). Sir ken robinson: Bio. Retrieved from http://sirkenrobinson.com.
-Robinson, S. K. (Performer) (2012). How do schools sufficate creativity? [Radio series episode]. In Staff, T. (Executive Producer), TED Radio Hour. NPR Radio. Retrieved from: www.npr.org/2012/06/22/155225161/how-do-schools-suffocate-creativity.
-Robinson, S. K. (Performer) (2011). Educating the heart and mind [Web]. Retrieved from:
-Starr, J. (2013). Lesson 1: Art education. Unpublished raw data, Michigan State University, East Lansing, MI, , Available from TE 491. (Section 740)Retrieved from angel.msu.edu. Work Cited: How does it relate to my future? ArtEdge Website: -Kennedy Center, A. E. (2013). The dance of the butterfly. Retrieved from http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Butterfly_Dance.aspx.
-Kennedy Center, A. E. (2013). Arts integration and 21st century. Retrieved from http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/21st-century-skills-beta.aspx.
-Kennedy Center, A. E. (2013). Persepctives. Retrieved from http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-perspectives-beta.aspx.
-Kennedy Center, A. E. (2013). Arts integration and differentiated instruction. Retrieved from http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-beta.aspx.
-Kennedy Center, A. E. (2013). Arts integration and the whole child. Retrieved from http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/the-whole-child-beta.aspx.
--Starr, J. (2013). Experiencing the rainforest. Unpublished raw data, Michigan State University, East Lansing, MI, , Available from TE 491. (Section 740)Retrieved from angel.msu.edu. Work Cited: - Fear of not having control of the classroom during the art-integrated lesson.
- Exploring art forms outside comfort zone that educator’s art familiar with.
- “A new learning environment consistent with the cognitive and expressive demands of the 21st century.” (Core subjects, Communication, Collaboration, Critical Thinking, and Creativity) - This impacts teachers’ to think if new approaches to instruction.
- Rethinking the roles educators’ play and their relationships with students. Challenges with art integration? - Incorporating lessons that can easily be taught by educators.
- All the lesson plans incorporate the required state standards.
- Can easily access through the Kennedy Space Center Website.
- Will be a helpful resource in the future teaching a certain grade level.
- Art integration brings focus to the whole child and embraces the notion that all students are different.
- Equal opportunity for all students to learn using the Universal Design for Learning;
1. Multiple means for Representation:
-Presenting information in a different ways.
2. Multiple means of Action and Expression:
-Engage students and offering a variety of ways to construct and demonstrate their understandings.
3. Multiple means of Engagement:
-Involve students in learning activities optimizing their own free choice to motivating and engaging their outcome.
- Each student learns in an environment that is physically and emotionally safe for students and adults. Benefits with arts integration using ArtsEdge? - Explored different lesson plans throughout my TE 491 class using ArtsEdge.
Examples: The Dance of the Monarch Butterfly through Dance Integration and Science. Develop an understanding of the monarch butterfly life cycle communicating through dance. Learn choreograph movements forming the building blocks of elements through dance.
- Experienced this personally with the lesson plan in class called: - Experiencing the Rainforest Arts Integrated. We used the same dance concepts by learning basic dance elements connecting the ecosystems presented in the rainforest. Explored the connectedness and interdependence within the rainforest. As well, levels of dance high, medium, and low holding counts, through movement phases.
Other Examples: Mandalas, Polygons, and Symmetry (Visual Art/Mathematics), The Poetics of Hip Hop (Visual Arts/Geography/World History), and the Civil War Letters (Theater/Language Arts). - “ArtsEdge is the Kennedy Center’s free digital resource for teaching and learning through and about the arts,” (KCAE).
- It is a program that allows students, parents, and educators a resource in exploring arts integration.
- Educators can find lesson plans, how to’s and standards on the website.
- Once an educator has selected a lesson it explains it step by step incorporating a core and art subject area meeting state standards.
- The how to section allows for tip suggestions, guides, and articles to support teaching in and with the arts.
- Standards makes specification to what art subject an educator wants to learn about in a certain grade level. What is this? - May struggle to get students express their fears about art.
