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Art Integration

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Samantha Rossi

on 27 October 2013

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Transcript of Art Integration

Assessment Strategies
Art Integration Strategies
Cassie Johnson, Amy McClure,
Samantha Rossi, Dana Williams
EDU 435
October 26, 2013
Shannon Kraeling

Rationale: Why is Art Integration important?
Art integration is important because it enables students to “think out of the box.” It encourages students to use their creativity and explore different routes to getting to a solution. Students have Multiple Intelligences and they all learn on different levels. By integrating arts into the lesson plan, students will learn how to increase their analytical skills and their approach to completing an assignment. Instead of separating the core content areas from the fine arts, they need to be merged to explore a higher order of thinking. Schools have been labeled as "don’t" places and this is the complete opposite of schools that encourage art integration. Art integration has been proven to promote gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork (Smith, 2009). This will give students understanding of skills, discipline, perseverance, and sacrifice necessary for achievement at school, in the workplace, and in personal life.
Language Arts
Social Studies
To conclude, arts integration is an important aspect of each core subjects. Language arts, math, science, and social studies lessons that include visual arts, drama, dance, or music aspects will allow students to explore their creative side while trying new things. In each lesson, is it important to include materials
Arts Integration
Arts integration is instruction in core curriculum classes that integrates content and skills from the arts, including drama, music, dance, and visual arts.

As students explore subjects "through chalk, paint, clay, and collage, they learn to take risks, experiment, and problem solve," (Cornett, 2011, p. 8)

Research states that arts-based lessons enhance thinking, especially higher order processes used in creative problem solving (Cornett, 2011)

Examples of arts integration include using drama in a language arts lesson to better connect to a Shakespeare play or music in a social studies lesson so students can better understand different cultures.
Integration Examples
Visual Arts: Students will read a story, summarize the main points, and then students will "rewrite" the story using illustrations in groups of 5.
Drama: Students will read a The Three Little Pigs, summarize the main points, and put together and perform an informal play based on the story in a group of 5 students.
Music: Students will read about composers and musicians and make a timeline of musical events based on their research. Next, students will find examples from the composers/musicians and let the class listen. Students will identify some elements of the music that they chose.
Materials Management
Materials will be stored in the classroom cabinets and at the students' homes.
Students will retrieve their materials in a timely and organized manner. If students are in a group, one member will retrieve the art supplies.
Students will be expected to clean up their areas and take home their own materials when they are done working or performing.
Students need to be respectful of the teacher's and other students' materials. They should also be aware of school policies when bringing items to school.
Classroom Management
Students will be respectful of other students' work and performances.
Constructive criticism is welcome but students should be aware of other students' feelings
Students must stay quiet during other performances or presentations.
Students should consider everyone's idea and work as a team when necessary.
Display/Performance Opportunities
Visual arts: Students will be able to display their work in the classroom and the teacher can make all the books into a big book for the students to keep.
Drama: Students will perform their plays in front of the class and the teacher will record it for parents to see.
Music: Students will play the music they chose for the class and the teacher can make a CD with all the class music on it for the students.
Assessment Strategies
Visual Arts: The language arts portion will be evaluated using the summary that each student wrote after reading the story. The teacher will assess each group's illustrations by looking at the quality of the work and the efforts put into it.
Drama: The language arts portion will be evaluated based on the summary. Main points need to be identified. The teacher will assess each group's drama performance by how well students followed the plot, professionalism, how well they stayed in character, and by an evaluation of the set.
Music: The language arts portion will be assessed based on the timeline's accuracy. There also must be at least 5 events. The music portion will be evaluated based on the music the students show the class and if they have the correct musician/composer and how they describe the elements
Community/Online Resources
Integration Examples
Visual Arts: Students will celebrate the "100 Days of School" by designing a creative presentation that will represent "100" of any thing. A few examples are 100 Cheerios, 100 Legos, or 100 colorful bracelets. When selecting a design, students must use one of the following categories: Geometric shapes, Symmetry or patterns.
Drama: Pi Day Celebration: March 14th (3.14) By using 5-6 sentences, the students will answer: “If I was Pi, I would celebrate my day by….” Each script must include the symbol, formula, circle, circumference and radius to explain. The students will draw a picture that illustrates Pi 3.14. The teacher will take the illustrations and iron the transfer papers onto white t-shirts. The students will wear their t-shirts and perform their monologues explaining how they would celebrate Pi Day if they were the Pi symbol.
Music: Shapes and Music - Sung to the tune of Hokey Pokey. Teacher will cut out shapes and give each student a set which includes a circle, square, triangle, rectangle, star, heart and a diamond. The shapes will be placed in front of the students on the floor. The students will form a circle. When the shape is called in the song, the students must pick up the shape and follow the routine with the shape in their hand as they move to the beat. When that verse is finished, they will put the shape on the floor and select the new shape for the next verse. The music/beat will be created by the teacher hitting musical sticks together to the rhythm of Hokey Pokey.
Materials Management
Visual Arts ~ 100 Day of School Celebration
Materials for the project will be stored in the classroom and brought from home. The students should store their supplies in their individual art cubbies or drawer. Each student is responsible for cleaning up their individual areas. The tables will also contain supplies to be used by everyone. Provide a space for items to dry. Students should only touch their individual project.

