Teaching Through The Arts

Here is another link I found on the HotChalk blog . It's called Interchange, and it's an integrated arts program in St. Louis. Here is an excerpt from their site: What is Arts Integration? Not all children learn in the same way. The arts can bring the curriculum to life, engage students and encourage learning. Through Interchange, community partners are helping classroom teachers in the St. Louis Public Schools do what they do best by providing additional support through arts-infused learning. Arts integration incorporates the arts throughout the learning process by infusing some form of art, such as theater, music, dance, drawing, poetry, or other expression of creativity, into the core curriculum. It is experiential in nature and encourages learning by "doing." Using arts and cultural resources to expand the ways teachers teach and students learn has been proved to achieve measurable results. Arts integration also helps develop the who...

This is another great link I found on the HotChalk blog . It's from Arts Every Day , an organization that works on integrating the arts in Baltimore. "When well planned and implemented, arts integration is one of the most effective ways for a wide range of students with a wide range of interests, aptitudes, styles, and experiences to form a community of active learners taking responsibility for and ownership of their own learning." Renaissance in the Classroom, pg. xxvi What is arts integration? Arts integration is instruction that integrates content and skills from the arts—dance, music, theater, and the visual arts—with other core subjects. Arts integration occurs when there is a seamless blending of the content and skills of an art form with those of a co-curricular subject. Why do it? Arts integration is highly effective in engaging and motivating students. It supports the academic achievement and improved social behavior of students while enhancing school climate and...

While reading about integrating the arts at the hotchalk blog , I came across some links that are good news for arts-based educators across the country. Washington D.C. has adopted comprehensive art education learning standards for its students. Here is the introduction: In its recent report, “Tough Choices, Tough Times,” the National Center on Education and the Economy wrote compellingly about future skills that will be needed by America’s workforce, and the transformation that is going to have to occur in our nation’s schools in order to compete in the global economy.1 Reports continue to document that “United States leadership depends on creativity and innovation and not technology alone in order to compete in the global marketplace. Strong skills in the arts are essential qualities needed for success in the workplace: “creative and innovative, self-disciplined and well organized team players who are flexible and adaptable to change and facility with the use of ideas and abstractio...

This is an excerpt on defining authentic assessment from eduplace.com : Authentic assessment refers to assessment tasks that resemble reading and writing in the real world and in school (Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993). Its aim is to assess many different kinds of literacy abilities in contexts that closely resemble actual situations in which those abilities are used. For example, authentic assessments ask students to read real texts, to write for authentic purposes about meaningful topics, and to participate in authentic literacy tasks such as discussing books, keeping journals, writing letters, and revising a piece of writing until it works for the reader. Both the material and the assessment tasks look as natural as possible. Furthermore, authentic assessment values the thinking behind work, the process, as much as the finished product (Pearson & Valencia, 1987; Wiggins, 1989; Wolf, 1989). (A comment from Jeff: this last sentence really resonates with ...

It may be important to define some terms as we continue to discuss assessments. The following definitions are from the article Formative and Summative Assessments in the Classroom by Catherine Garrison and Michael Ehringhaus. Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments ca...

The line "Versatile teachers encourage many forms of expression" taken directly from the Massachusetts Learning Standards should lead many of us to examine our teaching practices. Are we, in fact, allowing our students to express themselves in many different ways? By extension, are we using various forms of assessment that tie into the multiple intelligences? Or is it always the same? Quiz. Test. Quiz. Test with an occasional paper thrown in? Are we gearing our assessments just to those students who do well linguistically and mathematical/spatially? What about those students whose intelligences are stronger in other areas? Does it mean they haven't mastered the concepts if they do poorly on a test? Can't they show their mastery in other ways? The answer is yes, and it is our responsibility as educators to use multiple forms of assessment, so we can authentically assess our student's progress.

You bet it is! Don't believe me? Check it out. PreK-12 Standard 10: Interdisciplinary Connections Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering. Learning Standards Students will 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics. So there it is once again. Integrating the arts across the curriculum being supported by the Massachusetts State Learning Standards/Frameworks. Still don't believe me? Then click on the link and see for yourse...

Back to the Massachusetts Educational Curriculum Frameworks which advocate for making connections across the curriculum. Here's what it says: Making Connections across the Curriculum Teaching an interdisciplinary curriculum involves collaboration among faculty and the community. Teachers and students might explore topics such as: • visual, oral, aural, and kinetic elements of the four arts disciplines; • characteristics common to the process of creating art works in each discipline; • interpretations of a theme or concept, such as harmony or compassion, through each of the four arts disciplines; • the ways in which the content of other disciplines is interrelated with the arts; including languages and literacy, scientific principles, mathematical reasoning, and geographical, cultural, and historical knowledge; and • the ways in which concepts from other core disciplines may be expressed through the arts. While all of these points are important, I want to focus on the point of the ...

Okay, by now you're used to hearing this kind of thing coming from me, but this is from the Massachusetts Frameworks for education. I have highlighted the areas in color. Learning By Doing Students learn about the arts from the artist’s perspective by active participation — they learn by doing. They come to understand the specific ways in which dancers, composers, musicians, visual artists, or actors think, solve problems, and make aesthetic choices. Massachusetts schools should educate students to think like artists , just as they teach students to think like writers, historians, scientists, or mathematicians. Learning in, about, and through the arts can lead to a profound sense of understanding, joy, and accomplishment. It is important that students learn to express and understand ideas that are communicated in sounds, images, and movements, as well as in written or spoken words. Sequential education in any of the arts disciplines emphasizes imaginative and reflective thought ...