- Making sure this incorporates with art.
- Overcoming all the artist fears:
Pretending: Fear that you’re not a real artist.
Talent: no sense of direction or goal to reach you will end up in the wrong direction.
Perfection: may hinder or help your work
Annihilation: ceasing production
Magic: proving your work contains this magical element
Expectation: have a balance between what you hope to see
- Overcoming others opinions:
Understanding: Do not cater to your audience but accept know they will accept what you have created
Acceptance: Do not think about rejection
Approval: Wanting people to like your work
- Making sure as an educator I feel comfortable teaching a lesson by not possessing any of these fears when doing so. Challenges? - Pointed out as an artist how I can challenge my self in different ways by overcoming my obstacles I face.
- Can teach these concepts to future students and see if this changes who they are as an artist and as a person.
- Finding ways to overcome fears artistically.
- Not letting others opinions bother your outcome of your work. Benefits? - Relating my experiences to one of my classmates in TE 491. We fear the same things but in different dynamics.
Example: Both perfectionists, she cares too much about school performance, while I care too much about art perfection. When trying to use my creativity as an artist I critique my work so much that I never finish anything. My classmate on the other hand completes her task but struggles at starting over and over again until it is finished. Also, approval is a major issue we both related with as a creator. For me it is not just a major issue for my artwork but in society in general. Peers shape that I am to make me want to constantly competing for something. To get better grades, have a better education, and even survive out in the real world. It takes away from who I really am and have to find ways to rise about those struggles become who you want to be.
-As an artist it showed me things I could work on and be more open minded.
- As an artist I wont let my fears about others affect my outcome of my work. Experience? -David Bayles and Ted Orland are co-authors
of 'Art and Fear'.
-“When you act of fear, your fears come true,”
said Bayles and Orland.
-Understand some of the fears we have in
creativity using arts expression.
-Areas of Fear about your own artwork: Pretending, Talent, Perfection, Annihilation, Magic, and Expectations.
-“Problems arise when we confuse others’ priorities with our own.”
-Fearing about what others think: Understanding, Acceptance, and Approval What is this about? Who are they? Bayles & Orland,
Fears about Creating: -Starr, J. (2013). lesson 11: Fears about yourself and fears about others. Unpublished raw data, Michigan State University, East Lansing, MI, , Available from TE 491. (Section 740)Retrieved from angel.msu.edu.
-Orland, T. (Performer) (2013). Santa Cruz, California: Center of Photographic Art. Retrieved from http://www.photography.org/interviews/orland.php.
-Bayles, D. (Performer) (2013). Santa Cruz, California: Center of Photographic Art. Retrieved from http://www.photography.org/interviews/bayles.php. Work Cited: -Provides specialized training to teach theater in a classroom setting, or creating an art with a specific community.
-Has a connection between artist, scholars, and educators.
-Shows how art enhance education.
-Can use the lessons provide to transform the lives of students.
-Students who use drama performance in coursework outscored non-arts students on 2005 SAT.
-Improves reading comprehension, and both verbal and non-verbal communication skills.
-Builds self-esteem through drama. Benefits? -The AATE is an arts education organization that works to ensure all students experience quality theater arts in their lives.
-It holds services that provide members connections between teachers, professors, directors, scholars, and playwrights.
-Get a solid education in the art of theater connecting to cultures around the world.
-Uses creativity, critical thinking, and collaborative skills. What is this? American Alliance
for Theater Education Website -American Alliance for Theatre & Education. (2013). The effects of theatre education. Retrieved from http://www.aate.com/?page=effects.
-Creps, K., & Starr, J. (2013). Why vote? . Unpublished raw data, Michigan State University, East Lansing, MI, , Available from TE 491. (Section 740)Retrieved from angel.msu.edu. Work Cited: -The cost to use this website can be very pricy.
-It only has the ideas for Theater Education and not other art subject areas to use with art integration.