Drama ~ Pi Day Celebration
The students will receive their t-shirts prior to the Pi Day Celebration. The t-shirts should not be brought home because it is a surprise and it is a costume. Their scripts will be stored in their classroom folders for practice. On Pi Day, the students can take the shirts home after the performance.

Music ~ Shapes and Music
The teacher will store the shapes in the classroom separated into sets so it will be easier for distribution in a box. The musical sticks will also be stored in the box so everything will be in one place for easy access. While the students are sitting in their seats in the auditorium, they will be placed underneath their chairs. When it is their turn to go on stage, they will pick up the shapes from under their seats. The students need to know that the shapes will be used more than once. They cannot rip, bite, tear or crumble the shapes.
Classroom Management
The teacher will explain to the students that each class will perform one at a time. Each student will need to know how to behave while being patient and waiting their turn. They would have to be considerate and quiet during the performance so they will not distract others and disrupt the performance. They will be reminded of why it is important to be courteous to others and why they will want others to do the same for them when it is their time to present or perform.

Display/Performance Opportunities
Visual Arts ~ 100 Day of School Celebration
This is a school wide project. The artwork will be displayed in the hallways outside of the classroom so that parents, staff, and fellow students will be able to view each student’s work.

Drama ~ Pi Day Celebration
At the Pi Day Celebration, the students will present their performance in front of their parents and guest in the classroom.

Music ~ Shapes and Music
The students will sing the song and do the routine during their Graduation exercises. Instead of the students singing in a circle, they will be in a long line facing the audience in the auditorium

Community/Online Resources
Integration Examples
Visual Arts-Students will locate and identify the characteristics of the Appalachian and Rocky Mountains. Students will construct a model of the mountains by manipulating different art mediums.
Drama-Students will learn and research different countries of the world and recognize the differences in traditions and cultures. Students will pick their favorite country and will pretend to be animals, people, or things that a visitor in that country would be likely to see.
Dance-Students will learn about Ireland including the culture and traditions. Students will then learn steps to an Irish reel dance and perform the Irish dance.
Materials Management
Materials for the visual arts activity will be stored in the art cabinet located in the classroom.
Materials for the drama and dance activity will be stored in the closet in the classroom.
Students will retrieve the materials for each lesson in a quiet and calm manner, one table at a time.
Students will be responsible for leaving their space as they found it after each activity.
In the dance lesson, students will be respect other students costumes. Students will sign in and out their costumes before and after the dance.
In the drama lesson, students will make prior arrangements for their parents to pick up their costumes and other materials.
Classroom Management
Students will raise their hand before leaving their seats.
Students will have to respect each other’s space and materials.
Students will keep the noise level down in their groups .
Students will be expected use team work and listen to each team members ideas.
Display/Performance Opportunities
Visual Arts-The art will be displayed during a presentation of learning night for parents and families. The visual art will be presented to other classes.
Drama-The performances will be performed for visiting classes of other grade levels. The performances will be a part of a special parent night in which the students will share.
Dance-The dance will be performed during a St. Patrick’s Day in the classroom. The dance will be videotaped to share with parents during parent night.
Assessment Strategies
Social Studies
The core content will be evaluated by using a rubric to assess students knowledge of the content, research the students did on their topic such as traditions, culture, language and location.
The core content will be assessed by having students write a summary about what they know about Ireland and the Irish culture.

