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Copy of Integrated Arts Education Program Proposal

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Erin Linnell

on 17 May 2015

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Transcript of Copy of Integrated Arts Education Program Proposal

Erin Linnell
Integrated Arts Education Program Proposal
Stone Mill Elementary School
Montgomery County Public School
Proposed School
Stone Mill only offers music and visual art once per week to each grade. Which is clearly not enough time to experience art and music; additionally the children do not get any exposure to theater or dance. As an educator who aims to meet the needs of the whole child, I personally feel that we are providing a disservice to our students by not giving the children access to the arts. It is clear that the arts can make a profound impact on a child’s learning, social development, and emotional development.



Why Stone Mill?
Human beings have natural tendencies towards the arts and we perceive and internalize art in our own ways. Some of these tendencies towards the arts can be developed and shaped over time, leading to individuals who become artists themselves. Children in particular show natural interest in the arts without needing to be taught and this can help children experience positive emotions (in the way they respond to the art or how they create art).

As educators, why wouldn’t we want this for our children? Schools are at the mercy of policy makers and lawmakers, which can hurt the chances of the arts flourishing in schools because there is such a huge focus on science, technology, and math. What some people don’t realize is that the arts should be seen as a basic human right and should be regarded more highly.

The arts have the power to help children become problem solvers, creative thinkers, empathic, motivated, reflective, better communicators and collaborators, and can help them see beyond the everyday. The arts yield this power and reach a wide range of learners because they are non-threatening and can evoke imagination, creativity, and higher level thinking skills.
Why integrate the arts?
The program that is being proposed is an arts integration approach to teaching. In this program, teachers and students will follow the MSDE Curriculum of Fine Arts for Dance, Music, Theater, and Visual Arts and the arts curriculum will be aligned with the Common Core State Standards (CCSS) as well as the National Core Arts Standards (NCAS).




Students will be taught and assessed in both the arts and in content areas. The goal is that over time the arts will be represented in Stone Mill’s School wide Improvement Plan (SIP). Including the arts is crucial to ensure that proper planning, staffing, and budgeting for arts curriculum occurs at Stone Mill.
Learning Outcomes
Benchmarks
After the first two years of the program, there will be an evaluation of program’s effectiveness on student learning. This will occur every two years and the program will be adjusted depending on the results of the evaluation. Ongoing teacher professional development in the arts will occur as the program continues to grow.

Students will be having pre-assessment activities to help the teacher guide the learning that will occur. Formative assessments will occur through various points of a lesson to help the students and teachers understand if their needs to be changes in their learning/teaching. Students will use assessments to help them see their learning in action and allow them to make changes or ask for help. A summative assessment will occur at the end of the unit, but the students and teachers will collaborate on the assessment. (For example: a problem/solution dance or a tableau).

Assessment Protocols
Teachers will use classroom assessment in order to gain information about student learning that can shape further teaching and learning in a variety of ways.
Teachers can:
• Identify skills and conceptual understandings that need reinforcement;
• Identify and respond to misconceptions about, and misapplications of, content knowledge and processes; and
• Monitor student progress.
Students can:
• Revisit and revise work based on known criteria;
• Use models of successful work (exemplars) as a “target” for their own learning; and
• Self-monitor their progress.
Parents and other stakeholders can:
• See evidence of ongoing teaching and learning; and
• Identify the needs of students, classes, and/or schools and gauge the impact of, or need for, particular instructional resources.

Students will be assessed in the arts as well as the content areas.

Assets and Resources
Arts Everyday
Arts Education Partnership
Strathmore
The Kennedy Center's "Changing Education Through the Arts" (CETA) program
The Arts and Humanities Council of Montgomery County (AHCMC)

Arts Integration Program Model
My proposed Arts Integrated Education Program is a 6-staged process. In my proposed arts education program, classroom teachers would collaborate with teaching artists. To get this program started, it may just begin with one or two grade levels, and then each year another grade level will be added. Of all the potential resources listed previously, the one program that would the best in helping to implement my proposal plan is the Arts and Humanities Council of Montgomery County. The reason I feel they would be a great partner is due to their focus and support of arts integration. AHCMC stated that they support integrated learning by offering specially trained Teaching Artists for Arts Integration Residencies to public, private, and parochial schools in Montgomery County.

Their Arts Integrated Residencies offer something for the whole school community. They noted that students enjoy learning art forms such as mural making, writing songs and stories, dancing and acting. They also stated that teachers are inspired by new strategies for addressing core curriculum subjects and that Principals know that integrated learning increases student understanding of core subjects in the Maryland State Curriculum. Also, they noted that parents are delighted with the depth of learning that occurs during a residency and the enthusiasm children have for the subject. Professional artists trained in arts integration, classroom management and the Maryland State Curriculum lead the Arts Integration Residencies.

The 6 Stages of the Arts Integrated Education Program
Stage 1: Preparing and goal setting
Stage 2: Getting to know you and the arts
Stage 3: Learning the ropes
Stage 4: Co-teaching
Stage 5: Preparing for final projects
Stage 6: Celebration of the arts and knowledge
Example of Daily Schedule
Possible Budget
The main source of funding this program will need should come from community partners and Montgomery County. Funds will be needed for:
• Salaries for teaching artists.
• Supplies for materials in the various art forms (visual art, dance, drama, poetry, music).
• Teacher and staff professional development in the arts.

This program can be modified to meet the needs of different schools. For example: one school may only start this program one grade level at a time, where another school may have multiple grades starting at the same time. Or a school may choose to start the program with 1 or 2 art forms and another school may want 3 or 4 art forms to start. As the program grows each year, schools can adjust and expand on what they tried the previous year. As adaptable as this program can be, the only thing that remains constant are the requirement of the arts standards to be met throughout the course of the program.
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