-Only accessible to select members and not a variety of people. Challenges? -Experienced a lesson plan called ‘Why Vote,’ using drama and social studies integration within our TE 491 classroom. The main objectives were to understand the value of the right to vote in history, and perform improvisation, human sculpture, and scene work with drama. -This incorporated arts integration using those two core curriculum requirements.
-While learning about the different voting dynamics, I also learned how to be an individual sculpture using tableau reaction to what we felt about voting.
-Also, used improvisation to change our movements and facial expressions.
-Practiced in groups about the history of suffrage in America and had to act out a scene have a clear beginning, middle, and end.
-Shared with the class our performance we promoted.
It was a great lesson that allowed me to gain knowledge hands-on about theater arts integration. Experience? Sample Superstars Website:
Educators Blog -Boyd, K. (2013). Changing with the seasons. Unpublished raw data, Elementary Education, Michigan State University, East Lansing, MI, Available from TE 491. (Section 740).
-Sample, E. (2012, Sept 12). [Web log message]. Retrieved from http://samplesuperstars.blogspot.com/2012/09/a-seasons-arts-integration-unit.html. Work Cited: -Fulfills the common core standards requirements.
-Multiple resources throughout the year not in just one core subject area.
-Creative lesson plans that have visual pictures to understand.
-Provides books that relate with what you are teaching.
-Free of cost.
-Demonstrates and explains using models.
-Engages the students when introducing the material. Benefits? -Used this website as an example to create
my own lesson plan, ‘Changing with the
Seasons.’ Feeding off ideas from her lesson
plan I was able to come up with my own ideas as well.
-Incorporated science and dance into my lesson.
-My lesson plan objectives: students will be able to describe the changes in the seasons due to Earths orbit around the sun. Students use their observation, memory, and improvisation to counts in a dance about the changes in seasons.
-Students learned about the scientific information than created their own idea of a dance using the four seasons in separate groups.
-Performed the different season as a whole group keeping rhythm.
-Learned multiple concepts incorporated into one lesson mixing both science and dance. Experience? -Not constantly updated for use.
-Everything is based from her own experiences with her students in classroom not what could go wrong.
-When using to create your own lesson plans must format it.
-Adjust for certain grade levels.
-Creative brainstorms needed when don’t specifically explain.
-Used outside Michigan so standards may be different. Challenges? -This is a resource blog created by Erin Sample for any educators to access to come up with creative art integrated lessons and regular lesson plans to use.
-Wants to share wonderful things her students create.
-A first grade teacher in Arizona. What is this? - Have lessons for all
grade levels: Pre-
n School through
- Tools for preparing
me as a future teacher.
- Accommodating students with all disabilities.
- You can sort through lesson plans based on
grade level, medium, subject, art period,
artist, or integration.
- They are a collection of lesson plans formerly
used by educators so they actually work!
- Pictures that actually show the collaborative work. Benefits? - An incredible online resource for anyone wanting to work with art.
- Hundreds of Free lesson plans and over 1,000 pages of material with news, resources, cartoon lessons, and a section on art careers.
- It is a website geared towards educators.
- It not only offers ideas on there website but links to other websites to find more resources for teachers that are free. What is this? Incredible Art Department Website - Navigating through all the information on the website.
- Not just arts integrated but art lessons as well.
- The core standards are not shown. Challenges? - One of the links I found off the website was a free guide with templates, checklists, grade sheets and more for my first year of teaching. I thought this was an extremely helpful tool because I was not expecting that on an art website. It helps you prepare ways for classroom management. That is an essential thing to have in order to incorporate art integration into your classroom. It allows you to focus on the things that brought you to teaching in the first place. The New Teacher’s Survival Guide, “gives new teachers a collection of easy-to-use tips and reproducible.”
- Also, I noticed student struggled with preparing lessons for special education majors. This site allows a fully detailed art curriculum for special education as well as classroom management for these types of students. In addition there are instructional strategies with learning disabilities, ADD/ADHD, Visual Impairment, and ESL students. Experience? - Incredible Art Department | Art Education. How To Draw, 2013. Web. 30 Apr. 2013. <http://www.incredibleart.org/>. Work Cited: Experience?