Fine Arts
Visual Arts- The teacher will assess the students' creativity to create and construct their version of the mountains as well as their quality of work and participation.
Drama-Students' performance and representation will be assessed by the information they portray in the performance such as language, traditions, culture, and location.
Music/Dance- Students will be assessed on the choice of music they pick for for their dance, participation and team work for the Irish dance.
Integration Examples
Visual Arts: Students begin by researching an animal of their choice using technology, library resources and and through guest speakers invited by the teacher/school. They will then will create a visual piece of art using a wide range of materials. Students are given nearly unlimited opportunity to use their imagination in making a visual representation of an animal they have researched. The piece should include ideas that represent several aspects of the animal’s life and survival.

Drama: Students will watch the video Bill Nye the Science Guy: Mammals and discuss in a large group, the various kinds of animals. They will break into small groups to focus on a specific animal and students will bring the information to life by acting out the survival tools a herd of zebra or portray the interaction of a family of lions. Students will use the information found and ideas they have sketched to create a skit and backdrop to express the behaviors discovered about an animal to an audience.

Music: Using material gathered through research and discussion, students will work in small groups to develop understanding and knowledge. Students will then research and listen to a variety of styles of music. They will then choose pieces that can be matched to the behaviors of the animal chosen by the group. Students may choose a piece of music based on tempo, speed, melody, and/or instrument used.

Materials Management
Individual research papers, written work, and library books will be kept in the student’s work folder in his or her desk. Group paperwork will be maintained in a file box at the teacher’s desk and large pieces (like poster board) will be kept on a small worktable in the back of the classroom. All art supplies and materials, and drama props will be stored in the classroom storage closet.
Material managers are responsible for handing out papers at the beginning of a project and will help the teacher set out any art supplies on the table. A chosen group member will be in charge of collecting the group’s materials at the beginning and end of each work period. Music will be accessible on classroom computers and in the library as needed.
Clean up is the responsibility of the entire class. Individual papers will be returned to desks, group work to the file boxes and supplies will be returned to the table, ready for storage. Material managers will help return supplies to storage.
Students will need to be considerate of others and share available materials. These supplies will be treated with respect and returned to the art table as they were found.
Classroom Management
When working individually and in groups students are expected to follow required classroom behavior defined on rules listed in the classroom.
To maintain organization and focus in the classroom there will be rules pertaining specifically to small group work.
1. Students will work within their individual group and refrain from disrupting other groups.
2. Groups will be permitted to work on computers or go to the library for set amounts of time, to ensure each group has access.
3.For performance preparation and practice desks will be moved to the rear of the classroom so as not to block exits.
4. Students will treat supplies with respect and care.
5.Each group will be respectful of their peers work and show respect during each performance
6. These rules also apply in whatever performance space we use

All visual arts should be displayed outside of the classroom to allow students to observe each others work. In addition, parents may view work when visiting the classroom area and students throughout the school may enjoy the work. Copies of these works can also be photographed and placed with the written research in a folder of “Animals we have Studied”. This can be shared in the classroom and with visiting parents for years to come and serve as a reference tool in the classroom.
Dramatic performances and presentations will be viewed by the rest of the class and can be included in learning nights and evening family events. These can also be video taped for future use and reference for other classes/students. Copies can even be purchased by parents and families and profits used to restock classroom art supplies.
Music will accompany presentation n can be left playing quietly in the hallway where visual representation are displayed.

Display/Performance Opportunities
Assessment Strategies
Core content will be evaluated using the chart completed on the six initial animals and the notes for the student’s animal of choice, the index card of information the groups will formulate.
For group activities each student will complete a card for one of the following subjects; habitat, food, family, lifespan. The core content knowledge will be evaluated by the teacher when each group presents. Teacher will focus on the quality of the information and illustrations, and the students’ ability to answer valid questions about the subject posed by peers. Extra points will be given to students who ask valid questions about the animal subject, of the presenting group.

For visual arts, the fine arts component will be evaluated by the teacher based on the student’s use of appropriate materials and the finished representation with consideration for how closely the student is able to represent the animal they chose.
For performances, teacher will assess how well the students physically represent their research and the quality of the props chosen and backdrop prepared for the performance.
The teacher will asses the music component by evaluating the groups reasoning behind their choice of music and the quality of the information given about the piece/composer. The teacher will focus on how well the beat/rhythm represents the movement of the animal, if the piece makes a connection to any of the pertinent information about the animal, provided by the group, and how informed the group is about the composer/history of the composition.
Community/Online Resources
Community: From visitors who can answer students' curious questions to field trips providing unique experiences and hands-on learning opportunities, the local community can be an excellent resource for information. Below are some resources available in almost any location;
Guest visitor from the local zoo or fieldtrip
Teacher can solicit local businesses for samples or discarded materials that can be used for art project. Families can also be asked for donations of items, materials.
Classroom visitor from the Natural History Museum can be invited for Q & A during large group or can provide information packets for students to use during research. This can also be a fieldtrip.
Parent and community volunteers can be invited in to help students organize and practice performance and prepare backdrop.
The New Mexico Philharmonic performs at University of New Mexico for elementary schools annually. They also perform at the Zoo; both activities would make an excellent field trip for this unit.