The State of Massachusetts! The English Language Proficiency and Outcomes Benchmarks in the Massachusetts Curriculum Frameworks state: [The student] Writes a story or script with theme and details. (W.2.17a) The main point here is not about creative writing, it's about becoming familiar with the learning standards in your state. This way you can put language to your teaching methods and defend them, if need be, to administrators who don't get what it is you are trying to do. Too often the arts are looked on as fluff, whether they are taught as an art class or as an integrated learning experience. So, we not only have to keep adding to our creativity as educators and learners, but we need to be able to express how what we are doing as arts-based educators is backed up by our state standards. Massachusetts has standards that relate to dance, visual arts, theater, poetry and more. Check them out and put language to what you are doing in class.

I constantly have math and science teachers tell me "this is a math (or science) class, I can't integrate the arts like they do in English and History." To that I heartily disagree. Don't believe me? Then check out this lesson on the ArtsEdge site that pairs Atomic and Molecular Structure with Dance . And oh ya, you're worried about standards right? Don't be, it covers National Standards in Dance, Physical Education, and of course Science. Here's the lesson overview: In this lesson, students will utilize their knowledge of basic physical science concepts to create movement patterns that simulate the movement of atoms and molecules. They will formulate and answer questions about how movement choices communicate abstract ideas in dance and demonstrate an understanding of how personal experience influences the interpretation of a dance. Need an example of pairing Math with Dance? Try this one for grades 1 & 2 called Shaping Patterns and Dancing Shapes . H...

I've written a number of posts about designing curriculum and instruction that allows students to construct their own meaning and make real connections to what is being taught. One student of mine wrote this in a reflective piece after concluding a unit based on the book The Things They Carried by Tim O'Brien. Students wrote poems and letters from one character to another. They also had a choice between visual art pieces, musical pieces and any type of project that utilized one or more art modalities. They were also required to write short reflective responses to different lessons that got beyond the head and into the heart and gut. At the end of the unit, they were asked to write a reflective essay on the entire experience. Here is the excerpt: "The unit on Vietnam that has been covered in class is unlike anything that I have ever done in English class, and perhaps school in general. We, as a class, were able to feel some of the more emotional aspects of war that our tex...

Continuing on this thread of pedagogical posts, I came across an interesting student paper by kcofrinhsa titled "Evolving Views on Education and the Nature of Knowledge." on the Serendip blog from Bryn Mawr College in Pennsylvania. It's an interesting piece that deserves a close reading. Here are some points that resonate for me. 1. The concept of our brains being "creators of new knowledge" or "mechanisms meant to perpetuate already established knowledge." When we think of our own pedagogical concepts as educators, which is more important for students? Clearly there is knowledge that needs to be passed on, but it's what students make out of that knowledge that constitutes true learning. We, as educators, need to be acutely aware that allowing students to construct their own meaning is key, especially as we continue our journeys through the conceptual age. 2. Allowing students to see themselves reflected in the curriculum is a key component in edu...

I've voiced my concern on many occasions regarding my fear that our schools are training a generation of students who are adept at taking standardized tests and following the status quo instead of thinking creatively and critically. One question I continue to ask educators is why are we still using a system of educating our children that was developed to train industrial workers in the early 1900s? Especially since most of our industry has moved on. Author and speaker Daniel Pink says that we've moved through the information age and are now in what he calls the "conceptual age." In this age it's creativity and the "ability to move smoothly between boundaries" that will pay off for our students. I came across this Boston Globe article by Penelope Trunk and have excerpted a part of it below: "We are entering a new age in economic history, and it will elevate those who are nimble and creative. When we moved from industrial economy to the information ...

While perusing the Critical Pedagogy on the web site, I came across this discussion of Constructivism and its ties with critical pedagogy. It's worth taking a few moments to read. The red highlighting is done by me. Constructivism "A philosophy that views learning as an active process in which learners construct their own understanding and knowledge of the world through action and reflection. Constructivists argue that individuals generate rules and mental models as the result of their experiences with both other human subjects and their environments and in turn use these rules and models to make sense of new experiences. Three important concepts emerge from this definition: ...

Paulo Freire's Banking Theory of Education positions students as empty vessels to be filled by the teacher. According to Paulo Freire in Pedagogy of the Oppressed , education is traditionally framed as "an act of depositing, in which the students are the depositories and the teacher is the depositor" ( Pedagogy of the Oppressed 58). In this framework, the teacher lectures , and the students "receive, memorize, and repeat" (58). Freire explains that banking education is generally characterized by the following oppressive attitudes and practices: the teacher teaches and the students are taught; the ...

In a recent post titled "Seven Thoughts on Implementing Positive Change in the Way We Teach our Students," (click on the title of this post to read it in its entirety) I discussed making learning relevant to students' lives and interests. This is a way to engage students and get them excited about learning. When that happens, the sky is the limit. But how to do it? Here's a couple of ideas tied to the teaching of Romeo and Juliet by William Shakespeare that could be adapted for use with other works as well. I'm sure these ideas are not completely original with me, and that there are many of you out there who do these or something like them, if so I'd love for you to share your versions here on the blog. Please feel free to leave a comment below. 1. Texting We should all pretty much be able to agree that cell phones and texting are common to most high school students. They text each other all the time. So why not bring it into the classroom? After reading the...

We just started a Cause on Facebook called Integrating the Arts into Education. If you're a member of Facebook, then please click on the title of this post, and it will take you right there. If you're not a member of Facebook, then you might want to consider it. It's a great way to stay connected and do social networking.