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Find the Treasure: The Awareness and Effectiveness of Art Integration

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Rebecca Storey

on 7 December 2012

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Transcript of Find the Treasure: The Awareness and Effectiveness of Art Integration

What do you see?
What do you think about that?
What does it make you wonder? Andy Warhol
210 Coke Bottles
1962 I SEE / I THINK / I WONDER
A routine for exploring works of art

WHY
To help students make careful observations and thoughtful interpretations; to stimulate curiosity and set the stage for inquiry

WHEN
Use this routine when you want students to think carefully about why something looks the way it does or is the way it is.

HOW
Ask students to make an observation about the artwork or topic and follow up with what they think might be going on or what they think this observation might be. Encourage students to back up their interpretation with reasons. Ask the students to think about what this makes them wonder about the artwork or topic. What does Andy Warhol have to do with learning multiplication? The answer is art integration.

An integrated curriculum is one in which children broadly explore knowledge in various subjects (Smilan & Upitis, 2005).

Art integration goes beyond including art projects in class; it is a teaching strategy that seamlessly merges art standards with core curricula to build connections and provide engaging context (Bickley-Green, 1995). Why do you think he wanted to show so many of the same image?

What kind of patterns do you see in this image and arrangement?

What way did Andy Warhol decide to show this number of bottles (210 coke bottles)?

What are the different ways that we could come up with the number 210 using multiplication? With art integration, high-quality professional development is essential (Schwartz, 1997). Uses teaching practices that have been shown in brain-based research to improve comprehension and long-term retention. For example, when students create stories, pictures, or other non verbal expressions of the content they are learning- a process researchers call elaboration- they are also helping to better embed the information (Chapman, 2005).

The brain thrives on connections (Eisner, 1999). Life is not divided into neat little blocks of time called science, math, reading, writing, social studies, and recess.

Promotes students' abilities to solve problems, analyze knowledge, generate insights, use their imagination and curiosity, synthesize new relationships among ideas, and make meaningful connections across subjects (Kowalchuk, 2000)

Can build students' competency, confidence, and self-esteem (Smilan, 2006) What are the benefits of an art integrated curriculum? Research Still not convinced students can benefit from art integration?
Welcome to my professional development workshop on art integration! Find the Treasure:
The Effectiveness and Awareness of Art Integration Capstone Presenter
Becca Storey Time in the classroom will be saved and subject understanding will progress quicker if students are able to see the interconnectedness across disciplines. My goal is to help fellow teachers realize art can aide in the facilitation of learning and time management instead of focusing on art as just another subject to cover. As you saw in the video Howard Gardner has come up with several distinct intelligences. His theory emerged from the thought that students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.
Gardner says that these differences challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning (Smilan, 2006).
The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means (Smithrum & Upitis, 2005). (such as art integration)
(Gardner is the Senior Director of Harvard Project Zero.) How do you integrate the arts into an already packed day? "Using the metaphor of a palette, the program helps students develop their thinking dispositions through the use of a variety of 'thinking routines' that help them think deeply and flexibly about art and other topics." http://www.pz.harvard.edu/at/overview.cfm Project Zero is a research group at the Harvard Graduate School of Education that has investigated the development of learning processes in children, adults, and organizations since 1967.

Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.

Their research programs place the learner at the center of the educational process, respecting the different ways in which an individual learns at various stages of life, as well as, differences among individuals in the ways they perceive the world and express their ideas. Personal Journey and Reflection http://www.pz.harvard.edu/at/overview.cfm (1) To help teachers create rich connections between works of art and curricular topics;
(2) To help teachers use art as a force for developing students’ thinking dispositions Goals http://www.pz.harvard.edu/at/overview.cfm Teachers do not need to be "artistic" to be able to use art integration; they just need to learn some of the fundamentals so they will be better able to think of ways to merge art concepts with other content (Schwartz, 1997). Only about half of all schools in the United States have a full time certified art teacher (Chapman, 2005). 82% of classroom teachers have no experience in team or collaborative teaching involving the arts (Boyle & Thompson, 1976). How can visual arts foster the creative development necessary for students to develop divergent thinking, multiple perspectives, and conceptualization when there is no one qualified to teach art education in their school? Selected Response Assessments
Extended Response Assessments
Performance Based Assessments
Dispositions http://www.pz.harvard.edu/at/content/assessment/6Continua.pdf
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