Online: There are many sites available that can provide ample information and pictures of a variety of animals. Some have games and activities students can explore if they have extra time, after completing lesson goals.
There are some great sites for introducing young learners to classical music. They can look up compositions by instruments, composer, or performer. Other kid-friendly music sites allows students to explore the basics of music. They can learn notes, instruments of the orchestra, and even compose a tune!

314 Solutions.(n.d.) Pi Day. Retrieved from http://www.piday.org/
Animal Planet (2013). Wild Animals. Retrieved from http://animal.discovery.com/wild-animals
Bill Nye the Science Guy (2013). Episode Guides: Episode 53:Mammals. Retrieved from http://www.billnye.com/for-kids-teachers/episode-details/
Classical Connect (2010). The Free Classical Music Site! Retrieved from http://www.classicalconnect.com
Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers (4th ed.). Upper Saddle River, NJ: Pearson
Discovery Communication. (2013). Animal Planet: Mammals. Retrieved from http://animal.discovery.com/mammals
Drawing How To Draw. (n.d.). How to Draw Cartoon People & Drawing Comic Styled Human Figures & the Body. Retrieved from http://www.drawinghowtodraw.com/drawing- lessons/ drawing-cartoons-lessons/drawing-cartoon-people.html#
Estrella, E. (2013). The elements of music. Retrieved from http://musiced.about.com/od/beginnerstheory/a/musicelements.htm
First Palette. (2008-2013). Many Shapes Picture. Retrieved from http://www.firstpalette.com/Craft_themes/Colors/Many_Shapes_Picture/Many_Shapes_P icture.html
Future Publishing Limited. (2013). How to illustrate children's books: 7 top tips. Retrieved from http://www.drawinghowtodraw.com/drawing- lessons/ drawing-cartoons-lessons/drawing-cartoon-people.html#

How to Illustrate Children's Books website will help students if they are having a hard time with general illustrations of their book. http://www.drawinghowtodraw.com/drawing- lessons/ drawing-cartoons-lessons/drawing-cartoon-people.html#
How to Draw Cartoon People & Comic Styled Human Figures & the Body will help students who are having trouble drawing different kinds of people. http://www.drawinghowtodraw.com/drawing- lessons/ drawing-cartoons-lessons/drawing-cartoon-people.html#
The library is the perfect resource for students to see examples of illustrations.
Students can attend a local art class to learn different drawing strategies.
Visual Arts
How to Make Stage Props website will help students learn how to make props. Parents or teacher should help with this. http://www.howtodothings.com/hobbies/a4229-how-to-make-stage-props.html
Theater Games website gives students a chance to play some acting games to get ready for their performance. http://library.thinkquest.org/5291/games.html
Students can go see a community play put on by professionals or a local high school.
Students can participate in an art or theater club or class to learn how theater sets are created
The Elements of Music website will gives students an idea of some main music elements. http://musiced.about.com/od/beginnerstheory/a/musicelements.htm
Tuba or Flue? Picking the Right Instrument for you Child website will help students and parents choose the right instrument for them if they want to start playing and learning a instrument. http://www.cnn.com/2013/09/09/living/parents-kids-body-type-music-instrument/
Students can go to an orchestra performance in their community.
Students can find a book about music, writers, or composers at their local library.
References Continued
How Stuff Works. (1998-2013). The Appalachians. Retrieved from http://geography.howstuffworks.com/united-states/the-appalachians.htm
Just Bead Yourself. (n.d.). Walk-In Workshop. Retrieved from http://www.just-bead- yourself.com/
Knowglobe. (2011)Knowglobe: Classrooms around the World. Retrieved from www.scholastic.com/teachers/top_teaching/2010/03/region-tour
National Geographic. (2013). National Geographic Kids. Retrieved from http://kids.nationalgeographic.com/kids/
Sachteleben, M. (2013). How to Make Stage Props. Retrieved from http://www.howtodothings.com/hobbies/a4229-how-to-make-stage-props.html
SFS Kids (n.d.). The Music Lab. Retrieved from http://www.sfskids.org/templates/musicLabF.asp?pageid=23
Smith, F. (2009). Why Arts Education Is Crucial, and Who’s Doing It Best. Retrieved from http://www.edutopia.org/arts-music-curriculum-child-development
Stewart, N. (2010). How to do an Irish reel step for set dancing. Retrieved from http://youtube.com
Think Quest. (n.d.). Theater Games. Retrieved from http://library.thinkquest.org/5291/games.html
Traditional Irish Music. (n.d.). Celtic Music – 2900 + Scores, Guitar Tabs and Midis. Retrieved from http://www.traditionalmusic.co.uk/irish-guitar-tab/irish-guitar-tab.html
Wallace, K. (2013). Tuba or flute? Picking the right instrument for your child. Retrieved from http://www.cnn.com/2013/09/09/living/parents-kids-body-type-music-instrument/
Wyzant Tutoring. (2013). Geometric Shapes. Retrieved from http://www.wyzant.com/help/math/elementary_math/shapes
and classroom management as well as display and performance opportunities. Assessment strategies and resources are also essential parts of each lesson plan.
Community/Online Resources
Community: There are different ways for the community to be used as a resource for students and learning. Teachers can use visitors from the community as well as field trips to enhance learning.
Visit from park ranger
Field trip to an Art Museum
Attend a drama class
Field trip to a play
Watch a prerecorded dance from the local High school drama class.
A visit from a dance instructor

Online: There are many great websites that can provide useful information and add to the learning process.
Students can explore the websites that provides useful information about the topics. http://geography.howstuffworks.com/united-states/the-appalachians.htm
Students can use useful websites to give ideas about acting out parts and performances. www.scholastic.com/teachers/top_teaching/2010/03/region-tour
Students can explore the web for videos that explain the Irish dance steps. http://www.youtube.com
Students can use the website to pick appropriate music for the dance. http://www.traditionalmusic.co.uk/irish-guitar-tab/irish-guitar-tab.html
Visual Arts

Pi Day Celebration
Math Assessment:
The core content will be assessed by listening and reading the students scripts. Each student should include in the explanation the key words: Pi, the 3.14 formula, circle, circumference and radius.

Arts Assessment:
The teacher will assess each student’s costume and their acting presentation. The students will be given a rubric to help them with the delivery of their performance. The teacher will assess the clear pronunciation of words, sound projection, body language, and eye contact. Students should remember not to rush their words. If the presentation is a dramatic presentation, the students should deliver the performance with emotion.

Visual Arts
Online Resource:

The website lists and explains different geometric shapes and how they can be formed. The site also includes other math curricular content areas that students and parents can use for assistance.

Community Resource:
Students will visit an art class that uses broken glass and dishes to create collages, mirrors and wall hangings.

Online Resource:

This site will teach the students how the shapes can be used to build and create different arts and craft items.

Community Resource:

Students will attend a field trip to Just Bead Yourself which will teach the students how different shapes can create different designs for jewelry.

Math Assessment:
The core content will be evaluated by watching the students as they select and recognize the different shapes. When the song is first integrated into the lesson, it may take some time for the students to catch on and grab the correct shape. With repetition the students will learn how to differentiate between the different shapes.

Arts Assessment:
The teacher will assess the students as they learn the song, keep the beat and learn how to change the shapes in the different verses. The students will need to move their hand and shake the shape while holding it in their hand. When the song is first introduced to the students, the teacher will sing the song with the students. With repetition the students will be able to sing the song and may only require a reminder of the new shape in each stanza.
100 Day of School Celebration
Math Assessment:
The core content will be evaluated by listening to the student summarize their “100” presentation and their comprehension of the assignment. The teacher will also analyze each math category used to display their presentation to see if “100” of each item was used. A rubric will be provided for the students to use as a reference.

Arts Assessment:
The teacher will assess the student’s presentation and how he or she chose to illustrate “100.” The teacher will also analyze the use of materials, labeling the name of the presentation and the summary on index card.
Online Resource:

This website explains Pi through illustrations, videos and gifts. It also shows different ways Pi Day is celebrated yearly.

Community Resource:
At the library, the students can attend the “History of Pi” presentation, which will include a play by a local performing arts company.
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